Welcome to

Bidbury Infant School

Personal, Social, Health and Economic Education (PSHE)

PSHE at Bidbury Infant School

 

At Bidbury, PSHE (Personal, Social, Health and Economic) education is a planned, developmental programme of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

 

Our PSHE curriculum is based on the SCARF programme underpinned by the values of Safety, Caring, Achievement, Resilience and Friendship. The programme equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices to achieve economic wellbeing. A critical component of PSHE is providing opportunities for children to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

 

PSHE contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

 

It is important to allow children the opportunity to discuss experiences and to voice their opinions throughout each PSHE lesson/unit. Giving the children a voice helps to clarify and check their understanding; remove barriers to written work; and allows children of all abilities to contribute fully within the lesson.

 

The SCARF programme links to the DfE statutory requirements for both Relationships Education and Health Education. Lessons that are not part of the DfE's statutory guidance are also incuded because they ensure a comprehensive PSHE programme, including SMSC and British Values.

Key themes and topics are covered as part of a spiral curriculum delivered through half-termly units, which have the same themes across all year groups.  Teachers use summative "I can..." statements at the end of each unit to assess children's progress against the key learning outcomes.

You can find out more about the DfE statutory requirements and the statements of what pupils should know by the end of primary school here.

PSHE and wellbeing long term plan

of
Zoom:

Year R learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Talk about similarities and differences;
  • Name special people in their lives
  • Describe different feelings
  • Identify who can help if they are sad, worried or scared
  • Identify ways to help others or themselves if they are sad or worried.

 

  • Be sensitive towards others and celebrate what makes each person unique
  • Recognise that we can have things in common with others
  • Use speaking and listening skills to learn about the lives of their peers
  • Know the importance of showing care and kindness towards others
  • Demonstrate skills in building friendships and cooperation.
  • Talk about how to keep their bodies healthy and safe
  • Name ways to stay safe around medicines
  • Know how to stay safe in their home, classroom and outside
  • Know age-appropriate ways to stay safe online
  • Name adults in their lives and those in their community who keep them safe.
  • Understand that they can make a difference
  • Identify how they can care for their home, school and special people
  • Talk about how they can make an impact on the natural world
  • Talk about similarities and differences between themselves
  • Demonstrate building relationships with friends.
  • Feel resilient and confident in their learning
  • Name and discuss different types of feelings and emotions
  • Learn and use strategies or skills in approaching challenges
  • Understand that they can make healthy choices
  • Name and recognise how healthy choices can keep us well.
  • Understand that there are changes in nature and humans
  • Name the different stages in childhood and growing up
  • Understand that babies are made by a man and a woman
  • Use the correct vocabulary when naming the different parts of the body
  • Know how to keep themselves safe.

Year 1 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Understand that classroom rules help everyone to learn and be safe
  • Explain their classroom rules and be able to contribute to making these
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Recognise how others might be feeling by reading body language/facial expressions
  • Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
  • Identify a range of feelings
  • Identify how feelings might make us behave
  • Suggest strategies for someone experiencing 'not so good' feelings to manage these
  • Recognise that people's bodies and feelings can be hurt
  • Suggest ways of dealing with different kinds of hurt
  • Identify simple qualities of friendship
  • Suggest simple strategies for making up.
  • Identify the differences and similarities between people
  • Empathise with those who are different from them
  • Begin to appreciate the positive aspects of these differences
  • Explain the difference between unkindness, teasing and bullying
  • Understand that bullying is usually quite rare
  • Explain some of their school rules and how those rules help to keep everybody safe
  • Recognise and explain what is fair and unfair, kind and unkind
  • Suggest ways they can show kindness to others
  • Identify some of the people who are special to them
  • Recognise and name some of the qualities that make a person special to them
  • Recognise that they belong to various groups and communities such as their family
  • Explain how these people help us and we can also help them to help us.
  • Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
  • Identify simple bedtime routines that promote healthy sleep
  • Recognise emotions and physical feelings associated with feeling unsafe
  • Identify people who can help them when they feel unsafe
  • Understand and learn the PANTS rules
  • Name and know which parts should be private
  • Explain the difference between appropriate and inappropriate touch
  • Understand that they have the right to say “no” to unwanted touch
  • Start thinking about who they trust and who they can ask for help
  • Start thinking about how to stay safe online, including safety around sharing images
  • Identify people they can trust to help if they see something online that makes them feel scared or uncomfortable
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Explain simple issues of safety about medicines and their use
  • Recognise the range of feelings that are associated with loss.
  • Recognise how a person's behaviour (including their own) can affect other people
  • Identify what they like about the school environment
  • Recognise who cares for and looks after the school environment
  • Demonstrate responsibility in looking after something (e.g. a class pet or plant)
  • Explain the importance of looking after things that belong to themselves or to others
  • Explain where people get money from
  • List some of the things that money may be spent on in a family home
  • Recognise that different notes and coins have different monetary value
  • Explain the importance of keeping money safe
  • Identify safe places to keep money
  • Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it)
  • Recognise the importance of fruit and vegetables in their daily diet
  • Know that eating at least five portions of vegetables and fruit a day helps to maintain health
  • Recognise that they may have different tastes in food to others
  • Select foods from the Eatwell Guide in order to make a healthy lunch
  • Recognise which foods we need to eat more of and which we need to eat less of to be healthy
  • Recognise the importance of regular hygiene routines
  • Sequence personal hygiene routines into a logical order
  • Understand how diseases can spread
  • Recognise and use simple strategies for preventing the spread of diseases
  • Recognise that learning a new skill requires practice and the opportunity to fail, safely
  • Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
  • Understand and explain the simple bodily processes associated with them.
  • Understand that the body gets energy from food, water and air (oxygen)
  • Recognise that exercise and sleep are important parts of a healthy lifestyle
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Explain the difference between teasing and bullying
  • Give examples of what they can do if they experience or witness bullying
  • Say who they could get help from in a bullying situation
  • Explain the difference between a secret and a nice surprise
  • Identify situations as being secrets or surprises
  • Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
  • Identify parts of the body that are private
  • Describe ways in which private parts can be kept private
  • Identify people they can talk to about their private parts.

Year 2 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Suggest actions that will contribute positively to the life of the classroom
  • Make and undertake pledges based on those actions
  • The conventions of courtesy and manners
  • Use a range of words to describe feelings
  • Recognise that people have different ways of expressing their feelings
  • Identify helpful ways of responding to other's feelings
  • Recognise, name and understand how to deal with feelings (e.g. anger, loneliness)
  • Explain where someone could get help if they were being upset by someone else’s behaviour
  • Recognise that friendship is a special kind of relationship
  • Identify some of the ways that good friends care for each other
  • Explain the difference between bullying and isolated unkind behaviour
  • Recognise that that there are different types of bullying and unkind behaviour
  • Understand that bullying and unkind behaviour are both unacceptable ways of behaving
  • Understand and describe strategies for dealing with bullying
  • Rehearse and demonstrate some of these strategies
  • Define what is meant by the terms 'bullying' and 'teasing' showing an understanding of the difference between the two
  • Identify situations as to whether they are incidents of teasing or bullying.
  • Identify some of the physical and non-physical differences and similarities between people
  • Know and use words and phrases that show respect for other people
  • Identify people who are special to them
  • Explain some of the ways those people are special to them
  • Recognise and explain how a person's behaviour can affect other people
  • Explain how it feels to be part of a group
  • Explain how it feels to be left out from a group
  • Identify groups they are part of
  • Suggest and use strategies for helping someone who is feeling left out
  • Recognise and describe acts of kindness and unkindness
  • Explain how these impact on other people's feelings
  • Suggest kind words and actions they can show to others
  • Show acts of kindness to others in school
  • Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted)
  • Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships.
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell
  • Explain simple issues of safety about medicines and their use
  • Identify situations in which they would feel safe or unsafe
  • Suggest actions for dealing with unsafe situations including who they could ask for help

  • Identify situations in which they would need to say 'Yes', 'No', 'I'll ask', or 'I'll tell', in relation to keeping themselves and others safe

  • Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation

  • Identify the types of touch they like and do not like

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Recognise that some touches are not fun and can hurt or be upsetting

  • Know that they can ask someone to stop touching them

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Identify safe secrets (including surprises) and unsafe secrets

  • Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.

  • Describe and record strategies for getting on with others in the classroom
  • Explain, and be able to use, strategies for dealing with impulsive behaviour
  • Identify special people in the school and community who can keep them safe
  • Know how to ask for help
  • Know the importance of keeping personal information private, when online and only talking to people they know in real life
  • Know that they can tell an adult they trust if anything happens that makes them worried
  • Understand that people have choices about what they do with their money
  • Know that money can be saved for a use at a future time
  • Explain how they might feel when they spend money on different things
  • Recognise that money can be spent on items which are essential or non-essential
  • Know that money can be saved for a future time and understand the reasons why people (including themselves) might do this
  • Identify what they like about the school environment
  • Identify any problems with the school environment (e.g. things needing repair)
  • Make suggestions for improving the school environment
  • Recognise that they all have a responsibility for helping to look after the school environment.
  • Explain the stages of the learning line showing an understanding of the learning process
  • Suggest phrases and words of encouragement to give someone who is learning something new
  • Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning
  • Understand and give examples of things they can choose themselves and things that others choose for them
  • Explain things that they like and dislike, and understand that they have choices about these things
  • Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health
  • Explain how germs can be spread
  • Describe simple hygiene routines such as hand washing
  • Understand that vaccinations can help to prevent certain illnesses
  • Explain the importance of good dental hygiene
  • Describe simple dental hygiene routines
  • Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain)
  • Describe how food, water and air get into the body and blood
  • Understand that the body gets energy from food, water and oxygen
  • Recognise that exercise and sleep are important to health.
  • Demonstrate simple ways of giving positive feedback to others
  • Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to
  • Identify different stages of growth (e.g. baby, toddler, child, teenager, adult)
  • Understand and describe some of the things that people are capable of at these different stages
  • Identify which parts of our body are private
  • Explain that our genitals help us make babies when we are older
  • Understand that we mostly have the same body parts but how they look is different from person to person
  • Explain what privacy means
  • Know that you are not allowed to touch someone’s private belongings without their permission
  • Give examples of different types of private information
  • Identify how inappropriate touch can make someone feel
  • Understand that there are unsafe secrets and secrets that are nice surprises
  • Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.

Growing and Changing learning journeys

The SCARF Learning Journeys show how the topic Growing and Changing develops from YR to Y2 in age and developmentally-appropriate ways.  Children transferring to Bidbury Junior School continue to follow the SCARF programme until the end of Year 6.

The Growing and Changing Unit covers the DfE statutory RSHE requirements listed within the Changing Adolescent Body topic under statutory Health Education. As schools are expected to deliver a spiral curriculum, content is introduced in the early years; for example, the difference between girls' and boys' bodies and the correct words for external body parts is covered before later content about how and why bodies change.

Lesson content grows in complexity and maturity, in line with children's development, supporting them every step of the way.

of
Zoom:
Welcome to

Bidbury Infant School

Personal, Social, Health and Economic Education (PSHE)

PSHE at Bidbury Infant School

 

At Bidbury, PSHE (Personal, Social, Health and Economic) education is a planned, developmental programme of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

 

Our PSHE curriculum is based on the SCARF programme underpinned by the values of Safety, Caring, Achievement, Resilience and Friendship. The programme equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices to achieve economic wellbeing. A critical component of PSHE is providing opportunities for children to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

 

PSHE contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

 

It is important to allow children the opportunity to discuss experiences and to voice their opinions throughout each PSHE lesson/unit. Giving the children a voice helps to clarify and check their understanding; remove barriers to written work; and allows children of all abilities to contribute fully within the lesson.

 

The SCARF programme links to the DfE statutory requirements for both Relationships Education and Health Education. Lessons that are not part of the DfE's statutory guidance are also incuded because they ensure a comprehensive PSHE programme, including SMSC and British Values.

Key themes and topics are covered as part of a spiral curriculum delivered through half-termly units, which have the same themes across all year groups.  Teachers use summative "I can..." statements at the end of each unit to assess children's progress against the key learning outcomes.

You can find out more about the DfE statutory requirements and the statements of what pupils should know by the end of primary school here.

PSHE and wellbeing long term plan

of
Zoom:

Year R learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Talk about similarities and differences;
  • Name special people in their lives
  • Describe different feelings
  • Identify who can help if they are sad, worried or scared
  • Identify ways to help others or themselves if they are sad or worried.

 

  • Be sensitive towards others and celebrate what makes each person unique
  • Recognise that we can have things in common with others
  • Use speaking and listening skills to learn about the lives of their peers
  • Know the importance of showing care and kindness towards others
  • Demonstrate skills in building friendships and cooperation.
  • Talk about how to keep their bodies healthy and safe
  • Name ways to stay safe around medicines
  • Know how to stay safe in their home, classroom and outside
  • Know age-appropriate ways to stay safe online
  • Name adults in their lives and those in their community who keep them safe.
  • Understand that they can make a difference
  • Identify how they can care for their home, school and special people
  • Talk about how they can make an impact on the natural world
  • Talk about similarities and differences between themselves
  • Demonstrate building relationships with friends.
  • Feel resilient and confident in their learning
  • Name and discuss different types of feelings and emotions
  • Learn and use strategies or skills in approaching challenges
  • Understand that they can make healthy choices
  • Name and recognise how healthy choices can keep us well.
  • Understand that there are changes in nature and humans
  • Name the different stages in childhood and growing up
  • Understand that babies are made by a man and a woman
  • Use the correct vocabulary when naming the different parts of the body
  • Know how to keep themselves safe.

Year 1 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Understand that classroom rules help everyone to learn and be safe
  • Explain their classroom rules and be able to contribute to making these
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Recognise how others might be feeling by reading body language/facial expressions
  • Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
  • Identify a range of feelings
  • Identify how feelings might make us behave
  • Suggest strategies for someone experiencing 'not so good' feelings to manage these
  • Recognise that people's bodies and feelings can be hurt
  • Suggest ways of dealing with different kinds of hurt
  • Identify simple qualities of friendship
  • Suggest simple strategies for making up.
  • Identify the differences and similarities between people
  • Empathise with those who are different from them
  • Begin to appreciate the positive aspects of these differences
  • Explain the difference between unkindness, teasing and bullying
  • Understand that bullying is usually quite rare
  • Explain some of their school rules and how those rules help to keep everybody safe
  • Recognise and explain what is fair and unfair, kind and unkind
  • Suggest ways they can show kindness to others
  • Identify some of the people who are special to them
  • Recognise and name some of the qualities that make a person special to them
  • Recognise that they belong to various groups and communities such as their family
  • Explain how these people help us and we can also help them to help us.
  • Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
  • Identify simple bedtime routines that promote healthy sleep
  • Recognise emotions and physical feelings associated with feeling unsafe
  • Identify people who can help them when they feel unsafe
  • Understand and learn the PANTS rules
  • Name and know which parts should be private
  • Explain the difference between appropriate and inappropriate touch
  • Understand that they have the right to say “no” to unwanted touch
  • Start thinking about who they trust and who they can ask for help
  • Start thinking about how to stay safe online, including safety around sharing images
  • Identify people they can trust to help if they see something online that makes them feel scared or uncomfortable
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Explain simple issues of safety about medicines and their use
  • Recognise the range of feelings that are associated with loss.
  • Recognise how a person's behaviour (including their own) can affect other people
  • Identify what they like about the school environment
  • Recognise who cares for and looks after the school environment
  • Demonstrate responsibility in looking after something (e.g. a class pet or plant)
  • Explain the importance of looking after things that belong to themselves or to others
  • Explain where people get money from
  • List some of the things that money may be spent on in a family home
  • Recognise that different notes and coins have different monetary value
  • Explain the importance of keeping money safe
  • Identify safe places to keep money
  • Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it)
  • Recognise the importance of fruit and vegetables in their daily diet
  • Know that eating at least five portions of vegetables and fruit a day helps to maintain health
  • Recognise that they may have different tastes in food to others
  • Select foods from the Eatwell Guide in order to make a healthy lunch
  • Recognise which foods we need to eat more of and which we need to eat less of to be healthy
  • Recognise the importance of regular hygiene routines
  • Sequence personal hygiene routines into a logical order
  • Understand how diseases can spread
  • Recognise and use simple strategies for preventing the spread of diseases
  • Recognise that learning a new skill requires practice and the opportunity to fail, safely
  • Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
  • Understand and explain the simple bodily processes associated with them.
  • Understand that the body gets energy from food, water and air (oxygen)
  • Recognise that exercise and sleep are important parts of a healthy lifestyle
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Explain the difference between teasing and bullying
  • Give examples of what they can do if they experience or witness bullying
  • Say who they could get help from in a bullying situation
  • Explain the difference between a secret and a nice surprise
  • Identify situations as being secrets or surprises
  • Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
  • Identify parts of the body that are private
  • Describe ways in which private parts can be kept private
  • Identify people they can talk to about their private parts.

Year 2 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Suggest actions that will contribute positively to the life of the classroom
  • Make and undertake pledges based on those actions
  • The conventions of courtesy and manners
  • Use a range of words to describe feelings
  • Recognise that people have different ways of expressing their feelings
  • Identify helpful ways of responding to other's feelings
  • Recognise, name and understand how to deal with feelings (e.g. anger, loneliness)
  • Explain where someone could get help if they were being upset by someone else’s behaviour
  • Recognise that friendship is a special kind of relationship
  • Identify some of the ways that good friends care for each other
  • Explain the difference between bullying and isolated unkind behaviour
  • Recognise that that there are different types of bullying and unkind behaviour
  • Understand that bullying and unkind behaviour are both unacceptable ways of behaving
  • Understand and describe strategies for dealing with bullying
  • Rehearse and demonstrate some of these strategies
  • Define what is meant by the terms 'bullying' and 'teasing' showing an understanding of the difference between the two
  • Identify situations as to whether they are incidents of teasing or bullying.
  • Identify some of the physical and non-physical differences and similarities between people
  • Know and use words and phrases that show respect for other people
  • Identify people who are special to them
  • Explain some of the ways those people are special to them
  • Recognise and explain how a person's behaviour can affect other people
  • Explain how it feels to be part of a group
  • Explain how it feels to be left out from a group
  • Identify groups they are part of
  • Suggest and use strategies for helping someone who is feeling left out
  • Recognise and describe acts of kindness and unkindness
  • Explain how these impact on other people's feelings
  • Suggest kind words and actions they can show to others
  • Show acts of kindness to others in school
  • Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted)
  • Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships.
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell
  • Explain simple issues of safety about medicines and their use
  • Identify situations in which they would feel safe or unsafe
  • Suggest actions for dealing with unsafe situations including who they could ask for help

  • Identify situations in which they would need to say 'Yes', 'No', 'I'll ask', or 'I'll tell', in relation to keeping themselves and others safe

  • Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation

  • Identify the types of touch they like and do not like

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Recognise that some touches are not fun and can hurt or be upsetting

  • Know that they can ask someone to stop touching them

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Identify safe secrets (including surprises) and unsafe secrets

  • Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.

  • Describe and record strategies for getting on with others in the classroom
  • Explain, and be able to use, strategies for dealing with impulsive behaviour
  • Identify special people in the school and community who can keep them safe
  • Know how to ask for help
  • Know the importance of keeping personal information private, when online and only talking to people they know in real life
  • Know that they can tell an adult they trust if anything happens that makes them worried
  • Understand that people have choices about what they do with their money
  • Know that money can be saved for a use at a future time
  • Explain how they might feel when they spend money on different things
  • Recognise that money can be spent on items which are essential or non-essential
  • Know that money can be saved for a future time and understand the reasons why people (including themselves) might do this
  • Identify what they like about the school environment
  • Identify any problems with the school environment (e.g. things needing repair)
  • Make suggestions for improving the school environment
  • Recognise that they all have a responsibility for helping to look after the school environment.
  • Explain the stages of the learning line showing an understanding of the learning process
  • Suggest phrases and words of encouragement to give someone who is learning something new
  • Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning
  • Understand and give examples of things they can choose themselves and things that others choose for them
  • Explain things that they like and dislike, and understand that they have choices about these things
  • Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health
  • Explain how germs can be spread
  • Describe simple hygiene routines such as hand washing
  • Understand that vaccinations can help to prevent certain illnesses
  • Explain the importance of good dental hygiene
  • Describe simple dental hygiene routines
  • Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain)
  • Describe how food, water and air get into the body and blood
  • Understand that the body gets energy from food, water and oxygen
  • Recognise that exercise and sleep are important to health.
  • Demonstrate simple ways of giving positive feedback to others
  • Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to
  • Identify different stages of growth (e.g. baby, toddler, child, teenager, adult)
  • Understand and describe some of the things that people are capable of at these different stages
  • Identify which parts of our body are private
  • Explain that our genitals help us make babies when we are older
  • Understand that we mostly have the same body parts but how they look is different from person to person
  • Explain what privacy means
  • Know that you are not allowed to touch someone’s private belongings without their permission
  • Give examples of different types of private information
  • Identify how inappropriate touch can make someone feel
  • Understand that there are unsafe secrets and secrets that are nice surprises
  • Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.

Growing and Changing learning journeys

The SCARF Learning Journeys show how the topic Growing and Changing develops from YR to Y2 in age and developmentally-appropriate ways.  Children transferring to Bidbury Junior School continue to follow the SCARF programme until the end of Year 6.

The Growing and Changing Unit covers the DfE statutory RSHE requirements listed within the Changing Adolescent Body topic under statutory Health Education. As schools are expected to deliver a spiral curriculum, content is introduced in the early years; for example, the difference between girls' and boys' bodies and the correct words for external body parts is covered before later content about how and why bodies change.

Lesson content grows in complexity and maturity, in line with children's development, supporting them every step of the way.

of
Zoom:
Welcome to

Bidbury Infant School

Personal, Social, Health and Economic Education (PSHE)

PSHE at Bidbury Infant School

 

At Bidbury, PSHE (Personal, Social, Health and Economic) education is a planned, developmental programme of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

 

Our PSHE curriculum is based on the SCARF programme underpinned by the values of Safety, Caring, Achievement, Resilience and Friendship. The programme equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices to achieve economic wellbeing. A critical component of PSHE is providing opportunities for children to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

 

PSHE contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

 

It is important to allow children the opportunity to discuss experiences and to voice their opinions throughout each PSHE lesson/unit. Giving the children a voice helps to clarify and check their understanding; remove barriers to written work; and allows children of all abilities to contribute fully within the lesson.

 

The SCARF programme links to the DfE statutory requirements for both Relationships Education and Health Education. Lessons that are not part of the DfE's statutory guidance are also incuded because they ensure a comprehensive PSHE programme, including SMSC and British Values.

Key themes and topics are covered as part of a spiral curriculum delivered through half-termly units, which have the same themes across all year groups.  Teachers use summative "I can..." statements at the end of each unit to assess children's progress against the key learning outcomes.

You can find out more about the DfE statutory requirements and the statements of what pupils should know by the end of primary school here.

PSHE and wellbeing long term plan

of
Zoom:

Year R learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Talk about similarities and differences;
  • Name special people in their lives
  • Describe different feelings
  • Identify who can help if they are sad, worried or scared
  • Identify ways to help others or themselves if they are sad or worried.

 

  • Be sensitive towards others and celebrate what makes each person unique
  • Recognise that we can have things in common with others
  • Use speaking and listening skills to learn about the lives of their peers
  • Know the importance of showing care and kindness towards others
  • Demonstrate skills in building friendships and cooperation.
  • Talk about how to keep their bodies healthy and safe
  • Name ways to stay safe around medicines
  • Know how to stay safe in their home, classroom and outside
  • Know age-appropriate ways to stay safe online
  • Name adults in their lives and those in their community who keep them safe.
  • Understand that they can make a difference
  • Identify how they can care for their home, school and special people
  • Talk about how they can make an impact on the natural world
  • Talk about similarities and differences between themselves
  • Demonstrate building relationships with friends.
  • Feel resilient and confident in their learning
  • Name and discuss different types of feelings and emotions
  • Learn and use strategies or skills in approaching challenges
  • Understand that they can make healthy choices
  • Name and recognise how healthy choices can keep us well.
  • Understand that there are changes in nature and humans
  • Name the different stages in childhood and growing up
  • Understand that babies are made by a man and a woman
  • Use the correct vocabulary when naming the different parts of the body
  • Know how to keep themselves safe.

Year 1 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Understand that classroom rules help everyone to learn and be safe
  • Explain their classroom rules and be able to contribute to making these
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Recognise how others might be feeling by reading body language/facial expressions
  • Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
  • Identify a range of feelings
  • Identify how feelings might make us behave
  • Suggest strategies for someone experiencing 'not so good' feelings to manage these
  • Recognise that people's bodies and feelings can be hurt
  • Suggest ways of dealing with different kinds of hurt
  • Identify simple qualities of friendship
  • Suggest simple strategies for making up.
  • Identify the differences and similarities between people
  • Empathise with those who are different from them
  • Begin to appreciate the positive aspects of these differences
  • Explain the difference between unkindness, teasing and bullying
  • Understand that bullying is usually quite rare
  • Explain some of their school rules and how those rules help to keep everybody safe
  • Recognise and explain what is fair and unfair, kind and unkind
  • Suggest ways they can show kindness to others
  • Identify some of the people who are special to them
  • Recognise and name some of the qualities that make a person special to them
  • Recognise that they belong to various groups and communities such as their family
  • Explain how these people help us and we can also help them to help us.
  • Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
  • Identify simple bedtime routines that promote healthy sleep
  • Recognise emotions and physical feelings associated with feeling unsafe
  • Identify people who can help them when they feel unsafe
  • Understand and learn the PANTS rules
  • Name and know which parts should be private
  • Explain the difference between appropriate and inappropriate touch
  • Understand that they have the right to say “no” to unwanted touch
  • Start thinking about who they trust and who they can ask for help
  • Start thinking about how to stay safe online, including safety around sharing images
  • Identify people they can trust to help if they see something online that makes them feel scared or uncomfortable
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Explain simple issues of safety about medicines and their use
  • Recognise the range of feelings that are associated with loss.
  • Recognise how a person's behaviour (including their own) can affect other people
  • Identify what they like about the school environment
  • Recognise who cares for and looks after the school environment
  • Demonstrate responsibility in looking after something (e.g. a class pet or plant)
  • Explain the importance of looking after things that belong to themselves or to others
  • Explain where people get money from
  • List some of the things that money may be spent on in a family home
  • Recognise that different notes and coins have different monetary value
  • Explain the importance of keeping money safe
  • Identify safe places to keep money
  • Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it)
  • Recognise the importance of fruit and vegetables in their daily diet
  • Know that eating at least five portions of vegetables and fruit a day helps to maintain health
  • Recognise that they may have different tastes in food to others
  • Select foods from the Eatwell Guide in order to make a healthy lunch
  • Recognise which foods we need to eat more of and which we need to eat less of to be healthy
  • Recognise the importance of regular hygiene routines
  • Sequence personal hygiene routines into a logical order
  • Understand how diseases can spread
  • Recognise and use simple strategies for preventing the spread of diseases
  • Recognise that learning a new skill requires practice and the opportunity to fail, safely
  • Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
  • Understand and explain the simple bodily processes associated with them.
  • Understand that the body gets energy from food, water and air (oxygen)
  • Recognise that exercise and sleep are important parts of a healthy lifestyle
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Explain the difference between teasing and bullying
  • Give examples of what they can do if they experience or witness bullying
  • Say who they could get help from in a bullying situation
  • Explain the difference between a secret and a nice surprise
  • Identify situations as being secrets or surprises
  • Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
  • Identify parts of the body that are private
  • Describe ways in which private parts can be kept private
  • Identify people they can talk to about their private parts.

Year 2 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Suggest actions that will contribute positively to the life of the classroom
  • Make and undertake pledges based on those actions
  • The conventions of courtesy and manners
  • Use a range of words to describe feelings
  • Recognise that people have different ways of expressing their feelings
  • Identify helpful ways of responding to other's feelings
  • Recognise, name and understand how to deal with feelings (e.g. anger, loneliness)
  • Explain where someone could get help if they were being upset by someone else’s behaviour
  • Recognise that friendship is a special kind of relationship
  • Identify some of the ways that good friends care for each other
  • Explain the difference between bullying and isolated unkind behaviour
  • Recognise that that there are different types of bullying and unkind behaviour
  • Understand that bullying and unkind behaviour are both unacceptable ways of behaving
  • Understand and describe strategies for dealing with bullying
  • Rehearse and demonstrate some of these strategies
  • Define what is meant by the terms 'bullying' and 'teasing' showing an understanding of the difference between the two
  • Identify situations as to whether they are incidents of teasing or bullying.
  • Identify some of the physical and non-physical differences and similarities between people
  • Know and use words and phrases that show respect for other people
  • Identify people who are special to them
  • Explain some of the ways those people are special to them
  • Recognise and explain how a person's behaviour can affect other people
  • Explain how it feels to be part of a group
  • Explain how it feels to be left out from a group
  • Identify groups they are part of
  • Suggest and use strategies for helping someone who is feeling left out
  • Recognise and describe acts of kindness and unkindness
  • Explain how these impact on other people's feelings
  • Suggest kind words and actions they can show to others
  • Show acts of kindness to others in school
  • Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted)
  • Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships.
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell
  • Explain simple issues of safety about medicines and their use
  • Identify situations in which they would feel safe or unsafe
  • Suggest actions for dealing with unsafe situations including who they could ask for help

  • Identify situations in which they would need to say 'Yes', 'No', 'I'll ask', or 'I'll tell', in relation to keeping themselves and others safe

  • Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation

  • Identify the types of touch they like and do not like

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Recognise that some touches are not fun and can hurt or be upsetting

  • Know that they can ask someone to stop touching them

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Identify safe secrets (including surprises) and unsafe secrets

  • Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.

  • Describe and record strategies for getting on with others in the classroom
  • Explain, and be able to use, strategies for dealing with impulsive behaviour
  • Identify special people in the school and community who can keep them safe
  • Know how to ask for help
  • Know the importance of keeping personal information private, when online and only talking to people they know in real life
  • Know that they can tell an adult they trust if anything happens that makes them worried
  • Understand that people have choices about what they do with their money
  • Know that money can be saved for a use at a future time
  • Explain how they might feel when they spend money on different things
  • Recognise that money can be spent on items which are essential or non-essential
  • Know that money can be saved for a future time and understand the reasons why people (including themselves) might do this
  • Identify what they like about the school environment
  • Identify any problems with the school environment (e.g. things needing repair)
  • Make suggestions for improving the school environment
  • Recognise that they all have a responsibility for helping to look after the school environment.
  • Explain the stages of the learning line showing an understanding of the learning process
  • Suggest phrases and words of encouragement to give someone who is learning something new
  • Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning
  • Understand and give examples of things they can choose themselves and things that others choose for them
  • Explain things that they like and dislike, and understand that they have choices about these things
  • Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health
  • Explain how germs can be spread
  • Describe simple hygiene routines such as hand washing
  • Understand that vaccinations can help to prevent certain illnesses
  • Explain the importance of good dental hygiene
  • Describe simple dental hygiene routines
  • Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain)
  • Describe how food, water and air get into the body and blood
  • Understand that the body gets energy from food, water and oxygen
  • Recognise that exercise and sleep are important to health.
  • Demonstrate simple ways of giving positive feedback to others
  • Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to
  • Identify different stages of growth (e.g. baby, toddler, child, teenager, adult)
  • Understand and describe some of the things that people are capable of at these different stages
  • Identify which parts of our body are private
  • Explain that our genitals help us make babies when we are older
  • Understand that we mostly have the same body parts but how they look is different from person to person
  • Explain what privacy means
  • Know that you are not allowed to touch someone’s private belongings without their permission
  • Give examples of different types of private information
  • Identify how inappropriate touch can make someone feel
  • Understand that there are unsafe secrets and secrets that are nice surprises
  • Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.

Growing and Changing learning journeys

The SCARF Learning Journeys show how the topic Growing and Changing develops from YR to Y2 in age and developmentally-appropriate ways.  Children transferring to Bidbury Junior School continue to follow the SCARF programme until the end of Year 6.

The Growing and Changing Unit covers the DfE statutory RSHE requirements listed within the Changing Adolescent Body topic under statutory Health Education. As schools are expected to deliver a spiral curriculum, content is introduced in the early years; for example, the difference between girls' and boys' bodies and the correct words for external body parts is covered before later content about how and why bodies change.

Lesson content grows in complexity and maturity, in line with children's development, supporting them every step of the way.

of
Zoom:
Welcome to

Bidbury Infant School

Personal, Social, Health and Economic Education (PSHE)

PSHE at Bidbury Infant School

 

At Bidbury, PSHE (Personal, Social, Health and Economic) education is a planned, developmental programme of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

 

Our PSHE curriculum is based on the SCARF programme underpinned by the values of Safety, Caring, Achievement, Resilience and Friendship. The programme equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices to achieve economic wellbeing. A critical component of PSHE is providing opportunities for children to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

 

PSHE contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

 

It is important to allow children the opportunity to discuss experiences and to voice their opinions throughout each PSHE lesson/unit. Giving the children a voice helps to clarify and check their understanding; remove barriers to written work; and allows children of all abilities to contribute fully within the lesson.

 

The SCARF programme links to the DfE statutory requirements for both Relationships Education and Health Education. Lessons that are not part of the DfE's statutory guidance are also incuded because they ensure a comprehensive PSHE programme, including SMSC and British Values.

Key themes and topics are covered as part of a spiral curriculum delivered through half-termly units, which have the same themes across all year groups.  Teachers use summative "I can..." statements at the end of each unit to assess children's progress against the key learning outcomes.

You can find out more about the DfE statutory requirements and the statements of what pupils should know by the end of primary school here.

PSHE and wellbeing long term plan

of
Zoom:

Year R learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Talk about similarities and differences;
  • Name special people in their lives
  • Describe different feelings
  • Identify who can help if they are sad, worried or scared
  • Identify ways to help others or themselves if they are sad or worried.

 

  • Be sensitive towards others and celebrate what makes each person unique
  • Recognise that we can have things in common with others
  • Use speaking and listening skills to learn about the lives of their peers
  • Know the importance of showing care and kindness towards others
  • Demonstrate skills in building friendships and cooperation.
  • Talk about how to keep their bodies healthy and safe
  • Name ways to stay safe around medicines
  • Know how to stay safe in their home, classroom and outside
  • Know age-appropriate ways to stay safe online
  • Name adults in their lives and those in their community who keep them safe.
  • Understand that they can make a difference
  • Identify how they can care for their home, school and special people
  • Talk about how they can make an impact on the natural world
  • Talk about similarities and differences between themselves
  • Demonstrate building relationships with friends.
  • Feel resilient and confident in their learning
  • Name and discuss different types of feelings and emotions
  • Learn and use strategies or skills in approaching challenges
  • Understand that they can make healthy choices
  • Name and recognise how healthy choices can keep us well.
  • Understand that there are changes in nature and humans
  • Name the different stages in childhood and growing up
  • Understand that babies are made by a man and a woman
  • Use the correct vocabulary when naming the different parts of the body
  • Know how to keep themselves safe.

Year 1 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Understand that classroom rules help everyone to learn and be safe
  • Explain their classroom rules and be able to contribute to making these
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Recognise how others might be feeling by reading body language/facial expressions
  • Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)
  • Identify a range of feelings
  • Identify how feelings might make us behave
  • Suggest strategies for someone experiencing 'not so good' feelings to manage these
  • Recognise that people's bodies and feelings can be hurt
  • Suggest ways of dealing with different kinds of hurt
  • Identify simple qualities of friendship
  • Suggest simple strategies for making up.
  • Identify the differences and similarities between people
  • Empathise with those who are different from them
  • Begin to appreciate the positive aspects of these differences
  • Explain the difference between unkindness, teasing and bullying
  • Understand that bullying is usually quite rare
  • Explain some of their school rules and how those rules help to keep everybody safe
  • Recognise and explain what is fair and unfair, kind and unkind
  • Suggest ways they can show kindness to others
  • Identify some of the people who are special to them
  • Recognise and name some of the qualities that make a person special to them
  • Recognise that they belong to various groups and communities such as their family
  • Explain how these people help us and we can also help them to help us.
  • Recognise the importance of sleep in maintaining a healthy, balanced lifestyle
  • Identify simple bedtime routines that promote healthy sleep
  • Recognise emotions and physical feelings associated with feeling unsafe
  • Identify people who can help them when they feel unsafe
  • Understand and learn the PANTS rules
  • Name and know which parts should be private
  • Explain the difference between appropriate and inappropriate touch
  • Understand that they have the right to say “no” to unwanted touch
  • Start thinking about who they trust and who they can ask for help
  • Start thinking about how to stay safe online, including safety around sharing images
  • Identify people they can trust to help if they see something online that makes them feel scared or uncomfortable
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Explain simple issues of safety about medicines and their use
  • Recognise the range of feelings that are associated with loss.
  • Recognise how a person's behaviour (including their own) can affect other people
  • Identify what they like about the school environment
  • Recognise who cares for and looks after the school environment
  • Demonstrate responsibility in looking after something (e.g. a class pet or plant)
  • Explain the importance of looking after things that belong to themselves or to others
  • Explain where people get money from
  • List some of the things that money may be spent on in a family home
  • Recognise that different notes and coins have different monetary value
  • Explain the importance of keeping money safe
  • Identify safe places to keep money
  • Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it)
  • Recognise the importance of fruit and vegetables in their daily diet
  • Know that eating at least five portions of vegetables and fruit a day helps to maintain health
  • Recognise that they may have different tastes in food to others
  • Select foods from the Eatwell Guide in order to make a healthy lunch
  • Recognise which foods we need to eat more of and which we need to eat less of to be healthy
  • Recognise the importance of regular hygiene routines
  • Sequence personal hygiene routines into a logical order
  • Understand how diseases can spread
  • Recognise and use simple strategies for preventing the spread of diseases
  • Recognise that learning a new skill requires practice and the opportunity to fail, safely
  • Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges
  • Demonstrate attentive listening skills
  • Suggest simple strategies for resolving conflict situations
  • Give and receive positive feedback, and experience how this makes them feel
  • Name major internal body parts (heart, lungs, blood, stomach, intestines, brain)
  • Understand and explain the simple bodily processes associated with them.
  • Understand that the body gets energy from food, water and air (oxygen)
  • Recognise that exercise and sleep are important parts of a healthy lifestyle
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Identify things they could do as a baby, a toddler and can do now
  • Identify the people who help/helped them at those different stages
  • Explain the difference between teasing and bullying
  • Give examples of what they can do if they experience or witness bullying
  • Say who they could get help from in a bullying situation
  • Explain the difference between a secret and a nice surprise
  • Identify situations as being secrets or surprises
  • Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep
  • Identify parts of the body that are private
  • Describe ways in which private parts can be kept private
  • Identify people they can talk to about their private parts.

Year 2 learning outcomes

Me and my relationships

Valuing difference

Keeping safe

Rights and respect

Being my best

Growing and changing

  • Suggest actions that will contribute positively to the life of the classroom
  • Make and undertake pledges based on those actions
  • The conventions of courtesy and manners
  • Use a range of words to describe feelings
  • Recognise that people have different ways of expressing their feelings
  • Identify helpful ways of responding to other's feelings
  • Recognise, name and understand how to deal with feelings (e.g. anger, loneliness)
  • Explain where someone could get help if they were being upset by someone else’s behaviour
  • Recognise that friendship is a special kind of relationship
  • Identify some of the ways that good friends care for each other
  • Explain the difference between bullying and isolated unkind behaviour
  • Recognise that that there are different types of bullying and unkind behaviour
  • Understand that bullying and unkind behaviour are both unacceptable ways of behaving
  • Understand and describe strategies for dealing with bullying
  • Rehearse and demonstrate some of these strategies
  • Define what is meant by the terms 'bullying' and 'teasing' showing an understanding of the difference between the two
  • Identify situations as to whether they are incidents of teasing or bullying.
  • Identify some of the physical and non-physical differences and similarities between people
  • Know and use words and phrases that show respect for other people
  • Identify people who are special to them
  • Explain some of the ways those people are special to them
  • Recognise and explain how a person's behaviour can affect other people
  • Explain how it feels to be part of a group
  • Explain how it feels to be left out from a group
  • Identify groups they are part of
  • Suggest and use strategies for helping someone who is feeling left out
  • Recognise and describe acts of kindness and unkindness
  • Explain how these impact on other people's feelings
  • Suggest kind words and actions they can show to others
  • Show acts of kindness to others in school
  • Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted)
  • Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships.
  • Understand that medicines can sometimes make people feel better when they’re ill
  • Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell
  • Explain simple issues of safety about medicines and their use
  • Identify situations in which they would feel safe or unsafe
  • Suggest actions for dealing with unsafe situations including who they could ask for help

  • Identify situations in which they would need to say 'Yes', 'No', 'I'll ask', or 'I'll tell', in relation to keeping themselves and others safe

  • Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation

  • Identify the types of touch they like and do not like

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Recognise that some touches are not fun and can hurt or be upsetting

  • Know that they can ask someone to stop touching them

  • Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable

  • Identify safe secrets (including surprises) and unsafe secrets

  • Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.

  • Describe and record strategies for getting on with others in the classroom
  • Explain, and be able to use, strategies for dealing with impulsive behaviour
  • Identify special people in the school and community who can keep them safe
  • Know how to ask for help
  • Know the importance of keeping personal information private, when online and only talking to people they know in real life
  • Know that they can tell an adult they trust if anything happens that makes them worried
  • Understand that people have choices about what they do with their money
  • Know that money can be saved for a use at a future time
  • Explain how they might feel when they spend money on different things
  • Recognise that money can be spent on items which are essential or non-essential
  • Know that money can be saved for a future time and understand the reasons why people (including themselves) might do this
  • Identify what they like about the school environment
  • Identify any problems with the school environment (e.g. things needing repair)
  • Make suggestions for improving the school environment
  • Recognise that they all have a responsibility for helping to look after the school environment.
  • Explain the stages of the learning line showing an understanding of the learning process
  • Suggest phrases and words of encouragement to give someone who is learning something new
  • Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning
  • Understand and give examples of things they can choose themselves and things that others choose for them
  • Explain things that they like and dislike, and understand that they have choices about these things
  • Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health
  • Explain how germs can be spread
  • Describe simple hygiene routines such as hand washing
  • Understand that vaccinations can help to prevent certain illnesses
  • Explain the importance of good dental hygiene
  • Describe simple dental hygiene routines
  • Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain)
  • Describe how food, water and air get into the body and blood
  • Understand that the body gets energy from food, water and oxygen
  • Recognise that exercise and sleep are important to health.
  • Demonstrate simple ways of giving positive feedback to others
  • Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to
  • Identify different stages of growth (e.g. baby, toddler, child, teenager, adult)
  • Understand and describe some of the things that people are capable of at these different stages
  • Identify which parts of our body are private
  • Explain that our genitals help us make babies when we are older
  • Understand that we mostly have the same body parts but how they look is different from person to person
  • Explain what privacy means
  • Know that you are not allowed to touch someone’s private belongings without their permission
  • Give examples of different types of private information
  • Identify how inappropriate touch can make someone feel
  • Understand that there are unsafe secrets and secrets that are nice surprises
  • Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.

Growing and Changing learning journeys

The SCARF Learning Journeys show how the topic Growing and Changing develops from YR to Y2 in age and developmentally-appropriate ways.  Children transferring to Bidbury Junior School continue to follow the SCARF programme until the end of Year 6.

The Growing and Changing Unit covers the DfE statutory RSHE requirements listed within the Changing Adolescent Body topic under statutory Health Education. As schools are expected to deliver a spiral curriculum, content is introduced in the early years; for example, the difference between girls' and boys' bodies and the correct words for external body parts is covered before later content about how and why bodies change.

Lesson content grows in complexity and maturity, in line with children's development, supporting them every step of the way.

of
Zoom: