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Key Stage 1:
Knowledge, skills and understanding
Developing
confidence and responsibility and making the most of
their abilities
1) Pupils should be
taught:
- to recognise
what they like and dislike, what is fair and
unfair, and what is right and wrong
- to share their
opinions on things that matter to them and
explain their views
- to recognise,
name and deal with their feelings in a
positive way
- to think about
themselves, learn from their experiences and
recognise what they are good at
- how to set
simple goals.
Preparing to play
an active role as citizens
2) Pupils should be
taught:
- to take part in
discussions with one other person and the
whole class
- to take part in
a simple debate about topical issues
- to recognise
choices they can make, and recognise the
difference between right and wrong
- to agree and
follow rules for their group and classroom,
and understand how rules help them
- to realise that
people and other living things have needs,
and that they have responsibilities to meet
them
- that they
belong to various groups and communities,
such as family and school
- what improves
and harms their local, natural and built
environments and about some of the ways
people look after them
- to contribute
to the life of the class and school
- to realise that
money comes from different sources and can be
used for different purposes.
Developing a
healthy, safer lifestyle
3) Pupils should be
taught:
- how to make
simple choices that improve their health and
well-being
- to maintain
personal hygiene
- how some
diseases spread and can be controlled
- about the
process of growing from young to old and how
people's needs change
- the names of
the main parts of the body
- that all
household products, including medicines, can
be harmful if not used properly
- rules for, and
ways of, keeping safe, including basic road
safety, and about people who can help them to
stay safe.
Developing good
relationships and respecting the differences between
people
4) Pupils should be
taught:
- to recognise
how their behaviour affects other people
- to listen to
other people, and play and work cooperatively
- to identify and
respect the differences and similarities
between people
- that family and
friends should care for each other
- that there are
different types of teasing and bullying, that
bullying is wrong, and how to get help to
deal with bullying.
Breadth of
study
5) During the key
stage, pupils should be taught the Knowledge, skills
and understanding through opportunities to:
- take and share
responsibility [for example, for their own
behaviour; by helping to make classroom rules
and following them; by looking after pets
well]
- feel positive
about themselves [for example, by having
their achievements recognised and by being
given positive feedback about themselves]
- take part in
discussions [for example, talking about
topics of school, local, national, European,
Commonwealth and global concern, such as
'where our food and raw materials for
industry come from']
- make real
choices [for example, between healthy options
in school meals, what to watch on television,
what games to play, how to spend and save
money sensibly]
- meet and talk
with people [for example, with outside
visitors such as religious leaders, police
officers, the school nurse]
- develop
relationships through work and play [for
example, by sharing equipment with other
pupils or their friends in a group task]
- consider social
and moral dilemmas that they come across in
everyday life [for example, aggressive
behaviour, questions of fairness, right and
wrong, simple political issues, use of money,
simple environmental issues]
- ask for help
[for example, from family and friends, midday
supervisors, older pupils, the police] .
Key Stage 2:
Knowledge, skills and understanding
Developing
confidence and responsibility and making the most of
their abilities
1) Pupils should be
taught:
- to talk and
write about their opinions, and explain their
views, on issues that affect themselves and
society
- to recognise
their worth as individuals by identifying
positive things about themselves and their
achievements, seeing their mistakes, making
amends and setting personal goals
- to face new
challenges positively by collecting
information, looking for help, making
responsible choices, and taking action
- to recognise,
as they approach puberty, how people's
emotions change at that time and how to deal
with their feelings towards themselves, their
family and others in a positive way
- about the range
of jobs carried out by people they know, and
to understand how they can develop skills to
make their own contribution in the future
- to look after
their money and realise that future wants and
needs may be met through saving.
Preparing to play
an active role as citizens
2) Pupils should be
taught:
- to research,
discuss and debate topical issues, problems
and events
- why and how
rules and laws are made and enforced, why
different rules are needed in different
situations and how to take part in making and
changing rules
- to realise the
consequences of anti-social and aggressive
behaviours, such as bullying and racism, on
individuals and communities
- that there are
different kinds of responsibilities, rights
and duties at home, at school and in the
community, and that these can sometimes
conflict with each other
- to reflect on
spiritual, moral, social, and cultural
issues, using imagination to understand other
people's experiences
- to resolve
differences by looking at alternatives,
making decisions and explaining choices
- what democracy
is, and about the basic institutions that
support it locally and nationally
- to recognise
the role of voluntary, community and pressure
groups
- to appreciate
the range of national, regional, religious
and ethnic identities in the United Kingdom
- that resources
can be allocated in different ways and that
these economic choices affect individuals,
communities and the sustainability of the
environment
- to explore how
the media present information.
Developing a
healthy, safer lifestyle
3) Pupils should be
taught:
- what makes a
healthy lifestyle, including the benefits of
exercise and healthy eating, what affects
mental health, and how to make informed
choices
- that bacteria
and viruses can affect health and that
following simple, safe routines can reduce
their spread
- about how the
body changes as they approach puberty
- which commonly
available substances and drugs are legal and
illegal, their effects and risks
- to recognise
the different risks in different situations
and then decide how to behave responsibly,
including sensible road use, and judging what
kind of physical contact is acceptable or
unacceptable
- that pressure
to behave in an unacceptable or risky way can
come from a variety of sources, including
people they know, and how to ask for help and
use basic techniques for resisting pressure
to do wrong
- school rules
about health and safety, basic emergency aid
procedures and where to get help.
Developing good
relationships and respecting the differences between
people
4) Pupils should be
taught:
- that their
actions affect themselves and others, to care
about other people's feelings and to try to
see things from their points of view
- to think about
the lives of people living in other places
and times, and people with different values
and customs
- to be aware of
different types of relationship, including
marriage and those between friends and
families, and to develop the skills to be
effective in relationships
- to realise the
nature and consequences of racism, teasing,
bullying and aggressive behaviours, and how
to respond to them and ask for help
- to recognise
and challenge stereotypes
- that
differences and similarities between people
arise from a number of factors, including
cultural, ethnic, racial and religious
diversity, gender and disability
- where
individuals, families and groups can get help
and support.
Breadth of
study
5) During the key
stage, pupils should be taught the Knowledge, skills
and understanding through opportunities to:
- take
responsibility [for example, for planning and
looking after the school environment; for the
needs of others, such as by acting as a peer
supporter, as a befriender, or as a
playground mediator for younger pupils; for
looking after animals properly; for
identifying safe, healthy and sustainable
means of travel when planning their journey
to school]
- feel positive
about themselves [for example, by producing
personal diaries, profiles and portfolios of
achievements; by having opportunities to show
what they can do and how much responsibility
they can take]
- participate
[for example, in the school's decision-making
process, relating it to democratic structures
and processes such as councils, parliaments,
government and voting]
- make real
choices and decisions [for example, about
issues affecting their health and well-being
such as smoking; on the use of scarce
resources; how to spend money, including
pocket money and contributions to charities]
- meet and talk
with people [for example, people who
contribute to society through environmental
pressure groups or international aid
organisations; people who work in the school
and the neighbourhood, such as religious
leaders, community police officers]
- develop
relationships through work and play [for
example, taking part in activities with
groups that have particular needs, such as
children with special needs and the elderly;
communicating with children in other
countries by satellite, e-mail or letters]
- consider social
and moral dilemmas that they come across in
life [for example, encouraging respect and
understanding between different races and
dealing with harassment]
- find
information and advice [for example, through
helplines; by understanding about welfare
systems in society]
- prepare for
change [for example, transferring to
secondary school] .
Key Stage 3:
Knowledge, skills and understanding
Developing
confidence and responsibility and making the most of
their abilities
1) Pupils should be
taught:
- to reflect on
and assess their strengths in relation to
personality, work and leisure
- to respect the
differences between people as they develop
their own sense of identity
- to recognise
how others see them, and be able to give and
receive constructive feedback and praise
- to recognise
the stages of emotions associated with loss
and change caused by death, divorce,
separation and new family members, and how to
deal positively with the strength of their
feelings in different situations
- to relate job
opportunities to their personal
qualifications and skills, and understand how
the choices they will make at key stage 4
should be based not only on knowledge of
their personal strengths and aptitudes, but
also on the changing world of work
- to plan
realistic targets for key stage 4, seeking
out information and asking for help with
career plans
- what influences
how we spend or save money and how to become
competent at managing personal money.
Developing a
healthy, safer lifestyle
2) Pupils should be
taught:
- to recognise
the physical and emotional changes that take
place at puberty and how to manage these
changes in a positive way
- how to keep
healthy and what influences health, including
the media
- that good
relationships and an appropriate balance
between work, leisure and exercise can
promote physical and mental health
- basic facts and
laws, including school rules, about alcohol
and tobacco, illegal substances and the risks
of misusing prescribed drugs
- in a context of
the importance of relationships, about human
reproduction, contraception, sexually
transmitted infections, HIV and high-risk
behaviours including early sexual activity
- to recognise
and manage risk and make safer choices about
healthy lifestyles, different environments
and travel
- to recognise
when pressure from others threatens their
personal safety and well-being, and to
develop effective ways of resisting
pressures, including knowing when and where
to get help
- basic emergency
aid procedures and where to get help and
support.
Developing good
relationships and respecting the differences between
people
3) Pupils should be
taught:
- about the
effects of all types of stereotyping,
prejudice, bullying, racism and
discrimination and how to challenge them
assertively
- how to
empathise with people different from
themselves
- about the
nature of friendship and how to make and keep
friends
- to recognise
some of the cultural norms in society,
including the range of lifestyles and
relationships
- the changing
nature of, and pressure on, relationships
with friends and family, and when and how to
seek help
- about the role
and importance of marriage in family
relationships
- about the role
and feelings of parents and carers and the
value of family life
- to recognise
that goodwill is essential to positive and
constructive relationships
- to negotiate
within relationships, recognising that
actions have consequences, and when and how
to make compromises
- to resist
pressure to do wrong, to recognise when
others need help and how to support them
- to communicate
confidently with their peers and adults.
Breadth of
study
4) During the key
stage, pupils should be taught the Knowledge, skills
and understanding through opportunities to:
- take
responsibility [for example, for carrying out
tasks and meeting deadlines such as taking
assembly, running the school newspaper]
- feel positive
about themselves [for example, by taking part
in a public performance]
- participate
[for example, in developing and putting into
practice school policies about anti-bullying;
in an action research project designed to
reduce crime and improve personal safety in
their neighbourhood]
- make real
choices and decisions [for example, about
options for their future, based on their own
research and career portfolios]
- meet and work
with people [for example, people who can give
them reliable information about health and
safety issues, such as school nurses,
community drug awareness workers]
- develop
relationships [for example, by working
together in a range of groups and social
settings with their peers and others; by
being responsible for a mini-enterprise
scheme as part of a small group]
- consider social
and moral dilemmas [for example, how the
choices they make as consumers affect other
people's economies and environments]
- find
information and advice [for example, about
the risks of early sexual activity, drug
misuse, self-defence for keeping safe]
- prepare for
change [for example, by anticipating problems
caused by changing family relationships and
friendships, and by preparing for new styles
of learning at key stage 4] .
Key Stage 4:
Knowledge, skills and understanding
Developing
confidence and responsibility and making the most of
their abilities
1) Pupils should be
taught:
- to be aware of
and assess their personal qualities, skills,
achievements and potential, so that they can
set personal goals
- to have a sense
of their own identity and present themselves
confidently in a range of situations
- to be aware of
how others see them, manage praise and
criticism, and success and failure in a
positive way and learn from the experience
- to recognise
influences, pressures and sources of help and
respond to them appropriately
- to use a range
of financial tools and services, including
budgeting and saving, in managing personal
money
- about the
options open to them post-16, including
employment and continuing education and
training, and about their financial
implications
- to use the
careers service to help them choose their
next steps, negotiate and plan their post-16
choices with parents and others, develop
career management skills, and prepare and put
into practice personal action plans.
Developing a
healthy, safer lifestyle
2) Pupils should be
taught:
- to think about
the alternatives and long- and short-term
consequences when making decisions about
personal health
- to use
assertiveness skills to resist unhelpful
pressure
- the causes,
symptoms and treatments for stress and
depression, and to identify strategies for
prevention and management
- about the link
between eating patterns and self-image,
including eating disorders
- about the
health risks of alcohol, tobacco and other
drug use, early sexual activity and
pregnancy, different food choices and
sunbathing, and about safer choices they can
make
- in the context
of the importance of relationships, how
different forms of contraception work, and
where to get advice, in order to inform
future choices
- to seek
professional advice confidently and find
information about health
- to recognise
and follow health and safety requirements and
develop the skills to cope with emergency
situations that require basic aid procedures,
including resuscitation techniques.
Developing good
relationships and respecting the differences between
people
3) Pupils should be
taught:
- about the
diversity of different ethnic groups and the
power of prejudice
- to be aware of
exploitation in relationships
- to challenge
offending behaviour, prejudice, bullying,
racism and discrimination assertively and
take the initiative in giving and receiving
support
- to work
cooperatively with a range of people who are
different from themselves
- to be able to
talk about relationships and feelings
- to deal with
changing relationships in a positive way,
showing goodwill to others and using
strategies to resolve disagreements
peacefully
- about the
nature and importance of marriage for family
life and bringing up children
- about the role
and responsibilities of a parent, and the
qualities of good parenting and its value to
family life
- about the
impact of separation, divorce and bereavement
on families and how to adapt to changing
circumstances
- to know about
the statutory and voluntary organisations
that support relationships in crisis
- to develop
working relationships with a range of adults,
including people they meet during work
experience, personal guidance and community
activities.
Breadth of
study
4) During the key
stage, pupils should be taught the Knowledge, skills
and understanding through opportunities to:
- take
responsibility [for example, by representing
the school to visitors and at outside events]
- feel positive
about themselves [for example, by gaining
recognition for the role they play in school
life, such as organising activities for
younger pupils or working in a resource
centre]
- participate
[for example, in an initiative to improve
their local community; in challenging
activities involving physical performance,
public performance or organised events
outside the school]
- make real
choices and decisions [for example, about
their priorities, plans and use of time;
about their choices post-16, with regular
review and support]
- meet and work
with people [for example, through activities
such as work experience and industry days;
through having an employer as a mentor]
- develop
relationships [for example, by discussing
relationships in single and mixed sex groups]
- consider social
and moral dilemmas [for example, young
parenthood, genetic engineering, attitudes to
the law]
- find
information and provide advice [for example,
by providing peer support services to other
pupils]
- prepare for
change [for example, in relation to
progression to further education and
training] .
See
also PSHE Decision making & informed
choice
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