Programme of study by Blayney Partnership

PSHE Programme of Study / Development Plan

Personal, Social, Health & Economic Education

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Contents

Introduction to the 1decision programme…………………………………… 3 Using 1decision to support statutory safeguarding requirements…………… 4 Using 1decision to reach Ofsted requirements……………………………….. 6 Current PSHE programme of study……………………………………………7 Using 1decision within the current PSHE programme of study……….……..10 1decision schemes of work…………………………………………………… 15

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1decision Programme In an ideal world children would arrive at school socially developed and ready to learn, but this is not always the case. As such, high quality PSHE education is essential for all students to reach their full potential. 1decision is an interactive platform which provides student-focused safeguarding tools, embedded into a full PSHE programme for the primary sector. The programme aims to help children develop the skills to manage different influences and pressures as part of their personal development, and has been created with leading PSHE consultants and schools. It is a concept to help children make safe and positive choices now and in the future. During their time at primary school, children will encounter many of life’s challenges for the first time. 1decision aims to provide children with the knowledge and skills needed to lead happy, healthy, and successful lives. In line with the new programme of study recently released from the PSHE Association, 1decision is reassuringly one of the first primary platforms to receive the ‘Quality Assured Kitemark’ and has been recognised as an invaluable tool for the classroom and both SEN and Behaviour units. The following flexible modules are currently available: • • • • • • • •

Keeping/Staying Safe Keeping/Staying Healthy Relationships Being Responsible Feelings and Emotions Computer Safety Money Matters Hazard Watch

Throughout this booklet you will discover how our modules support up-to-date PSHE, safeguarding, curriculum, and Ofsted requirements. Our current programme is recommended for Key Stage 1 and early Key Stage 2, depending on each individual school’s requirements. Using a mixture of resources incorporating visual, auditory, and kinaesthetic (VAK) learning styles, 1decision appropriately challenges and meets the needs of all students within the classroom. Our programme’s unique core of video scenarios with alternative endings stimulate high level discussion alongside enjoyable and engaging activities. Together with a full PSHE development plan, schools find that our resources provide fun and effective sessions that are easy to organise and reduce planning time to suit busy teaching schedules. Baseline, formative, and summative assessments throughout the modules clearly indicate children’s prior knowledge as well as their progression. All modules can be delivered to individuals, small groups, or large groups via SmartBoards, PCs, or iPads. “PSHE education equips children and young people with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in managing their finances effectively. PSHE education also enables children and young people 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 Association 2014)

www.

.co.uk

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Using 1decision to support statutory safeguarding requirements “Everybody who comes into contact with children and their families has a role to play in safeguarding children. Schools are particularly important as they are in a position to identify concerns early and provide help for children, to prevent concerns from escalating”. The 1decision team are passionate about prevention and for this reason we have incorporated subtle activities throughout our programme to help professionals recognise areas of concern at the earliest opportunity and to support schools further in reaching safeguarding requirements. The following are two examples of our student-friendly and informative worksheets.

“Safeguarding and promoting the welfare of children is defined as protecting children from maltreatment; preventing impairment of children’s health or development; ensuring that children grow up in circumstances consistent with the provision of safe and effective care; and taking action to ensure all children have the best outcome”. “Governing bodies and proprietors should consider how children may be taught about safeguarding, including online, through teaching and learning opportunities, as a part of providing a broad balanced curriculum. This may include covering relevant issues through personal, social, health and economic education (PSHE)”. Whilst using 1decision, teachers should be aware that children may disclose sensitive information worthy of concern, so it is imperative that those persons involved in the delivery of the programme are fully familiar with current safeguarding policy and procedures. Disclosures may help teaching staff recognise if a child is suffering and early intervention is crucial. For more details of types of abuse or neglect that may be recognised please refer to sections 20-24 of the latest statutory guidance – Keeping Children Safe in Education (Apr 2014).

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“In 2011-2012 over 600,000 children in England were referred to the local authority children’s social care services by individuals who had concerns about their welfare”. It is essential that we continue to work together with children and their families to reduce this number. “For children who need additional help, every day matters. Academic research is consistent in underlining the damage to children from delaying intervention. The actions taken by professionals to meet the needs of these children as early as possible can be critical to their future”. For services to be effective, safeguarding systems should be child centred and clear on understanding the needs and views of children. Failings within safeguarding systems are too often the result of placing the interests of adults ahead of the needs or views of children. 1decision focuses on giving children the vocabulary and confidence to communicate when necessary to ensure that they can thrive in all areas of their lives.

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Using 1decision to reach Ofsted requirements The most recent report from Ofsted regarding PSHE (May 2013) states: “The contribution that effective PSHE education can make to good behaviour and safety and to pupils’ spiritual, moral, social and cultural development is evident […] There is a close correlation between the grades that the schools in the survey were awarded for overall effectiveness in their last section 5 inspection, and their grade for PSHE education”. The report also indicates that over 42% of primary schools require improvement and that assessment is poor across the whole subject area. According to Ofsted, schools are awarded ‘Outstanding’ within PSHE because: “They use a range of well-chosen and imaginative resources to support learning, such as case studies, scenarios, visual images and video clips with thought-provoking messages. For example, the use of photographs depicting young people in potentially risky situations as a stimulus to discussion about ways to maintain personal safety. They promote emotionally safe and secure learning environments that enable pupils to discuss sensitive issues comfortably. Assessment tasks are built into schemes of work and pupils have a clear idea of their progress. Work is marked regularly and includes helpful comments about how to improve. This monitoring of progress is appropriate to the activity and used to identify pupils who may benefit from additional support or intervention”. As the most effective PSHE model to date, 1decision provides the perfect platform on which to build your school’s ideal programme of study suited to teachers and students whilst reaching all necessary requirements within Ofsted. Baseline, formative, and summative assessments throughout clearly show current knowledge and progression and help identify each student’s individual needs. “It is difficult to see how safety and safeguarding can be good if PSHE education provision is poor: If pupils are kept ignorant of their human, physical and sexual rights, or how to protect themselves and others, or know where to go to for help, they are not being adequately safeguarded. Inspectors leading Section 5 inspections have been guided to grade behaviour and safety separately from each other and to take whichever is the lowest grade as the overall grade for the Behaviour and Safety strand of the Section 5 inspection framework; and if Behaviour and Safety are judged to require improvement this is likely to affect the grade for overall effectiveness. Safety and safeguarding are a priority for the Department of Education, Local Authorities and for Ofsted. Ofsted will be inspecting how well the curriculum helps pupils to protect themselves. Where else but in PSHE lessons are these issues going to be effectively addressed? Schools need to deliver good and outstanding PSHE education because of the tangible, lasting educational benefits this can bring”.

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Current PSHE programme of study “The Government’s PSHE education review concluded in March 2013, stating that the subject would remain non-statutory and that no new programmes of study would be published. The DfE, has however stated, as part of its National Curriculum guidance that ‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice’. This position was reinforced by the Government’s latest draft of the national curriculum framework, published on 8th July 2013. In the absence of a new programme of study from the DfE, the PSHE Association, in consultation with a wide variety of agencies and PSHE practitioners, has produced a revised programme of study based on the needs of today’s pupils and schools. The programme of study identifies the key concepts and skills that underpin PSHE education which can help schools to fulfill their statutory responsibility to support pupils’ spiritual, moral, cultural, mental and physical development and prepares them for the opportunities, responsibilities and experiences of life”. The new programme of study is based on three core themes within which there will be broad overlap and flexibility: 1. Health and Wellbeing 2. Relationships 3. Living in the Wider World

Purpose of study “PSHE education is a planned, developmental programme of learning through which children and young people 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 education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. PSHE education can help schools to reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. The PSHE education programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ wellbeing. PSHE education equips pupils with the knowledge, understanding, skills and strategies required 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 and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children and young people 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 education 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”.

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Aims The overarching aim for PSHE education is to provide pupils with: • • • •

accurate and relevant knowledge opportunities to develop that knowledge into personal understanding opportunities to explore, clarify and, if necessary, challenge their own and others’ values, attitudes, beliefs, rights and responsibilities the skills and strategies they need in order to live healthy, safe, fulfilling, responsible, and balanced lives.

Assessment There is no attainment target for PSHE but end of key stage statements have been developed by the Department of Education to help teachers assess progress. 1decision activity workbooks provide the perfect opportunity to record data to support the assessment of individual pupils. “The following statements describe the types and range of performance that the majority of pupils should characteristically demonstrate by the end of the key stage, having been taught a relevant programme of PSHE. The statements are designed to help teachers’ judge levels of achievement and the extent to which their pupils are making progress.

Key stage 1 Children can identify and name some feelings (for example through interpreting facial expressions) and express some of their positive qualities. They can demonstrate that they can manage some feelings in a positive and effective way. They begin to share their views and opinions (for example talking about fairness). They can set themselves simple goals (for example sharing toys). Children can make simple choices about some aspects of their health and well-being (for example by choosing between different foods and between physical activities, knowing that they need sun protection) and know what keeps them healthy (for example exercise and rest). They can explain ways of keeping clean (for example by washing their hands and keeping their hair tidy) and they can name the main parts of the body. Children can talk about the harmful aspects of some household products and medicines, and describe ways of keeping safe in familiar situations (for example knowing how and where to cross the road safely). They can explain that people grow from young to old. Children can recognise that bullying is wrong and can list some ways to get help in dealing with it. They can recognise the effect of their behaviour on other people, and can cooperate with others (for example by playing and working with friends or classmates). They can identify and respect differences and similarities between people, and can explain different ways that family and friends should care for one another (for example telling a friend that they like them, showing concern for a family member who is unwell).

Key stage 2 Children can demonstrate that they recognise their own worth and that of others (for example by making positive comments about themselves and classmates). They can express their views confidently and listen to and show respect for the views of others. They can identify positive ways to face new challenges (for example the transition to secondary school). They can discuss some of the bodily and emotional changes at puberty, and can demonstrate some ways of dealing with these in a positive way. They can talk about a range of jobs, and explain how they will develop skills to work in the future. They can demonstrate how to look after and save money.

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Children can make choices about how to develop healthy lifestyles (for example by knowing the importance of a healthy diet and regular exercise). They can identify some factors that affect emotional health and wellbeing (for example exercise or dealing with emotions). They can make judgements and decisions and can list some ways of resisting negative peer pressure around issues affecting their health and wellbeing. They can list the commonly available substances and drugs that are legal and illegal, and can describe some of the effects and risks of these. They can identify and explain how to manage the risks in different familiar situations (for example discussing issues connected to personal safety). Children can explain how their actions have consequences for themselves and others. They can describe the nature and consequences of bullying, and can express ways of responding to it. They can identify different types of relationship (for example marriage or friendships), and can show ways to maintain good relationships (for example listening, supporting, caring). They can respond to, or challenge, negative behaviours such as stereotyping and aggression. They can describe some of the different beliefs and values in society, and can demonstrate respect and tolerance towards people different from themselvesâ&#x20AC;?.

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Using 1decision within the current PSHE programme of study In line with the new programme of study, 1decision is reassuringly one of the first primary programmes to receive the PSHE Association kitemark. The current programme is recommend for children aged 5-8 (mainstream) and 5-11 (SEN based on individual need) covering Key Stage 1 and early Key Stage 2 depending on a school’s current position within PSHE. The PSHE framework is not definitive and schools should adapt and enrich it as they feel appropriate, including relocating learning in different key stages where appropriate to pupils’ readiness or needs. PSHE education addresses both pupils’ direct experience and preparation for their future. Throughout the following pages you will find the most recent programme of study for PSHE (released by the PSHE Association) and within each section we have identified the areas covered by each module within the 1decision series.

Key: Keeping/Staying Safe Keeping/Staying Healthy Relationships Being Responsible Feelings and Emotions Computer Safety Money Matters Hazard Watch

Text which appears highlighted shows areas ‘not’ currently covered within the 1decision series. This allows for PSHE Practitioners and teachers to build on our existing resources if necessary.

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Core Theme 1: Health and wellbeing Suggested programme of study for health and wellbeing Pupils should be taught: • • • • • • • •

what is meant by a healthy lifestyle how to maintain physical, mental, and emotional health and wellbeing how to manage risks to physical and emotional health and wellbeing ways of keeping physically and emotionally safe about managing change, such as puberty, transition, and loss how to make informed choices about health and wellbeing and to recognise sources of help how to respond in an emergency to identify different influences on health and wellbeing

Key Stage 1 Pupils should have the opportunity to learn: what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating, and dental health • to recognise what they like and dislike • how to make real, informed choices that improve their physical and emotional health • to recognise that choices can have good and not so good consequences • to think about themselves • to learn from their experiences • to recognise and celebrate their strengths and set simple but challenging goals • about good and not so good feelings • a vocabulary to describe their feelings to others and simple strategies for managing feelings about change and loss and the associated feelings (including moving home, losing toys, pets or friends) • the importance of and how to maintain personal hygiene • how some diseases are spread and can be controlled and the responsibilities they have for their own health and that of others • about the process of growing from young to old and how people’s needs change • about growing and changing and new opportunities and responsibilities that increasing independence may bring • the names for the main parts of the body (including external genitalia) • the similarities and differences between boys and girls • that household products, including medicines, can be harmful if not used properly • rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment, safety online, the responsible use of ICT) • the difference between secrets and surprises and understanding not to keep adults’ secrets • about people who look after them, their family networks, who to go to if they are worried and how to attract their attention • ways that they can help these people to look after them • to recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’, and ‘I’ll tell’. Covered within

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Key Stage 2 - Building on Key Stage 1, pupils should have the opportunity to learn: what positively and negatively affects their physical, mental, and emotional health (including the media) • how to make informed choices (including recognising that choices can have positive, neutral, and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’ • to recognise opportunities to make their own choices about food, what might influence their choices, and the benefits of eating a balanced diet • to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals • to deepen their understanding of good and not so good feelings • to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others • to recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them • about change, including transitions (between Key Stages and schools), loss, separation, divorce and bereavement • to differentiate between the terms ‘risk’, ‘danger’, and ‘hazard’ • to deepen their understanding of risk by recognising, predicting, and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience • to recognise that increasing independence brings increased responsibility to keep themselves and others safe • that bacteria and viruses can affect health and that following simple routines can reduce their spread • that pressure to behave in an unacceptable, unhealthy or risky way can come from a variety of sources, including people they know and the media • to recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious, or that they believe to be wrong • school rules about health and safety, basic emergency aid procedures, and where and how to get help • what is meant by the term ‘habit’ and why habits can be hard to change • which, why, and how commonly available substances and drugs (including alcohol and tobacco) could damage their immediate and future health and safety, that some are legal, some are restricted, and some are illegal to own, use, and supply to others • how their body will change as they approach and move through puberty • to recognise how images in the media do not always reflect reality and can affect how people feel about themselves • about human reproduction • strategies for keeping physically and emotionally safe including road safety • safety in the environment and safety online (including social media, the responsible use of ICT and mobile phones) • the importance of protecting personal information, including passwords, addresses, and images of people • who are responsible for helping them stay healthy and safe and ways that they can help these people. (Suggested for early Key Stage 2)

Covered within

Core Theme 2: Relationships Suggested programme of study for relationships Pupils should be taught: • • • • •

how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts how to recognise and manage emotions within a range of relationships how to recognise risky or negative relationships including all forms of bullying and abuse how to respond to risky or negative relationships and ask for help how to respect equality and diversity in relationships.

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Key Stage 1 - Pupils should have the opportunity to learn: to communicate their feelings to others • to recognise how others show feelings and how to respond • to recognise how their behaviour affects other people • the difference between secrets and surprises and the importance of not keeping adults’ secrets, only surprises • to recognise what is fair and unfair, kind and unkind • what is right and wrong • to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class • to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation) • to offer constructive support and feedback to others • to identify and respect the differences and similarities between people • to identify the special people in their life (family, friends, carers) • what makes them special and how special people should care for one another • to judge what kind of physical contact is acceptable, comfortable, unacceptable and uncomfortable and how to respond (including who to tell and how to tell them) • that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable) • to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say • that there are different types of teasing and bullying, and that they are wrong and unacceptable • how to resist teasing or bullying, if they experience or witness it, who to go to, and how to get help. Covered within

Key Stage 2 - Building on Key Stage 1, pupils should have the opportunity to learn: to recognise and respond appropriately to a wider range of feelings in others • to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships • to recognise ways in which a relationship can be unhealthy and who to talk to if they need support • to be aware of different types of relationship, including those between friends and families, civil partnerships, and marriage • that their actions affect themselves and others • to judge what kind of physical contact is acceptable or unacceptable and how to respond • the concept of ‘keeping something confidential or secret’, when we should or should not agree to this, and when it is right to ‘break a confidence’ or ‘share a secret’ • to listen and respond respectfully to a wide range of people • to feel confident to raise their own concerns • to recognise and care about other people’s feelings and to try to see, respect and, if necessary, constructively challenge their points of view • to work collaboratively towards shared goals • to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves • that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010) • to realise the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, and how to respond and ask for help • to recognise and manage ‘dares’, to recognise and challenge stereotypes. Covered within

(Suggested for early Key Stage 2)

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Core Theme 3: Living in the wider world Suggested programme of study for living in the wider world Pupils should be taught: • • • • • • • •

about respect for self and others and the importance of responsible behaviours and actions about rights and responsibilities as members of families, other groups, and ultimately as citizens about different groups and communities to respect equality and to be a productive member of a diverse community about the importance of respecting and protecting the environment about where money comes from, keeping it safe, and the importance of managing it effectively how money plays an important part in people’s lives a basic understanding of enterprise.

Key Stage 1 Pupils should have the opportunity to learn: how to contribute to the life of the classroom • to help construct and agree to follow group and class rules and to understand how these rules help them • that people and other living things have needs and that they have responsibilities to meet them (including being able to take turns, share, and understand the need to return things that have been borrowed) • 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 • that money comes from different sources and can be used for different purposes, including the concepts of spending and saving • about the role money plays in their lives including how to manage their money, keep it safe, choices about spending money, and what influences those choices. Covered within

Key Stage 2 - Building on Key Stage 1, pupils should have the opportunity to learn: to research, discuss, and debate topical issues, problems, and events concerning health and wellbeing and offer their recommendations to appropriate people • why and how rules and laws that protect themselves and others 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 discrimination against individuals and communities • that there are different kinds of responsibilities, rights, and duties at home, at school, in the community and towards the environment • to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions, and explaining choices • what being part of a community means, and about the varied institutions that support communities locally and nationally • to recognise the role of voluntary, community, and pressure groups, especially in relation to health and wellbeing • to appreciate the range of national, regional, religious, and ethnic identities in the United Kingdom •

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to think about the lives of people living in other places, and people with different values and customs • about the role money plays in their own and others’ lives, including how to manage their money • about being a critical consumer to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT) • that resources can be allocated in different ways and that these economic choices affect individuals, communities, and the sustainability of the environment • about enterprise and the skills that make someone ‘enterprising’ • to explore and critique how the media present information. (Suggested for early Key Stage 2)

Covered within

1decision schemes of work The following pages outline each module’s scheme of work and how they all fit within the new programme of study for PSHE. Please encourage students to use the learning journal pages for all baseline activities and end of module summaries. Activity worksheets appear in the Student Workbooks or can be downloaded individually from the website. If you would like any further information on how to incorporate 1decision into your existing framework please contact our head office:

Email: info@1decision.co.uk Telephone: 01438 750330 Address: 1decision ltd Suite 1, Niall House 24-26 Boulton Road Stevenage Hertfordshire SG1 4QX

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Learning outcomes Crossing the road

Videos

Reflection and assessment: What have the children learnt? To be completed in their learning journal

Extending learning: When am I most at risk?

See ‘Teacher Guidance’ for further information for each area

Circle approach prompts

Follow ‘Teacher Guidance’ for an outline of discussions for each video

Leaning out of windows Follow up activity: Ask the children to review Staying safe the list they created for the baseline assessment. Is there Tying shoelaces anything else they would like to add?

Work through the video scenarios

Teaching activities

Their responses may also need to be sub-divided in to ‘real’ and ‘pretend’. Additional areas of exploration

Share ideas and group the types of hazards, e.g. ‘things’, ‘people’, ‘places’, etc.

Ask the children to think about keeping safe and things they need to keep themselves safe from and to draw and label as many of these things (without discussion) in their learning journal.

What do I need to keep myself safe from?

Baseline assessment activity

Scheme of Work

Keeping/Staying Safe Module

To explore a variety of sit- Pupils will… uations that children often experience in their daily Be able to identify potential lives or may in the future. dangers in different environments To encourage students to understand rules for and Be able to follow rules for ways of keeping safe and and practise simple ways how to identify the people of keeping safe and finding who can help keep them help safe. Be able to use simple skills To help students and strategies which will understand how their achelp them maintain their tions can affect others personal safety with other people

Teaching aims

16 See ‘Teacher Guidance’ for additional resources and useful links

‘I can keep myself safe by’ ‘Safe place to cross 1 & 2’ ‘Who keeps me safe?’ ‘Who can I talk to if I am scared or worried?’ ‘Our safety rules’ ‘Is it safe?’ ‘Warning signs’ ‘Spot the danger’ ‘Draw a safety poster’ ‘Create your own warning sign’

Activity sheets:

Complete the module chart by watching the four videos

Workbook activities

For this module you will be covering some topics that children may have already been affected by in some way. We suggest that you send out a letter to parents/carers prior to the start of this module highlighting the subjects you will be covering in order to give them an opportunity to raise any concerns. Please ensure that students understand that no children have been harmed during the filming of these videos and that actors have been used throughout. It is also key to ensure that children understand that the outcomes for these situations will not always be the same, which offers them the opportunity to explore other possible outcomes.

Note to teaching staff

Pupils should have the opportunity: to differentiate between the terms ‘risk’, ‘danger’, and ‘hazard’ • to deepen their understanding of risk by recognising, predicting, and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and to use this as an opportunity to build resilience) • to recognise that increasing independence brings increased responsibility to keep themselves and others safe • to recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, that makes them uncomfortable, anxious, or that they believe to be wrong • to learn school rules about health and safety • to learn strategies for keeping physically and emotionally safe, including road safety.

Core theme 1. Health and Wellbeing – Early Key Stage 2

Pupils should have the opportunity: to recognise that choices can have positive and negative consequences • to think about themselves • to learn from their experiences • to set simple but challenging goals about positive and negative feelings • to acquire a vocabulary to describe their feelings to others • to understand how various things around them, including medicines, can be harmful if not used properly • to learn rules for and ways of keeping physically and emotionally safe (including road safety, safety in the environment, and safety online) • to learn the difference between secrets and surprises and understanding not to keep adults’ secrets • to learn about people who look after them and their family networks • to learn who to go to if they are worried and how to attract their attention • to learn ways that they can help these people to look after them • to recognise that they share a responsibility for keeping themselves and others safe, and when to say ‘yes’, ‘no’, ‘I’ll ask’, and ‘I’ll tell’.

Core theme 1. Health and Wellbeing - Key Stage 1

Keeping/Staying Safe - links to PSHE Association core themes

To help students understand how these choices affect their lives and those around them

To encourage students to assess their own choices around staying healthy

Pupils will…

To explore various situations and choices that may affect our health

Baseline assessment activity

Teaching activities

Invite the children to show with facial expression, body posture, and movements how healthy people feel, look, and move. Contrast this with how unhealthy people feel, look, and move

Know, understand, and be able to practise simple safety rules about medicinal drugs See ‘Teacher Guidance’ for further information

Begin to understand that some diseases are infectious and that transmission may be reduced by taking appropriate action

See ‘Teacher Guidance’ for further information for each area

Additional areas of exploration/Circle approach prompts

Reflection and assessment: What have the children learnt? To be completed in learning journals.

Activity from Health for Work through video Life* (See Teacher Guidance scenarios Know that food is for link) needed for bodily health Follow up activity: and growth and some foods Ask the children to draw a Return to the children’s are better for good health picture of a healthy person starting activity. What do than others and an unhealthy person healthy people do? Allow in their learning journal. them to revisit and Understand the need for Discuss how these people contribute further ideas and be able to practise are feeling simple personal cleanliness Practice opportunities: routines, such as washing How do healthy people ‘Brushing Teeth’ and hands and brushing teeth look? ‘Washing Hands’

Learning outcomes

Scheme of Work

Follow ‘Teacher Guidance’ for an outline of discussions for each video

Medicine

Washing hands

Brushing teeth

Healthy eating

Videos

Keeping/Staying Healthy Module

Teaching aims

18 See ‘Teacher Guidance’ for additional resources and useful links

‘Healthy meal’ ‘Unhealthy meal’ ‘I can brush my teeth’ ‘I can wash my hands’ ‘Medicine’ ‘Healthy message board’

Activity sheets:

Complete the module chart by watching the four videos

Workbook activities

It is important to be sensitive towards those students who come from disadvantaged backgrounds and may not always have the opportunity to access a wide range of foods.

Note to teaching staff

Pupils should have the opportunity: to research, discuss, and debate topical issues, problems, and events concerning health and wellbeing and offer their recommendations to appropriate people.

Core theme 3. Living in the wider world – Early Key Stage 2

Pupils should have the opportunity: to begin to understand the concept of a ‘balanced lifestyle’ • to recognise opportunities to make their own choices about food, what might influence their choices, and the benefits of eating a balanced diet • to reflect on and celebrate their achievements • to identify their strengths and areas for improvement, setting high aspirations and goals • to deepen their understanding of risk by recognising, predicting, and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and to use this as an opportunity to build resilience • to recognise that increasing independence brings increased responsibility to keep themselves and others safe • to learn that bacteria and viruses can affect health and that following simple routines can reduce their spread • to recognise when and how to ask for help and use basic techniques for resisting the pressure to do something dangerous or unhealthy, that makes them uncomfortable, anxious, or that they believe to be wrong • to learn school rules about health and safety • to learn about people who are responsible for helping them stay healthy and safe and ways that they can help these people.

Core theme 1. Health and Wellbeing – Early Key Stage 2

Pupils should have the opportunity: to learn what constitutes a healthy lifestyle, including the benefits of physical activity, rest, healthy eating, and dental health • to recognise what they like and dislike • to learn how to make real, informed choices that improve their physical and emotional health • to recognise that choices can have good and not so good consequences • to think about themselves • to learn from their experiences • to recognise and celebrate their strengths and set simple but challenging goals • to learn the importance of and how to maintain personal hygiene • to learn how some diseases are spread and can be controlled • to learn the responsibilities they have for their own health and that of others • to recognise that household products, including medicines, can be harmful if not used properly • to understand rules for and ways of keeping physically and emotionally safe.

Core theme 1. Health and Wellbeing – Key Stage 1

Keeping/Staying Healthy - links to PSHE Association core themes

To help students understand the nature of bullying behaviours

To encourage students to understand the importance of caring for other people’s feelings and develop simple skills to be effective in relationships

Pupils will…

To explore types of feelings, body language, and different relationships

Know who and how to ask for help

Know simple strategies to respond to these behaviours

Be able to recognise and begin to understand the nature of bullying behaviours

Be aware of different types of relationships between friends and families, and develop simple skills to be effective within these relationships

Work through video scenarios

Relationship web activity: Ask the children to complete the relationship web.

Teaching activities

See ‘Teacher Guidance’ for further information for each area

Explore with the children Additional areas of why these people are special exploration/Circle approach prompts See ‘Teacher Guidance’ for further information on Reflection and assessment: this activity What have the children learnt? To be completed in their learning journal.

Invite the children to draw and label all the people who are special to them. Follow up activity: Wall display of drawings/ ‘Who is Special to Me?’ writing

Ask the children to draw a picture of themselves in their learning journal and label the ways they can look after other people.

Baseline assessment activity

Follow ‘Teacher Guidance’ for an outline of discussions for each video

Touch

Friendship

Body Language

Bullying

Videos

Relationships Module Scheme of Work

Be able to see things from another’s point of view

Understand that feelings can be communicated without words

Be able to recognise and name a range of feelings

Learning outcomes

Teaching aims

20 See ‘Teacher Guidance’ for additional resources and useful links

‘Draw the perfect friend’ ‘Different faces’ ‘Who is special to me’ ‘Relationship web’ ‘Appropriate touching’

Activity sheets:

Complete the module chart by watching the four videos

Workbook activities

Pupils should have the opportunity: to communicate their feelings to others • to recognise how others show feelings and how to respond • to recognise how their behaviour affects other people • to recognise what is fair and unfair, kind and unkind • to learn what is right and wrong • to share their opinions on things that matter to them and explain their views through discussions with one other person and the whole class • to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation) • to offer constructive support and feedback to others • to identify and respect the differences and similarities between people • to identify the special people in their life (family, friends, carers) • to learn what makes them special and how special people should care for one another • to judge what kind of physical contact is acceptable, comfortable, unacceptable, and uncomfortable and how to respond (including who to tell and how to tell them) • to learn that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable) • to recognise when people are being unkind either to them or others, how to respond, who to tell, and what to say • that there are different types of teasing and bullying, and that they are wrong and unacceptable• to learn how to resist teasing or bullying, if they experience or witness it, who to go to, and how to get help.

Core theme 2. Relationships – Key Stage 1

Pupils should have the opportunity: to identify their strengths • to learn areas for improvement • to set high aspirations and goals • to deepen their understanding of good and not so good feelings • to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others • to recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them • to learn about change • to recognise when and how to ask for help and use basic techniques for resisting the pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious, or that they believe to be wrong • to learn school rules about health and safety.

Core theme 1. Health and Wellbeing – Early Key Stage 2

Pupils should have the opportunity: to recognise that choices can have good and not so good consequences • to think about themselves • to learn from their experiences • to recognise and celebrate their strengths and set simple but challenging goals • to learn about good and not so good feelings • to acquire a vocabulary to describe their feelings to others and simple strategies for managing feelings about change and loss and the associated feelings (including moving home, losing toys, pets or friends) • to learn about growing and changing and new opportunities and responsibilities that increasing independence brings • to learn about people who look after them and their family networks • to learn who to go to if they are worried and how to attract their attention • to learn ways that they can help these people to look after them.

Core theme 1. Health and Wellbeing – Key Stage 1

Relationships - links to PSHE Association core themes

When working around these topics, particularly ‘Touch’, it is possible a child may disclose something that could raise concern. In this instance please refer to your school’s child protection/safeguarding policy.

Note to teaching staff

Pupils should have the opportunity: to understand behaviours such as bullying • to learn that there are different kinds of responsibilities, rights, and duties at home, at school, and in the community • to learn to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions, and explaining choices.

Core theme 3. Living in the wider world – Early Key Stage 2

Pupils should have the opportunity: to learn that people have needs and that they have responsibilities to meet them (including being able to take turns, share, and understand the need to return things that have been borrowed) • to learn how to contribute to the life of the classroom • to understand that they belong to various groups and communities such as family and school and about some of the ways people look after them.

Core theme 3. Living in the wider world – Key Stage 1

Pupils should have the opportunity: to recognise and respond appropriately to a wider range of feelings in others • to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships • to recognise ways in which a relationship can be unhealthy and who to talk to if they need support • to learn to be aware of different types of relationship, including those between friends and families • to learn that their actions affect themselves and others • to judge what kind of physical contact is acceptable or unacceptable and how to respond • to learn to respond respectfully to a wide range of people • to feel confident to raise their own concerns • to recognise and care about other people's feelings • to realise the nature of teasing, bullying, and aggressive behaviours.

Core theme 2. Relationships – Early Key Stage 2

To help students understand how their actions can affect others, how to resist peer pressure, and who to talk to if they need help

To encourage students to understand why they should be responsible and ways to be responsible

Pupils will…

To explore what the children are responsible for now and how this will change as they grow Extra activity: Owning up

Ask the children to think about what things they can do for themselves now which they could not do when they were babies and to make a list in their learning journal.

See ‘Teacher Guidance’ for further information

See ‘Teacher Guidance’ for further information for each area

Additional areas of exploration: Circle approach prompts

Reflection and assessment: What have the children learnt? To be completed in their learning journal.

Follow up activity: Revisit the baseline activity

Work through video scenarios

Teaching activities

Now I am growing up, look what I can do.

Baseline assessment activity

Who used to do those Be able to discuss ways they things for them? (discuss) can improve in an activity or sport Follow this with a discussion about what they will be Understand that they need able to do as they grow. to take responsibility for their own actions Activity sheet – ‘When I am 11’

Know how they can help people around them

Be able to identify and explain what things they have learnt to do for themselves and understand what duties they are responsible for daily

Learning outcomes

Scheme of Work

Follow ‘Teacher Guidance’ for an outline of discussions for each video

Water Spillage

Stealing

Helping someone in need

Practice makes perfect

Videos

Being Responsible Module

Teaching aims

See ‘Teacher Guidance’ for additional resources and useful links

‘Target sheet’ ‘Being kind and thoughtful’ ‘My favourite toy’ ‘When I am 11’ ‘In class I should…’

Activity sheets:

Complete the module chart by watching the four videos

Workbook activities

Pupils should have the opportunity: to learn to communicate their feelings to others • to recognise how others show feelings and how to respond • to recognise how their behaviour affects other people • to learn that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable) • to recognise when people are being unkind either to them or others, how to respond, who to tell, and what to say • to understand that there are different types of teasing and bullying, and that these are wrong and unacceptable • to learn how to resist teasing or bullying, if they experience or witness it, and who to go to, and how to get help.

Core theme 2. Relationships – Key Stage 1

Pupils should have the opportunity: to learn how to identify their strengths, areas for improvement, set high aspirations and goals • to deepen their understanding of good and not so good feelings • to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others • to recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them • to learn about change, including transitions (between Key Stages and schools) and loss • to differentiate between the terms ‘risk’, ‘danger’, and ‘hazard’ • to deepen their understanding of risk by recognising, predicting, and assessing risks in different situations and deciding how to manage them responsibly and to use this as an opportunity to build resilience to recognise that increasing independence brings increased responsibility to keep themselves and others safe • to recognise when and how to ask for help and use basic techniques for resisting the pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious, or that they believe to be wrong • to learn school rules about health and safety.

Core theme 1. Health and Wellbeing – Early Key Stage 2

Pupils should have the opportunity: to recognise that choices can have good and not so good consequences • to think about themselves • to learn from their experiences • to recognise and celebrate their strengths and set simple but challenging goals • to learn about good and not so good feelings • to acquire a vocabulary to describe their feelings to others and simple strategies for managing feelings about change and loss and the associated feelings (including moving home, losing toys, pets or friends) • to learn about the responsibilities they have for their own health and that of others • to learn about the process of growing from young to old and how people’s needs change • to learn about growing and changing and new opportunities • to learn about responsibilities and increasing independence • to recognise that they share a responsibility for keeping themselves and others safe • to understand when to say ‘yes’, ‘no’, ‘I’ll ask’, and ‘I’ll tell’.

Core theme 1. Health and Wellbeing – Key Stage 1

Being Responsible - links to PSHE Association core themes

Core theme 3. Living in the wider world – Early Key Stage 2

Core theme 3. Living in the wider world – Key Stage 1

Core theme 2. Relationships – Early Key Stage 2

To help pupils understand how to manage their feelings and emotions

Acquire a range of strategies for managing unpleasant/ uncomfortable emotions and be able to apply these in real-world scenarios

Know that we can choose how we act on our emotions and understand that our choices and actions can affect ourselves and other people

Understand that feelings can be communicated with and without words

See ‘Teacher Guidance’ for further information

Feelings Doll

Different Feelings

Complete the following activity sheets:

Open the activity with a short mime game. Ask the children to put a name to how you are feeling today (demonstrate a feeling with your face and body). Invite volunteers from the class to do this.

Be able to recognise and name a range of emotions and their physical effects, distinguishing between those that feel pleasant and those that feel unpleasant or uncomfortable

To encourage pupils to understand how different feelings and emotions can affect us

What feelings do we know?

Pupils will...

To explore different types of feelings and emotions

Baseline assessment activity

Learning outcomes

See ‘Teacher Guidance’ for further information

Reflection and assessment What have the children learnt? To be completed in their learning journal. Additional areas of exploration/circle approach prompts.

Follow up activities and extended activities.

Complete activity sheets.

Work through the video scenarios.

Teaching activities

Scheme of Work

Follow ‘Teacher Guidance’ for an outline of a discussion around the video

Grief

Anger

Worry

Jealousy

Videos

Feelings and Emotions Module

Teaching aims

26 See ‘Teacher Guidance’ for additional resources and useful links

Memory Box

The Anger Rules

Tree of Trust

Recognising Strengths

Feelings Doll

Different Feelings

Complete the module chart by watching the video

Workbook activities

Particular sensitivity to the experiences and needs of your pupils is vital during this section. Loss and the accompanying grief are feelings every person will experience, at varying levels at different stages in life, and it is important for children’s emotional development that loss is considered with careful management in a non-intrusive and gentle way, along with the support of a school loss and bereavement policy. Activity in class may lead to a child needing to express his or her grief. In a safe and supportive environment this can be healthy and is an important part of the bereavement process.

Note to teaching staff:

Pupils should have the opportunity: what positively and negatively affects their physical, mental, and emotional health • how to make informed choices (including recognising that choices can have positive, neutral, and negative consequences) • to reflect on and celebrate their achievements, identify their strengths, areas for improvement, set high aspirations and goals • to deepen their understanding of good and not so good feelings • to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others • to recognise that they may experience conflicting emotions and when they might need to listen to their emotions or overcome them • loss and bereavement • to differentiate between the terms ‘risk’, ‘danger’, and ‘hazard’ • to deepen their understanding of risk by recognising, predicting, and assessing risks in different situations and deciding how to manage them responsibly • to recognise that increasing independence brings increased responsibility to keep themselves and others safe • to recognise when and how to ask for help and use basic techniques for resisting pressure to do something dangerous, that makes them uncomfortable, anxious, or that they believe to be wrong • strategies for keeping physically and emotionally safe including road safety • who are responsible for helping them stay healthy and safe and ways that they can help these people.

Core theme 1. Health and Wellbeing – Early Key Stage 2

Pupils should have the opportunity: how to make real, informed choices that improve their physical and emotional health • to recognise that choices can have good and not so good consequences • to think about themselves • to learn from their experiences • to recognise and celebrate their strengths and set simple but challenging goals • about good and not so good feelings • a vocabulary to describe their feelings to others and simple strategies for managing feelings about change and loss and the associated feelings (including moving home, losing toys, pets or friends) • about growing and changing and new opportunities and responsibilities that increasing independence may bring • about people who look after them, their family networks, who to go to if they are worried • ways that they can help these people to look after them • to recognise that they share a responsibility for keeping themselves and others safe, when to say, ‘yes’, ‘no’, ‘I’ll ask’, and ‘I’ll tell’.

Core theme 1. Health and Wellbeing – Key Stage 1

Feelings and Emotions - links to PSHE Association core themes

Pupils should have the opportunity: to recognise and respond appropriately to a wider range of feelings in others • develop the skills to form and maintain positive and healthy relationships • to recognise ways in which a relationship can be unhealthy and who to talk to if they need support • that their actions affect themselves and others • to judge what kind of physical contact is acceptable or unacceptable and how to respond • to feel confident to raise their own concerns • to recognise and care about other people’s feelings • to develop strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give feedback and support to benefit others as well as themselves • to realise the nature and consequences of aggressive behaviours and how to respond and ask for help.

Core theme 2. Relationships – Early Key Stage 2

Pupils should have the opportunity: to communicate their feelings to others • to recognise how others show feelings and how to respond • to recognise how their behaviour affects other people • what is right and wrong • to listen to other people and play and work cooperatively (including strategies to resolve simple arguments through negotiation) • to offer constructive support and feedback to others • to identify and respect the differences and similarities between people • to identify the special people in their life (family, friends, carers) • what makes them special and how special people should care for one another • that people’s bodies and feelings can be hurt (including what makes them feel comfortable and uncomfortable) • to recognise when people are being unkind either to them or others, how to respond, who to tell and what to say.

Core theme 2. Relationships– Key Stage 1

To help students be aware of who they can talk to if they are worried

To encourage students to understand why they should be cautious when speaking to strangers online

Pupils will…

To explore potential dangers when using a computer

Understand the golden rules to keep safe online

Be able to identify the potential dangers of talking to strangers via a computer

Learning outcomes

See ‘Teacher Guidance’ for further information

What sites or games do they think they will use in the future?

Do they have friends online that they have not met?

What games do they play?

Share the children’s experiences of using a computer at home or when they are with family or friends.

Ask the children, without discussion, to create a list of computer safety rules in their learning journal.

Baseline assessment activity

See ‘Teacher Guidance’ for further information

I can keep myself safe by…

Reflection and assessment: Sentence stem/circle prompt. Ask the children to complete the student learning record in their learning journal.

Follow up activity: Review their list from the baseline activity

Computer safety Quiz

Work through the video scenario

Teaching activities

Scheme of Work

Activity sheet:

Follow ‘Teacher Guidance’ for an outline of a discussion around the video

See ‘Teacher Guidance’ for additional resources and useful links

Computer safety –Deedee’s Golden Rules

Complete the module chart by watching the video

Workbook activities

Computer safety

Videos

Computer Safety Module

Teaching aims

This module offers an opportunity to revisit the discussion around adult ‘secrets’ and ‘surprises’ from Module 1.

Note to teaching staff

Pupils should have the opportunity: to learn how to make informed choices (including recognising that choices can have positive, neutral, and negative consequences) • to differentiate between the terms ‘risk’, ‘danger’, and ‘hazard’ • to deepen their understanding of risk by recognising, predicting, and assessing risks in different situations and deciding how to manage them responsibly and to use this as an opportunity to build resilience • to recognise that increasing independence brings more responsibility to keep themselves and others safe • to recognise when and how to ask for help and use basic techniques for resisting the pressure to do something dangerous, that makes them uncomfortable, anxious, or that they believe to be wrong • to learn school rules about health and safety • to understand strategies for keeping physically and emotionally safe including safety online (e.g., social media, the responsible use of ICT, and mobile phones) • to learn the importance of protecting personal information, including passwords, addresses, and images of people • to identify the people who are responsible for helping them stay healthy and safe and ways that they can help these people.

Core theme 1. Health and Wellbeing – Early Key Stage 2

Pupils should have the opportunity: to recognise that choices can have good and not so good consequences • to think about themselves • to learn from their experiences • to learn about growing and changing and new opportunities and responsibilities that increasing independence brings • to understand rules for and ways of keeping physically and emotionally safe (e.g. safety online and the responsible use of ICT) • to comprehend the difference between secrets and surprises and understanding not to keep adults’ secrets • to learn about people who look after them, their family networks, who to go to if they are worried, how to attract their attention, and ways that they can help these people to look after them • to recognise that they share a responsibility for keeping themselves and others safe, when to say ‘yes’, ‘no’, ‘I’ll ask’, and ‘I’ll tell’.

Core theme 1. Health and Wellbeing – Key Stage 1

Computer Safety - links to PSHE Association core themes

Work through the video scenario

Teaching activities

Is there something they Learn about the importance would like to save for? How of keeping money safe could they get there?

See ‘Teacher Guidance’ for further information

Follow up activity: Revisit the children’s earlier ideas and ask them to now think about something they may want to buy in the Is there a gift they would like future. How will they save? to receive? Would a parent or carer need to save to buy Reflection and this for them? assessment: Sentence stem/ circle prompt See ‘Teacher Guidance’ for Ask the children to further information complete the student learning record in their learning journal.

Ask the children to share their experiences and understanding of money

Baseline assessment activity

Follow ‘Teacher Guidance’ for an outline of a discussion around the video

Money Matters

Videos

Money Matters Module Scheme of Work

Understand the basics of saving money

Pupils will…

To explore the children’s knowledge of money

To encourage students to understand the importance of keeping money safe

Learning outcomes

Teaching aims

See ‘Teacher Guidance’ for additional resources and useful links

‘Money Matters’

Activity sheet:

Complete the module chart by watching the video

Workbook activities

When discussing financial scenarios it is important to be sensitive to those pupils who may come from disadvantaged backgrounds.

Note to teaching staff

Pupils should have the opportunity: to learn about the role money plays in their own and others’ lives, including how to manage their money.

Core theme 3. Living in the wider world – Early Key Stage 2

Pupils should have the opportunity: to learn about some of the ways people look after them • to learn that money comes from different sources and can be used for different purposes, including the concepts of spending and saving • to understand the role money plays in their lives, including how to manage it and keep it safe • to recognises the different choices about spending money and what influences those choices.

Core theme 3. Living in the wider world – Key Stage 1

Money Matters - links to PSHE Association core themes

To help students understand how they can get help if they are worried about something

To encourage students to understand that they can protect themselves and others from these items

Pupils will…

To explore different items in our environment that could be hazardous

Be able to identify dangers that can affect others, for example younger siblings

See ‘Teacher Guidance’ for further information

Share stories of bad experiences, for example touching something hot or sharp

See ‘Teacher Guidance’ for further information for each area

Sentence stem/Circle prompt

Allow the children to complete the learning record in their learning journal.

Reflection and assessment: Revisit the children’s earlier list to see if there are any more items they would like to add.

See ‘Teacher Guidance’ for additional resources and useful links

Extended learning: Safety Detectives

Activity sheet:

Complete module chart by playing the two games

Workbook activities

‘Safety Detectives’

Is it safe to eat or drink?

Ask the children to think about keeping safe and items they need to keep safe from and to make a list without discussion in their learning journal.

Two online games which can be used on SmartBoards, PCs, and iPads

Videos

Is it safe to play with?

Work through the two games for this module

Teaching activities

What do I need to keep myself safe from?

Baseline assessment activity

Scheme of Work

Hazard Watch Module

Be able to identify potential dangers in different environments

Learning outcomes

Teaching aims

Throughout this module it is important to clarify to students the difference between ‘unsafe’ and ‘unhealthy’. The aim is to help children understand that unhealthy foods are ok in moderation but there are items that can be unsafe to consume. Please note that there may be items within the slides to which a child has an allergy; for example ‘orange juice’. In this case it would be beneficial to ask the child to score the item in line with its safety for most people in the world to enable them to obtain a correct score.

Note to teaching staff

Pupils should have the opportunity: to learn how to make informed choices (including recognising that choices can have positive, neutral, and negative consequences) • to begin to understand the concept of a ‘balanced lifestyle’ • to recognise opportunities to make their own choices about food and consider what might influence their choices • to differentiate between the terms ‘risk’, ‘danger’, and ‘hazard’ • to deepen their understanding of risk by recognising, predicting, and assessing risks in different situations and deciding how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience • to recognise that their increasing independence brings increased responsibility to keep themselves and others safe • to recognise when and how to ask for help and use basic techniques for resisting the pressure to do something dangerous, unhealthy, that makes them uncomfortable, anxious, or that they believe to be wrong • to learn school rules about health and safety • to learn where and how to get help • to acquire strategies for keeping physically and emotionally safe including safety in the environment.

Core theme 1. Health and Wellbeing – Early Key Stage 2

Core theme 1. Health and Wellbeing – Key Stage 1 Pupils should have the opportunity: to recognise that choices can have good and not so good consequences • to think about themselves • to learn from their experiences and understand that many things, including medicines, can be harmful if not used properly • to learn rules for and ways of keeping physically and emotionally safe (safety in the environment) • to recognise that they share a responsibility for keeping themselves and others safe, and when to say ‘yes’, ‘no’, ‘I’ll ask’, and ‘I’ll tell’.

Hazard Watch - links to PSHE Association core themes

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