Personal, social and health education (PSHE) planning – Key Stage 2
An example of themes arranged into a long-term plan
Ongoing provision for supporting personal development learning is maintained through all aspects of school life and supported through a
sequence of themes, which have been planned to ensure continuity and progression.
Year 3:
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Settling in
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Focus on feelings
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Making friends
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Keeping safe in school
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In someone else’s shoes
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People and their work.
Year 4:
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Feeling good
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Keeping healthy
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Changes in families
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Ups and downs in relationships
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Keeping safe outside school
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Looking ahead.
HIAS PDL website
PSHE long-term planning – KS2 – themes
1
Year 5:
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Who decides
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Risks and pressures
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We are all different
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It’s my body
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Being involved in my community
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Looking at the world.
Year 6:
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Managing conflict
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The world of work
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Taking responsibility for my own safety
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Changing relationships
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Rights, responsibilities and the law
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Transition and managing change.
2
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 3 – Settling in
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:
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1c to face new challenges
positively by collecting
information, looking for
help, making responsible
choices, and taking
action.
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enjoy life at school
know the rules, and understand
expectations for Key Stage 2
know where to get help in school
recognise what is special about
themselves and their abilities and
interests
co-operate, share and take turns.
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HIAS PDL website
Introducing a partner – find
out what they enjoy at school
and introduce them to the
class.
Circle time – “I like it when ...”,
“I enjoy school when ...”.
Developing classroom
charters.
Discuss routines of junior
school/Key Stage 2.
Walk around school to
introduce key members of
staff.
Route following.
Children carrying out
interviews with key staff and
reporting back to class.
Use of scenario cards to
explore problem solving –
where would you go/who
would you see or ask?
Making a personal page or a
fact file.
Self-analysis through using a
questionnaire and personal
work sampling.
Co-operation activities through
circle time and parachute
games.
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contribute to making a
classroom charter to enable
children to enjoy school
set own personal targets and
write own personal page for
report
recognise and describe their
own ability to share and
co-operate
demonstrate awareness of
who to approach with a
problem.
PSHE long-term planning – KS2 – themes
3
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Older children as visitors.
The effect of transition on children.
What experience of activities, such as circle time, have the children had at Key Stage 1.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
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Books and stories.
Problem-solving cards.
School map.
Games for wet play.
Equipment to allow sharing.
Parachute.
Classroom charter.
HIAS e-Profile CD.
Assessment opportunities
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Own reporting, self-analysis, personal profile.
Observation of use of problem-solving cards and drama scenarios.
Links
Every Child Matters
Have you thought about?
Resources
Enjoy and achieve
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Ready for school.
Achieve personal and social development and enjoy recreation.
RRR
Articles: 3 (adult involvement), 12 (opinions).
Healthy Schools
Emotional health and well-being
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4
PSHE long-term planning – KS2 – themes
Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
HIAS PDL website
Year 3 – Focus on feelings
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:
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Children can:
Pupils should be taught:
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1a to talk and write about
their opinions, and explain
their views, on issues that
affect themselves and
society
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develop the language of feelings
recognise feelings in different
situations
be able to express feelings in
different ways
recognise the impact of feelings
on others.
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4a 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.
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Have you thought about?
Resources
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understand that people
express feelings in different
ways
utilise appropriate and varied
language to express ideas
and feelings
describe/state how they feel to
a teacher or other adult
speculate on emotional
consequences.
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Children who have family problems, crises at home, are young carers or are vulnerable children.*
Other agencies who could offer support.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
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Books and stories – Misery Moo, by Jeanne Willis.
Story – I’m bored!, by Brian Moses.
Situation cards.
Persona dolls (available from the County Religious Education Centre and/or Rights and Diversity Education
Centre).
Story – All in the family, by Tony Bradman.
HIAS e-Profile CD.
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HIAS PDL website
Brainstorm feelings.
Cards with scenarios for role
play.
Art, music, dance and body
language to explore
expressing feelings.
Writing to express feelings.
Keeping a personal feelings
log.
Poetry and stories related to
feelings, finishing a story or
poem.
Consequence diagram/tree.
Use family decisions/dilemma
type stories/poems/plays as a
focus for family dilemma
discussions.*
Buddy systems.
Role play.
PSHE long-term planning – KS2 – themes
5
Assessment opportunities
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Links
Every Child Matters
Observation of role play.
Speaking and writing about feelings.
Be healthy
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Mentally and emotionally healthy.
Stay safe
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Have security, stability and are cared for.
Enjoy and achieve
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Achieve personal and social development and enjoy recreation.
RRR
Articles: 1 (rights of the Convention), 3 (adult involvement), 5 (family guidance), 12 (opinions), 16 (privacy),
37 (legal punishment).
Healthy Schools
Emotional health and well-being

Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
SEAL
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Getting on and falling out.
*NB: To be aware that disclosures may occur during these discussions. Due to the sensitive nature of the subject matter, this should be handled
carefully. For support and queries contact the school’s Child Protection Officer.
6
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 3 – Making friends
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:
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2f to resolve differences by
looking at alternatives,
making decisions and
explaining choices
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think about being a friend
know what we do that makes each
other happy, sad and cross
know what helps and hinders
friendships
consider ways of resolving
differences
be able to initiate friendships.
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4a 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
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4c 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.
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Have you thought about?
HIAS PDL website
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Circle time and interviewing in
pairs on the qualities of a
good friend.
Poetry/non-consecutive
writing – What makes a friend
...?
Writing about friends – record
what makes them happy, sad
or cross about friends and
pass round for discussion to
show that we are all different.
Role play to explore difficulties
in friendships.
Situation cards about
situations in friendships to be
acted out through role play –
saying “No”, helping a friend,
etc.
Word banks created by
children on what makes a
friend?
Mask making to extend
language of feelings.
Working in different groups,
both in class and, if possible,
across year groups.
Role play.
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work with others for a variety
of purposes
identify personal qualities
explain qualities which make a
good friend
describe difficulties which may
arise in friendships
know how to cope with some
friendship problems.
Access to appropriate vocabulary when discussing friendships and problems in friendships.
Using/creating buddy schemes or equivalent.
Sensitivity towards loner children and those who are not accepted by other children.*
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
PSHE long-term planning – KS2 – themes
7
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Pictures of faces to show range of feelings.
Persona dolls (available from the County Religious Education Centre and/or Rights and Diversity Education
Centre).
Books and stories.
HIAS e-Profile CD.
Assessment opportunities
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Children’s work/writing to exemplify where they are at that point (date and quote).
Self-assessment of friendship skills.
Links
Every Child Matters
Resources
Make a positive contribution
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Engage in decision making and support the community and environment.
Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 7 (name and nationality), 12 (opinions), 15 (joining groups).
Healthy Schools
Emotional health and well-being

Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
*NB: To be aware that disclosures may occur during these discussions. Due to the sensitive nature of the subject matter, this should be handled
carefully. For support and queries contact the school’s Child Protection Officer.
8
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 3 – Keeping safe in school
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:
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2c to realise the
consequences of
anti-social and aggressive
behaviours, such as
bullying and racism, on
individuals and
communities
3g school rules about health
and safety, basic
emergency aid
procedures and
where to get help
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know about bullying, why it
happens and the effects it has on
people
think about how to deal with
bullying and how to stop it
happening
know school safety rules relating
to medicines, alcohol, solvents
and illegal drugs
consider how they contribute to
making the school environment a
safe place
know that discarded syringes and
needles can be dangerous.
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Survey of playground – what
we like/do not like about our
playground.
Circle time – “I don’t like it
when ...”, “I think a bully is ...”,
“I would help someone who
was being bullied by ...”.
Teacher-led explanations of
how to report concerns/
incidents.
What drugs are found in the
home – sorting and drawing/
writing activities. Sort into
everyday drugs such as
alcohol, tobacco and
medicines.
Litter survey.
Sequencing illustrated cards
to explain what to do.
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describe their school safety
rules
describe the part they play in
keeping themselves safe in
school
know who to tell if they
experience or witness bullying
understand the importance of
sharing and telling if they are
bullied or unhappy
describe the risks of using
alcohol and tobacco
understand that some people
need and use drugs for their
own health and that all
medicines are drugs.
4g where individuals, families
and groups can get help
and support.
Have you thought about?
Resources
HIAS PDL website
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Inviting a visitor from your local district or borough council to talk about recycling.
Finding out how much children already know about drugs.
Cyberbullying.*
Support/counselling for victims of bullying and bullies.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
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Community police officer to support drug education.
Anti-bullying Week.
Books and stories.
Hampshire primary drug planning handbook (HIAS).
PSHE long-term planning – KS2 – themes
9
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HIAS e-Profile CD.
Assessment opportunities
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Observation of children asking for help in role play situations.
Links
Every Child Matters
Be healthy
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Healthy lifestyles.
Choose not to take illegal drugs.
Stay safe
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Safe from bullying and discrimination.
RRR
Articles: 3 (adult involvement), 12 (opinions), 24 (health care), 33 (protection from drugs),
39 (restoring self-respect).
Healthy Schools
PSHE
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Have up-to-date policies in place – developed through wide consultation, implemented and monitored and
evaluated for impact, covering sex and relationship education, drug education and incidents, safeguarding and
confidentiality.
Emotional health and well-being
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Have explicit values underpinning positive emotional health which are reflected in practice and work to combat
stigma and discrimination.
Have a clear policy on bullying, which is owned, understood and implemented by the whole school
community.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
10
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 3 – In someone else’s shoes
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:


Pupils should be taught:
4a 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
4f that differences and
similarities between
people arise from a
number of factors,
including cultural, ethnic,
racial and religious
diversity, gender and
disability.
Have you thought about?
Resources
HIAS PDL website
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be able to recognise their own and
someone else’s feelings
recognise the views of their peers,
parents, teachers and people of
different faiths and cultures
understand that there are many
social groups in society in terms of
culture, religion, age, etc
know that people live their lives in
different ways and that different
cultures may have different life
patterns
respect other people’s feelings,
decisions, rights and bodies.
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Consolidation of previous
work on feelings through circle
time, story or poetry.
Use of drama strategies to
explore relevant views – role
play, hot-seating, for example,
on permission to go to a disco,
vegetarianism, choice of
clothes.
Decision-making games.
Value of different cultures
modelled, for example,
through literacy or collective
worship involving visitors.
Use of film/DVD of different
life patterns.
Finishing a story or poem.
Circle time for reflection on:
How do you think they felt ...?,
using stories, poems and
photographs as triggers for
this.
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show a willingness to explain
and listen to the views of
others
demonstrate a concern for
fairness
appreciate that diversity and
variety is an essential part of
life.
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Visiting the HCC Rights and Diversity Education Centre to find resources.
Parents’/carers’ religious views.
Dealing with racism or stereotyping in the classroom or playground.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
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Visitors.
Stories from Holy Books.
Books and stories about feelings and opinions.
Films or DVDs.
School Library Service.
PSHE long-term planning – KS2 – themes
11
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United Nations RRR posters.
Choice cards.
HIAS e-Profile CD.
Assessment opportunities
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Observation of participation in group work or a debate – ability to listen and/or to state an opinion.
Links
Every Child Matters
Stay safe
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Safe from bullying and discrimination.
Make a positive contribution

Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 2 (equality), 3 (adult involvement), 8 (government respect), 12 (opinions), 22 (refugees), 23 (disability),
30 (home language), 38 (military service).
Healthy Schools
Emotional health and well-being


Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
Have explicit values underpinning positive emotional health which are reflected in practice and work to combat
stigma and discrimination.
SEAL

12
PSHE long-term planning – KS2 – themes
Good to be me.
HIAS PDL website
Year 3 – People and their work
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:
1e 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.
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know the range of jobs and work
roles carried out by people they
know and what they like/dislike
about their work
identify ways in which different
types of work are similar or
different to each other
explore and compare how adults
feel about their work
understand how work involves a
variety of different tasks,
undertaken by people with
different roles.
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Have you thought about?
HIAS PDL website
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A questionnaire for people at
home.
Find examples of paid,
voluntary, self-employed,
domestic and other forms of
work.
Survey of all the jobs and
work done in school, and
interviews with adults in
school or visitors.
Use of local maps and
newspapers to identify work in
the district.
Make a wall map plotting
residential and work places.
Plan a visit to a workplace and
discuss the different tasks
people do and what would
happen if certain tasks were
not done; observing and
talking to people.
Write or draw about a day in
the life of ... – someone in
their visited workplace.
Following a visit, work in a
team to design and make a
product related to that
particular workplace.
Drama to illustrate and guess
the job.
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show an awareness of what a
job involves, and the different
roles undertaken in a work
context
understand the importance of
team work in relation to work
work in a team to complete an
agreed task.
Inviting parents to talk about their work.
Gender issues in relation to work and home roles.*
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
PSHE long-term planning – KS2 – themes
13
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Books and stories.
Visitors.
Contact with local employers.
Newspapers.
Websites.
Careers education and guidance – First impressions.
Make it real game (Prospects Educational Resources).
What money means (www.hants.gov.uk/education/hias/pdl/financial-capability.htm).
HIAS e-Profile CD.
Assessment opportunities
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Participation in team activity.
Writing about particular work roles.
Links
Every Child Matters
Resources
Achieve economic well-being
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Ready for employment (understanding different job roles).
RRR
Articles: 3 (adult involvement), 8 (government respect), 12 (opinions), 30 (home language),
32 (protection from unsafe work), 37 (legal punishment).
Healthy Schools
PSHE
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Involve professionals from appropriate external agencies to create specialist teams to support PSHE delivery
and to improve skills and knowledge, such as a school nurse, sexual health outreach workers and drug
education advisers.
*NB: To be aware that disclosures may occur during these discussions. Due to the sensitive nature of the subject matter, this should be handled
carefully. For support and queries contact the school’s Child Protection Officer.
14
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 4 – Feeling good
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:

1a to talk and write about
their opinions, and explain
their views on issues that
affect themselves and
society
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appreciate home and school values
make “I” statements about their
interests and feelings
express positive things about
themselves and others
recognise and be sensitive to the
needs and feelings of others
clarify what is important to them
form reasoned opinions.
1b to recognise their worth
as individuals by
identifying positive things
about themselves and
their achievements,
seeing their mistakes,
making amends and
setting personal goals.
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Have you thought about?
Resources
HIAS PDL website
Generating class rules and
understanding school’s
positive behaviour rules.
Circle time to raise
self-esteem, make positive
“I” statements, and talk about
“I am responsible for ...”.
Circle time, making positive
statements about each other
“I appreciate ... because …”.
Celebration assemblies.
Identify personal priorities and
treasures.
Use of personal diary/log to
record targets and
achievements.
Working to support a charity
or appeal.
Debate, discussion, role play
on a relevant issue.
Writing a letter to a
newspaper.
Story – It’s not fair!
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name and describe positive
qualities about themselves
demonstrate a positive
self-image
recognise and name positive
qualities in others
express an opinion
listen to other people’s points
of view.
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Supporting those children with low self-esteem.
Possible dichotomy between home and school values.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
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Books and stories.
Stories – It’s not fair, by Bel Mooney.
Local newspapers.
Materials from a charity or appeal.
PSHE long-term planning – KS2 – themes
15
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HIAS e-Profile CD.
Assessment opportunities
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Written work – “I feel good when ...”.
Positive writing and comments about another child.
Links
Every Child Matters
Be healthy

Mentally and emotionally healthy.
Make a positive contribution

Develop self-confidence and successfully deal with significant life changes and challenges.
RRR
Articles: 5 (family guidance), 7 (name and nationality), 12 (opinions), 15 (joining groups), 16 (privacy),
24 (health care), 27 (financial stability), 31 (relaxation and play), 37 (legal punishment).
Healthy Schools
Emotional health and well-being


Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
SEAL

16
PSHE long-term planning – KS2 – themes
Good to be me.
HIAS PDL website
Year 4 – Keeping healthy
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:
3a what makes a healthy
lifestyle, including the
benefits of exercise and
healthy eating, what
affects mental health, and
how to make informed
choices
3b that bacteria and viruses
can affect health and that
following simple, safe
routines can reduce their
spread.
Have you thought about?
Resources
HIAS PDL website
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accept responsibility for personal
cleanliness
handle food safely
know that bacteria and viruses can
affect health and that transmission
may be reduced when simple safe
routines are used
know about different cultural
practices in health and hygiene
understand the important and
beneficial role which drugs have
played in society
know some of the options open to
them in developing a healthy
lifestyle now and in the future
know about the positive effects of
exercise.
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Looking at toiletries,
advertisements, packaging,
DVDs.
Visit from school cook, school
nurse, a worker who works
with food. Quiz on food
hygiene.
Washing hands – visit from
environmental health
professional with testing dye.
Link to religious education and
practices of different religions
and cultures.
World of drugs – who needs
drugs to keep healthy? How
do people manage asthma
and diabetes medication?
Interviews.
Physical education, lunchtime
games, clubs; importance of
warm-up and cool-down
exercises. Survey of exercise
taken by class members.







take responsibility for personal
cleanliness
demonstrate an
understanding about healthy
eating
demonstrate an
understanding about other
things taken into their bodies,
accidentally and on purpose,
and how their bodies react to
them
demonstrate an
understanding that germs are
bacteria and viruses
understand that all medicines
are drugs but not all drugs are
medicines
describe how they can take
care of their bodies
understand what happens to
their bodies when they
exercise.





Cultural differences.*
Gender issues.*
Tactful handling of home background.*
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.



Books and stories.
Primary Care Trust resources.
Toiletries.
PSHE long-term planning – KS2 – themes
17




Health education collection (Channel 4 DVD).
Local environmental health department.
Visit from a dentist or nurse.
HIAS e-Profile CD.
Assessment opportunities


Draw and write activities at start and end of the unit of work (or the year or key stage).
True/false questionnaire.
Links
Every Child Matters
Be healthy


Physically healthy.
Healthy lifestyles.
RRR
Articles: 3 (adult involvement), 6 (right to life), 24 (health care), 27 (financial stability), 31 (relaxation and play).
Healthy Schools
Healthy eating


Have whole-school food policy – developed through wide consultation, implemented, monitored and evaluated
for impact.
Involve children and parents/carers in guiding food policy and practice within the school, enabling them to
contribute to healthy eating and act on their feedback.
Physical activity


Have whole-school physical activity policy – developed through wide consultation, implemented, monitored
and evaluated for impact.
Provide opportunities for all children to participate in a broad range of extra-curricular activities that promote
physical activity.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
18
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 4 – Changes in families
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:


Pupils should be taught:
3c about how the body
changes as they
approach puberty


4c 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.
develop understanding of different
types of relationships and families
understand what families are, and
what members expect of each
other
know the different changes that
take place in human life
develop skills needed for
relationships, such as listening,
supporting, showing care.







Have you thought about?
HIAS PDL website



Drawing a network of special
people; illustrating
relationships in diagrammatic
form; identifying different
family members.
Roles in relationships –
grandparent, teacher, parent/
carer, school nurse, friend –
group presentations to explore
similarities and differences
between roles.
Family celebrations and
occasions – clarifying
expectations – making a set of
guidelines.
Poetry, stories, plays, etc,
related to family decisions/
dilemmas.*
Visits from/interviews with
older people – reminiscences;
visit of mother and baby –
human life cycle.
Role play on situations where
you need to listen or be
listened to – what helps and
hinders good communication?
Pair work to practise listening
skills.
Class/school initiative, eg: tea
party for senior citizens.





understand that different
groups of people have
different ways of living
understand the human life
cycle
demonstrate awareness of the
needs of babies and older
family members
recognise their own and other
people’s feelings
demonstrate a willingness to
care for others.
Stereotyping.
Children being playground helpers/friends.
Buddy support mechanisms with either older or younger class.
PSHE long-term planning – KS2 – themes
19


The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.




Books and stories – Heartbeat.
School Library Service.
HIAS e-Profile CD.
Story – All in the family, by Tony Bradman.
Assessment opportunities

Jottings by teacher of skills displayed during discussions and/or pair work.
Links
Every Child Matters
Resources
Be healthy

Sexually healthy (relationships with friends and families).
Stay safe

Have security, stability and are cared for.
Make a positive contribution

Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 2 (equality), 3 (adult involvement), 5 (family guidance), 8 (government respect), 9 (staying with parents),
10 (movement between countries), 12 (opinions), 14 (own beliefs), 18 (parental responsibilities),
19 (protection from violence/abuse), 21 (adopted children), 27 (financial stability).
Healthy Schools
Emotional health and well-being

Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
SEAL

Changes.
*NB: Due to the sensitivities around changes in family situations, this should be handled carefully.
20
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 4 – Ups and downs in relationships
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:


Pupils should be taught:
3f 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


Resources
Assessment opportunities
HIAS PDL website






4c 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.
Have you thought about?
know that there are many different
patterns of friendship
understand the meaning of
friendship and loyalty
be able to be honest
know where to get help in school
and through helplines when facing
problems.
Diamond 9 activity – What is a
friend?
Circle time “A friend is
someone who ...”, “I am a
good friend when ...”.
Stories to initiate discussion
about friendship.
Designing an advertisement/
application for a friend.
Role play on different
situations with friends,
practising saying “No”.
Circle time – When is it OK to
say “No” to your friends? How
can you tell a friend the truth?
Scenarios to explore what
happens next, feelings,
choices and decisions.





demonstrate the skills of
friendship
understand that they are a
role model for younger
children
understand that pressures to
behave in unacceptable or
risky ways may come from
friends
say “No” to friends if they are
unhappy about what is
planned
understand that in risky or
dangerous situations that it is
better to tell someone about it
than threaten to tell.



Sources of support and help for children.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.




Diamond 9 template.
Books and stories – Best friends, by Jacqueline Wilson.
Stories – Pimple-head and Curly, by Ian Bore.
HIAS e-Profile CD.


Making a statement about when it is OK to say “No” to friends.
Writing about being a friend, or making friends.
PSHE long-term planning – KS2 – themes
21
Links
Every Child Matters
Be healthy

Choose not to take illegal drugs.
Stay safe

Safe from crime and anti-social behaviour in and out of school.
Make a positive contribution

Engage in decision making and support the community and environment.
RRR
Articles: 5 (family guidance), 8 (government respect), 9 (staying with parents), 10 (movement between countries),
12 (opinions), 13 (share information), 15 (joining groups), 16 (privacy), 18 (parental responsibilities),
19 (protection from violence/abuse), 21 (adopted children), 30 (home language), 37 (legal punishment),
39 (restoring self-respect).
Healthy Schools
PSHE


Involve professionals from appropriate external agencies to create specialist teams to support PSHE delivery
and to improve skills and knowledge, such as a school nurse, sexual health outreach workers and drug
education advisers.
Have arrangements in place to refer children to specialist services who can give professional advice on
matters such as contraception, sexual health and drugs.
SEAL

Relationships.
*NB: Due to sensitivities around changes in relationships, this should be handled carefully.
22
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 4 – Keeping safe outside school
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:


Pupils should be taught:
2c to realise the
consequences of
anti-social and aggressive
behaviours, such as
bullying and racism, on
individuals and
communities
3d which commonly available
substances and drugs are
legal and illegal, their
effects and risks



4d to realise the nature and
consequences of racism,
teasing, bullying and
aggressive behaviours,
and how to respond to
them and ask for help
HIAS PDL website







4e to recognise and
challenge stereotypes.
Have you thought about?
identify hazards from substances
at home and at school
know about the range of legal
drugs encountered in everyday
life, including over-the-counter
drugs such as aspirin, drugs which
are prescribed as medicines, tea,
coffee, alcohol and tobacco
have some understanding of the
effects of these drugs and
associated risks and some of the
costs to society of drug misuse
think about risks and hazards in
the environment and where to go
for help
understand that it is wrong for
children to be bullied or abused by
other children or adults.






Looking at pictures and
containers – reading the
instructions, identifying
hazards.
Group work on true/false
statements about smoking
and alcohol.
Brainstorm on drugs to inform
starting point for work on
illegal drugs.
Case studies/scenario cards –
What happens next?
Role play on saying “No”
when being persuaded to try
cigarettes, alcohol or an illegal
drug.
Visit from a road safety officer,
railway worker, fire brigade,
community police officer.
Photographs to identify safe
places to play.
Study of anti-social behaviour
in the school neighbourhood –
consider problems and
suggestions for solutions.
Language work – debate and
talk on school or wider issues,
eg: bullying.*







know about people who need
and use drugs for their health
understand that some people
use drugs to appear grown-up
and confident
know the effects these drugs
can have on friendships and
relationships
talk about their feelings about
the world of drugs
develop a sense of
responsibility and concern
recognise that there are times
when they should tell about a
secret
demonstrate a raised
awareness and understanding
of community issues.
Risk of frightening children.
Attending HCC drug education conferences/forums.
Need to start from where children are at and use strategies such as brainstorm, draw and write.
Checking own knowledge of school policy and procedures on bullying, child protection, drugs, cyberbullying.*
Have any of the children experienced being/feeling unsafe out of school?*
PSHE long-term planning – KS2 – themes
23


The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.








Books and stories.
Visitors.
Health education collection (Channel 4 DVD).
Royal Society for the Prevention of Accidents.
Photography.
Community police officer.
Hampshire Fire and Rescue Service.
HIAS e-Profile CD.
Assessment opportunities


Sorting activity to identify risks.
Designing a Keeping safe guidebook.
Links
Every Child Matters
Resources
Be healthy

Choose not to take illegal drugs.
Stay safe

Safe from bullying and discrimination.
Make a positive contribution

Engage in decision making and support the community and environment.
RRR
Articles: 19 (protection from violence/abuse), 24 (health care), 32 (protection from unsafe work),
33 (protection from drugs), 34 (protection from sexual abuse), 35 (ensure not abducted/sold),
36 (protection from harmful activities).
Healthy Schools
PSHE

24
PSHE long-term planning – KS2 – themes
Have up-to-date policies in place – developed through wide consultation, implemented and monitored and
evaluated for impact, covering sex and relationship education, drug education and incidents, safeguarding and
confidentiality.
HIAS PDL website
Emotional health and well-being

Have a clear policy on bullying, which is owned, understood and implemented by the whole school
community.
*NB: To be aware that disclosures may occur during these discussions. Due to the sensitive nature of the subject matter, this should be handled
carefully. For support and queries contact the school’s Child Protection Officer.
HIAS PDL website
PSHE long-term planning – KS2 – themes
25
Year 4 – Looking ahead
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:

1a to talk and write about
their opinions, and explain
their views, on issues that
affect themselves and
society




1b to recognise their worth
as individuals by
identifying positive things
about themselves and
their achievements,
seeing their mistakes,
making amends and
setting personal goals
look forward to new situations
assess positive things about
themselves and set personal goals
record information about current
events and choices they will make
in the future
have realistic aspirations when
target setting
think about financial implications
of future needs and wants.






Looking back and looking
forward, brainstorming,
making a record sheet.
Circle time to share positive
qualities and talents.
Filling in a personal and
academic target-setting card.
Personal journal, New Year
resolutions.
Pair work on setting
short-term, manageable,
precise targets.
Confirming targets with
teacher and personal
recording.
Identifying future needs and
wants, and researching real
costs and advantages of
saving to meet future needs.




demonstrate a positive
self-image
describe new situations they
expect to encounter
participate in realistic
self-assessment, identifying
appropriate and achievable
targets
describe personal and social
targets, as well as those to do
with their work.
1c to face new challenges
positively by collecting
information, looking for
help, making responsible
choices, and taking action
1f to look after their money
and realise that future
wants and needs may be
met through saving.
Have you thought about?
26



PSHE long-term planning – KS2 – themes
The importance of children understanding appropriate targets.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
HIAS PDL website
Resources
Assessment opportunities
Links





Books and stories.
School system of recording and record keeping.
Resources about saving from banks and building societies.
HIAS e-Profile CD.
What money means (www.hants.gov.uk/education/hias/pdl/financial-capability.htm).



Self-assessment, peer assessment, and/or negotiation with teacher.
Work sampling.
Writing a self-assessment for their report.
Every Child Matters
Enjoy and achieve

Achieve personal and social development and enjoy recreation.
Make a personal contribution

Develop self-confidence and successfully deal with significant life changes and challenges.
RRR
Articles: 12 (opinions), 28 (right to an education), 29 (developing personal talents), 41 (international laws).
Healthy Schools
Emotional health and well-being

Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
SEAL

HIAS PDL website
Changes, Going for goals!, New beginnings.
PSHE long-term planning – KS2 – themes
27
Year 5 – Who decides
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:



Pupils should be taught:

1a to talk and write about
their opinions, and explain
their views, on issues that
affect themselves and
society


2i to appreciate the range of
national, regional,
religious and ethnic
identities in the United
Kingdom



describe what is important to them
form and express reasoned
opinions
be able to put themselves in
someone else’s shoes
value the diversity of lifestyles
recognise that actions have
consequences for oneself and
others
challenge the opinions and actions
of others
know how advertising can influence
them
recognise and challenge
stereotypes.





2k to explore how the media
presents information

4d to realise the nature and
consequences of racism,
teasing, bullying and
aggressive behaviours,
and how to respond to
them and ask for help

A self-portrait – All about me,
values and beliefs.
Reading, discussing and
responding to letters from
papers and magazines.
Taking a newspaper story and
putting it into first person.
Religions and cultures, jobs –
identifying similarities and
differences.
Stories and poetry – You, me
and us, as a resource; role
play.
A class, year or school
debate, eg: school uniforms,
tuck shop, bedtimes,
homework.
Advertisements – looking for
the hidden persuaders.
Gender issues linked to
advertisements.
Story – Bill’s new frock.






express an opinion, give their
reasons, and reflect on why
they feel this way
be willing to explain their own
views and listen to the views
of others
describe the possible
consequences of actions
demonstrate an ability to
empathise with others
show tolerance and
understanding
describe similarities and
differences between faiths.
4e to recognise and
challenge stereotypes.
Have you thought about?
28



PSHE long-term planning – KS2 – themes
Sensitivity to home and upbringing.*
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
HIAS PDL website
Resources
Assessment opportunities






Newspaper articles and letters, magazines, news.
You, me and us, Citizenship Foundation.
Books and stories – Bill’s new frock, by Anne Fine.
Stories – Matilda, by Roald Dahl.
Local Democracy Week (October).
HIAS e-Profile CD.

Writing on: – things I decide
– things that are decided for me
– what I would like to decide.
Observation of participation in a class debate.

Links
Every Child Matters
Make a positive contribution


Engage in law-abiding and positive behaviour in and out of school.
Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 3 (adult involvement), 12 (opinions), 13 (share information), 14 (own beliefs), 25 (looked after children),
40 (the law).
Healthy Schools
Emotional health and well-being


Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
Have explicit values underpinning positive emotional health which are reflected in practice and work to combat
stigma and discrimination.
SEAL

Good to be me.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
HIAS PDL website
PSHE long-term planning – KS2 – themes
29
Year 5 – Risks and pressures
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:

1c to face new challenges
positively by collecting
information, looking for
help, making responsible
choices, and taking action

3f 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.
Have you thought about?
Resources
30



develop a positive approach and
self-motivation towards personal
safety and risk taking
identify decisions they may need
to make
explore attitudes about different
drugs and the people who use or
misuse them
exercise basic techniques for
resisting pressure from friends,
particularly in relation to smoking
learn to be assertive, especially in
the face of pressure from others –
saying “No”.





Risk assessment activities,
situation cards/pictures to
discuss and understand risk
and challenge.
Case studies and scenarios to
explore decisions and
choices.
Brainstorm – Why do people
take risks?
Revisit work on what makes a
friend, responsibility, trust,
being sensible, knowing when
to tell even if a friend does not
want you to.*
Brainstorm drugs, true or false
questionnaires.
Assertiveness activities –
speaking and listening,
practising skills through drama
strategies.




demonstrate a range of
responses to use in difficult
situations such as “No – I will
not take the risk, I will ask”,
“No, it is not for me”
explain what might make a
situation risky for them or
children like them
demonstrate a range of
strategies to deal with
pressure
describe how their bodies and
health are their responsibility.






Attending HCC drug education conferences/forums (see HTLC website).
Visits from people who need drugs to keep healthy, such as a person with diabetes.
That some parents/carers may be smokers, drink heavily or use illegal drugs.*
Cyberbullying.*
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.





Local community police officer.
Primary Care Trust resources.
Case studies from You, me and us, Citizenship Foundation.
Photographs/pictures.
Books and stories.
PSHE long-term planning – KS2 – themes
HIAS PDL website


Hampshire primary drug planning handbook (HIAS).
HIAS e-Profile CD.
Assessment opportunities


Poster and art work to represent healthy lifestyles.
Contribution to class display.
Links
Every Child Matters
Be healthy




Physically healthy.
Mentally and emotionally healthy.
Healthy lifestyles.
Choose not to take illegal drugs.
Make a positive contribution

Engage in law-abiding and positive behaviour in and out of school.
RRR
Articles: 5 (family guidance), 6 (right to life), 8 (government respect), 12 (opinions), 24 (health care),
32 (protection from unsafe work), 33 (protection from drugs), 34 (protection from sexual abuse),
39 (restoring self-respect).
Healthy Schools
PSHE


Have up-to-date policies in place – developed through wide consultation, implemented and monitored and
evaluated for impact, covering sex and relationship education, drug education and incidents, safeguarding and
confidentiality.
Involve professionals from appropriate external agencies to create specialist teams to support PSHE delivery
and to improve skills and knowledge, such as a school nurse, sexual health outreach workers and drug
education advisers.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
HIAS PDL website
PSHE long-term planning – KS2 – themes
31
Year 5 – We are all different
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:

2e to reflect on spiritual,
moral, social and cultural
issues, using imagination
to understand other
people’s experiences
4b to think about the lives of
people living in other
places and times, and
people with different
values and customs
4d to realise the nature and
consequences of racism,
teasing, bullying and
aggressive behaviours,
and how to respond to
them and ask for help






know that differences between
people are caused by different
genes and different environments
know that people’s responses to
ideas and events may be
determined by age, religion or
culture
value cultural background of self
and others
know that different people live
their lives in different ways and
that different cultures may have
different life patterns
contrast work in different cultures
and at different times
demonstrate and promote
tolerance, understanding, respect
and acceptance of difference
understand that bullying is an
unacceptable response to
difference.





Studying data – physical
differences, populations,
environment.
Current event – seeing it
through different points of
view, eg: a pop concert, a
flood, sporting event – through
eyes of teenager, police,
parent, grandparent,
neighbour, etc. Playmaking.
Personal topic and/or
research into different cultures
and links with cross-curricular
topics.
Developing an equal
opportunities policy to be
displayed in the classroom
and/or school.
Assembly focused on
celebration of differences.
Circle time to explore feelings
associated with, and
perceptions about, bullying
and why it happens.




show increased knowledge
and respect for other cultures
explore assumptions, such as
variations in lifestyle
recognise the importance of
equal opportunities
demonstrate concern for
others and describe initial
thoughts on human rights.
4e to recognise and
challenge stereotypes.
Have you thought about?
32







PSHE long-term planning – KS2 – themes
Use of the Internet to make links with other schools.
The HCC Rights and Diversity Education Centre.
Anti-bullying Week.
Involving children in Rock Challenge.
Equal opportunities policy and practice in your school.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
HIAS PDL website



Resources drawn from other curricular areas.
Books and stories.
HIAS e-Profile CD.
Assessment opportunities

Participation in a whole-class activity, such as an assembly.
Links
Every Child Matters
Resources
Make a positive contribution



Engage in decision making and support the community and environment.
Engage in law-abiding and positive behaviour in and out of school.
Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 2 (equality), 7 (name and nationality), 8 (government respect), 12 (opinions), 14 (own beliefs),
23 (disability), 26 (financial support), 30 (home language), 37 (legal punishment).
Healthy Schools
Emotional health and well-being



HIAS PDL website
Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
Have explicit values underpinning positive emotional health which are reflected in practice and work to combat
stigma and discrimination.
Have a clear policy on bullying, which is owned, understood and implemented by the whole school
community.
PSHE long-term planning – KS2 – themes
33
Year 5 – It’s my body
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:

1d 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




be able to discuss and choose the
healthy options in relation to food,
exercise, rest, etc
know how changes at puberty affect
the body in relation to hygiene
know how to cope with periods in
school
know that body changes are a
preparation for sexual maturity
be able to discuss and ask
questions about changing bodily
needs.







3a what makes a healthy
lifestyle, including the
benefits of exercise and
healthy eating, what
affects mental health, and
how to make informed
choices


Draw and write activity – what
I do to keep healthy.
Food groups – food label
survey.
Healthy lunch box project.
Survey of exercise taken by
all members of school.
Jump rope or other initiatives.
Exercise/healthy lifestyles
guides and leaflets for 9 to
11-year-olds.
Group work to develop a
healthy decisions checklist
and poster display.
Puberty quiz or true/false
questionnaire to establish
starting points.
BBC and Channel 4 schools
programmes.
Visit from school nurse.




demonstrate an
understanding about healthy
eating, and what happens to
their bodies when they
exercise
describe the changes their
bodies will go through at
puberty
understand that puberty will
have an impact on
themselves, their emotions
and relationships
explain how to care for their
bodies, including the
importance of personal
hygiene.
3c about how the body
changes as they
approach puberty.
Have you thought about?
34





PSHE long-term planning – KS2 – themes
Attending HCC health and well-being conferences/forums (see HTLC website).
School provision to support menstruation.*
Cultural differences/gender issues.*
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
HIAS PDL website







Primary Care Trust resources.
School nurse.
Models, leaflets and posters from health promotion departments.
Collection of foods to show labeling.
British Heart Foundation Jump rope initiative.
Books and stories.
HIAS e-Profile CD.
Assessment opportunities


Self/peer assessment of understanding of healthy lifestyle.
Naming and labeling of body parts/systems.
Links
Every Child Matters
Resources
Be healthy





Physically healthy.
Mentally and emotionally healthy.
Sexually healthy.
Healthy lifestyles.
Choose not to take illegal drugs.
RRR
Articles: 3 (adult involvement), 12 (opinions), 32 (protection from unsafe work), 33 (protection from drugs),
34 (protection from sexual abuse), 35 (ensure not abducted/sold), 36 (protection from harmful activities),
39 (restoring self-respect).
Healthy Schools
PSHE

Have up-to-date policies in place – developed through wide consultation, implemented and monitored and
evaluated for impact, covering sex and relationship education, drug education and incidents, safeguarding and
confidentiality.
Healthy eating


HIAS PDL website
Have whole-school food policy – developed through wide consultation, implemented, monitored and evaluated
for impact.
Ensure that children have opportunities to learn about different types of food in the context of a balanced diet
(using the Balance of Good Health) and how to plan, budget, prepare and cook meals, understanding the
PSHE long-term planning – KS2 – themes
35
need to avoid the consumption of food high in salt, sugar and fat, and increase the consumption of fruit and
vegetables.
Physical activity


Have whole-school physical activity policy – developed through wide consultation, implemented, monitored
and evaluated for impact.
Encourage children and parents/carers to walk or cycle to school under safe conditions, utilising the school
travel plan.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
36
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 5 – Being involved in my community
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:
1c to face new challenges
positively by collecting
information, looking for
help, making responsible
choices, and taking action
2d 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.






value opportunities for new
experiences in and out of school,
including opportunities to meet
adults other than teachers
take a constructive interest in their
local community and begin to take
on a wider sense of social
responsibility
know what they are good at and
how it can help a group perform a
task
appreciate the aesthetic qualities
of their surroundings
understand how they and others
can cause changes for better or
for worse, both in their immediate
surroundings and in the wider
community
contribute to a discussion and put
their own views forward clearly
and appropriately.







Have you thought about?
HIAS PDL website


Inviting and working with
visitors representative of the
local community, or making
visits; use of digital camera or
other multi-media device to
produce a record of the
community.
Survey of leisure time and
positive benefits of the activities
chosen.
Leaflet about opportunities
available in their community.
School monitors, mentors,
buddies and mediators, and
opportunities to work in a range
of different groups and pairs.
Group investigation into a local
issue – eg: by-pass, traffic
calming, new housing
development, making links with
the local council.
Group projects to suggest
improvements for an area of
the school grounds or local
area, eg: safety in the school
grounds discussion leading to
action.
Circle time, school council.
Creation of charter of rights for
a community – real or
imaginary.






explain the concept of
community and environment
describe how their
responsibilities increase with
age and as their community
widens
understand that they have the
ability to influence the quality
of their environment
demonstrate a willingness to
explain and listen to the views
of others
appreciate that the strength or
weakness of a group depends
on the ability of members to
co-operate, negotiate,
collaborate and compromise
to complete a group task
contribute to a group task.
A whole-day event on our community to involve a wide range of visitors.
Involving children in Rock Challenge.
PSHE long-term planning – KS2 – themes
37





Cyberbulling.*
Setting up a school council if you do not have one in place.
Internet links with schools in differing environments. Pen pals.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.





Visitors – community police officer, Hampshire Fire and Rescue Service, vicar, school nurse, parents/carers,
elderly people, governors, local council.
Internet.
Local democracy week (October).
Books and stories.
HIAS e-Profile CD.
Assessment opportunities


Self, peer and group assessment of group work skills.
Teacher observation of participation in a group.
Links
Every Child Matters
Resources
Enjoy and achieve

Achieve personal and social development and enjoy recreation.
Make a positive contribution

Engage in decision making and support the community and environment.
RRR
Articles: 2 (equality), 4 (government responsibilities), 12 (opinions), 30 (home language),
39 (restoring self-respect), 41 (international laws).
Healthy Schools
PSHE

Have mechanisms in place to ensure children’s views are reflected in curriculum planning, teaching and
learning, and in the whole-school environment, including those with SEN and specific health conditions, as
well as disaffected children and young carers.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
38
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 5 – Looking at the world
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:

Pupils should be taught:
2a to research, discuss and
debate topical issues,
problems and events
2f to resolve differences by
looking at alternatives,
making decisions and
explaining choices
2j that resources can be
allocated in different
ways, and that these
economic choices affect
individuals, communities
and the sustainability of
the environment.





know the variety of communities to
which they simultaneously belong
– family, school, local, national,
European and worldwide – and
the interdependence of
individuals, groups and
communities
know about public service
provision, locally and nationally
and that this is not free
know the benefits and costs of
personal spending decisions on
themselves, the local community,
the local economy and on people
in other parts of the world
research information and identify
relevant issues
use different modes of
communication to express
personal and group views about
social and environmental issues
show a willingness to move on a
personal position after considering
new information or perspectives.








HIAS PDL website
Use activities such as card
sort, brainstorm or values
continuum to explore beliefs
about the world.
Circle time – what rights, what
responsibilities do I/we have
locally, nationally,
internationally?
District or borough council
visitor to be interviewed/
questioned about local service
provision, council tax
expenditure, etc.
Exploring data on world debt.
Review of financial report of
international charity such as
Oxfam.
Study of a global issue, eg:
war, refugees, a natural
disaster.
Playmaking with news item as
stimulus material.
Support for a personal, class
or school charity, participation
in an appeal, writing letters,
presenting an assembly.
A news diary over a week,
with recording of personal
views and responses to share
in a group.



demonstrate an increased
knowledge of rights and
responsibilities within a
society
show an awareness of the
idea of collective and
individual responsibility to find
solutions
participate and show concern
for their community.
PSHE long-term planning – KS2 – themes
39
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development






Debate of current world issue
or simulation of protest
hearing with whole class in
role, voting on the issues
before and after the
debate/simulation.
A map, directory or photographic display to show community facilities, services, employers and school.
Financial capability, eg: pfeg (see: www.hants.gov.uk/education/hias/pdl/financial-capability.htm).
The Internet.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.






Books and stories.
Visitors.
Internet.
Oxfam and UNICEF materials.
What money means (www.hants.gov.uk/education/hias/pdl/financial-capability.htm).
HIAS e-Profile CD.
Assessment opportunities

Expression of personal views in circle time.
Links
Every Child Matters
Have you thought about?
Resources
Make a positive contribution

Engage in decision making and support the community and environment.
Achieve economic well-being

Ready for employment. (Life skills)
RRR
Articles: 4 (government responsibilities), 11 (forceably removed), 12 (opinions), 27 (financial stability),
29 (developing personal talents), 35 (ensure not abducted/sold), 36 (protection from harmful activities),
38 (military service), 41 (international laws).
40
PSHE long-term planning – KS2 – themes
HIAS PDL website
Healthy Schools
PSHE

Have mechanisms in place to ensure children’s views are reflected in curriculum planning, teaching and
learning, and the whole-school environment, including those with SEN and specific health conditions, as well
as disaffected children and young carers.
Emotional health and well-being

HIAS PDL website
Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
PSHE long-term planning – KS2 – themes
41
Year 6 – Managing conflict
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:


Pupils should be taught:
2f to resolve differences by
looking at alternatives,
making decisions and
explaining choices
2k to explore how the media
presents information
4a 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
4d to realise the nature and
consequences of racism,
teasing, bullying and
aggressive behaviours,
and how to respond to
them and ask for help







talk about their own feelings and
reactions
read and express non-verbal
messages
recognise that one’s actions have
consequences for themselves and
others
manage a range of emotions such
as excitement, anger, jealousy
develop strategies to avoid conflict
in situations, including bullying
negotiate and resolve conflict
peacefully
resolving problems and conflicts
democratically using discussion
recognise stereotyping in attitudes
in the media and the impact of the
media in reinforcing equal
opportunities
develop a sense of fair play in
their dealings with peers and
others.







4e to recognise and
challenge stereotypes.

42
PSHE long-term planning – KS2 – themes
Circle time work on feelings,
sentence stems,
appreciations, complaints and
recommendations.
Drama strategies to explore
feelings – frozen pictures,
body on the wall.
Artwork, looking at artists’
work, music to explore
language of feelings and
emotions.
Newspaper photographs and
pictures as triggers to discuss
body language, emotions,
conflict situations and
consequences.
Exploring different ways of
resolving conflict through
drama and role play.
Language work through
debate and talk on school or
wider issues.
School council as model for
democracy, voting and
compromising.
Use of television, magazine
and hoarding advertisements
to explore, persuasion, target
group and equal opportunities.






name positive feelings about
themselves, others in class and
school, community, media and
wider world
recognise and describe a
range of emotions
manage their emotions
positively and effectively most
of the time
consider how they are
perceived by others
demonstrate the ability to
negotiate and compromise
describe and demonstrate a
variety of ways of resolving
conflict.
Presentation of issues in a
range of media.
HIAS PDL website
Skills, knowledge and
understanding
Objectives
Suggested activities




Outcomes for personal and
social development
Making a DVD, CD or
photograph display to
communicate class views on
an issue such as bullying,
racism or disability.
Class or school newspaper
articles.
Stories and poetry.
Learning and practising
mediation skills.







Children training to become playground mediators.
Attending HCC peer mentoring conference (see HTLC website).
Cyberbullying.*
Buddying or mentor schemes to support younger children.
A presentation to a younger age group.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.




Newspaper photographs.
Pictures, artists’ work – paintings, sculpture, music CDs, television clips.
Books and stories.
HIAS e-Profile CD.
Assessment opportunities

Problem-solving activities to assess learning about conflict resolution.
Links
Every Child Matters
Have you thought about?
Resources
Be healthy

Mentally and emotionally healthy.
Make a positive contribution

HIAS PDL website
Develop positive relationships and choose not to bully and discriminate.
PSHE long-term planning – KS2 – themes
43
RRR
Articles: 7 (name and nationality), 12 (opinions), 39 (restoring self-respect).
Healthy Schools
Emotional health and well-being

Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
SEAL

Getting on and falling out.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
44
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 6 – The world of work
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:


Pupils should be taught:
1c to face new challenges
positively by collecting
information, looking for
help, making responsible
choices and taking action
1e about the range of jobs
carried out by people they
know, and to understand
how they can develop
skills to make their
contribution in the future
3a what makes a healthy
lifestyle, including the
benefits of exercise and
healthy eating, what
affects mental health, and
how to make informed
choices.




interview adults to find out about
job roles and responsibilities
know that certain skills can be
used for different tasks
know the range of knowledge,
skills and personal qualities
required for different types of work
respect other people’s work and
career choices
act confidently
understand what affects mental
health, eg: the balance between
work and leisure, positive
relationships.









HIAS PDL website
Visitors or visit to local
employers.
Investigation of work-related
skills through review of job
details in local press, and
develop a checklist of skills.
Presentation through role play
of jobs, demonstrating skills,
success criteria, experience
challenges.
Information and
communication technology in
workplace – survey of school
systems which support school
as a workplace.
Teams for work, class, school,
families, sport, workplace –
comparing to investigate skills
of team work – what makes an
effective team?
Write a personal statement
about own strengths, skills,
ambitions and aspirations.
Interview situations – role play
of real situations in school, eg:
for positions of responsibility,
monitors, buddies, school
council membership.
Learning and practising
relaxation skills.






work independently or in a
group to research information
show an understanding of the
different roles undertaken in
the work context
identify and demonstrate
various skills such as
co-operation, communication
skills, information and
communication technology
skills and teamwork
understand the value of
keeping healthy
demonstrate understanding of
the importance of balance
between work and leisure,
and the value of positive
relationships
make choices and describe
their reasons.
Pupils discuss aspects of jobs
and paid employment.
Study job advertisements.
PSHE long-term planning – KS2 – themes
45
Skills, knowledge and
understanding
Objectives
Suggested activities




Outcomes for personal and
social development
Create imaginary job
descriptions/adverts/
application forms.
Role play job interviews.
Pupils develop a
questionnaire to find out what
people actually do in their
jobs.
Use a story involving a variety
of job roles, eg: Postman Pat
– identify all jobs in the story
and compare to local jobs.





Appreciation of parent/carer skills, as well as workplace skills.
Employment status of parents/carers.
Children’s awareness of support for those not in work.*
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.







Books and stories.
School staff.
Visitors.
Local employers.
Make it real game (Prospects Education Resources).
What money means (www.hants.gov.uk/education/hias/pdl/financial-capability.htm).
HIAS e-Profile CD.
Assessment opportunities

Written or oral realistic personal person specification.
Links
Every Child Matters
Have you thought about?
Resources
Enjoy and achieve

Achieve stretching national educational standards at primary school.
Achieve economic well-being

46
PSHE long-term planning – KS2 – themes
Ready for employment.
HIAS PDL website
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
RRR
Articles: 2 (equality), 4 (government responsibilities), 6 (right to life), 11 (forceably removed), 12 (opinions),
32 (protection from unsafe work), 35 (ensure not abducted/sold), 36 (protection from harmful activities),
37 (legal punishment), 38 (military service).
Healthy Schools
Emotional health and well-being

Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
*NB: Due to the sensitive nature of the subject matter, this should be handled carefully.
HIAS PDL website
PSHE long-term planning – KS2 – themes
47
Year 6 – Taking responsibility for my own safety
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:


Children can:


Pupils should be taught:
3d which commonly available
substances and drugs are
legal and illegal, their
effects and risks
3e 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
3f 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





3g school rules about health
and safety, basic
emergency aid
procedures and where to
get help
48
PSHE long-term planning – KS2 – themes
be able to express positive things
about themselves and their values
take responsibility for their bodies
and behaviour
know that some substances are
illegal and have some
understanding of their effects and
the associated risks
understand that the pressure to
take harmful or illegal substances
may come from people they know
such as friends, relatives,
neighbours
recognise that some role models
for young people take drugs, eg: in
sports, and explore feelings about
them
choose the right decision-making
approach in a real or simulated
situation, including being assertive
recognise the need to ask for
support sometimes, know who to
ask and how to find out more.










Personal profile/fact file.
Circle time – “I am responsible
for ...”.
Brainstorming, quizzes, true
or false questionnaires, risk
continuum.
Card sort on drugs, effects
and the law.
Scenarios relating to
persuasion, and practising
strategies to say “No!”.
Newspaper, news items,
photographs.
Problem pages, case studies
– What is happening? What
happens next?
Finishing a story or writing
stories.
Role play, playmaking around
decision-making situations.
Home fire safety plans, basic
first aid.
Creating a help list for a friend
experiencing difficulties.
Accessing helplines, and
making emergency 999 calls.








describe the effects of
substances and drugs on the
body and how they affect how
you feel
describe the risks of misusing
prescribed and over-thecounter medicines, solvents
and illegal drugs, as well as
alcohol and tobacco
explain the effect substance
misuse can have on friendship
and family relationships
understand the nature of role
models, and that they are role
models for younger children
talk about their feelings about
drugs and issues such as
drugs in sport, drug-related
news items
demonstrate assertiveness
and self-confidence to make
decisions for themselves
demonstrate an awareness of
sources of help, in school,
helplines, other adults, and
know how to ask for help
know that it is better to tell
someone about a situation
than to threaten to tell.
HIAS PDL website
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
4g where individuals, families
and groups can get help
and support.





Families with drug problems.*
Children and family members who rely on drugs to keep healthy.*
Involving the community police officer.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.





Community police officer, fire officer, St John Young Lifesaver programme, Red Cross.
Helpline information, eg: Childline, National Society for the Prevention of Cruelty to Children.
Book and stories.
What money means (www.hants.gov.uk/education/hias/pdl/financial-capability.htm).
HIAS e-Profile CD.
Assessment opportunities


Observation of participation in role play and playmaking.
Draw and write as summative evaluation.
Links
Every Child Matters
Have you thought about?
Resources
Be healthy

Choose not to take illegal drugs.
Stay safe

Safe from crime and anti-social behaviour in and out of school.
Make a positive contribution

Engage in decision making and support the community and environment.
RRR
Articles: 2 (equality), 12 (opinions), 24 (health care), 33 (protection from drugs), 39 (restoring self-respect),
40 (the law).
HIAS PDL website
PSHE long-term planning – KS2 – themes
49
Healthy Schools
PSHE

Have up-to-date policies in place – developed through wide consultation, implemented and monitored and
evaluated for impact, covering sex and relationship education, drug education and incidents, safeguarding and
confidentiality.
SEAL

Good to be me.
*NB: To be aware that disclosures may occur during these discussions. Due to the sensitive nature of the subject matter, this should be handled
carefully. For support and queries contact the school’s Child Protection Officer.
50
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 6 – Changing relationships
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:



3c about how the body
changes as they
approach puberty
3e 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



4c 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.
think about making new
relationships as they get older
understand about parenthood
know about human sexuality and
that it is expressed in different
ways, understand what it means
and have some words to describe
it
appreciate different ways of loving
and its importance to a range of
relationships
know ways of coping with difficult
emotions, fears and worries
decide who has access to their
bodies.









Have you thought about?
HIAS PDL website




Identify types of relationships
– brainstorm, stories,
television programmes.
Group work to develop a fact
file on parents/carers.
Agreeing ground rules.
Word bank of vocabulary for
relationships, sexuality, and
sexual activity, which is
agreed as appropriate.
Sex education DVDs.
School nurse, health visitor,
pregnant mother, and/or
mother and baby visit.
Question box before work and
review at end.
Comparison of access to
bodies at different times, eg:
as a baby, a patient, an
elderly person, a person with
a disability, in friendships, in
sexual relationships in the
future.*
Different sorts of touch –
talking about comfortable and
uncomfortable feelings.*
Circle time to promote
self-esteem and self-worth.







describe the changes the
body goes through at puberty
understand that body changes
are a preparation for sexual
maturity
understand that there are
different types of relationships
and patterns of friendships
show awareness of the
importance of loving,
responsibility and honesty in
relationships
describe the importance of
good parenting
demonstrate an awareness of
the difference between
secrets which make people
happy and secrets which can
hurt or frighten people
decide who has access to
their bodies and demonstrate
an understanding that some
physical contact is
unacceptable.
School sex and relationship education (SRE) policy, including consultation and involvement of parents/carers.
Attending HCC health and well-being conferences/forums (see HTLC website).
Child protection procedures.*
Support for vulnerable children.*
PSHE long-term planning – KS2 – themes
51


The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.
Assessment opportunities








School nurses.
Primary Care Trust resources.
Sex education programmes and materials – BBC and Channel 4.
Classroom’s own anonymous questions/worries box.
Books and stories.
Hampshire teenage pregnancy website (www.hants.gov.uk/childrens-services/families/teenage-pregnancy.htm).
HIAS e-Profile CD.
Writing or group presentation on What makes a good parent/carer?
Links
Every Child Matters
Resources
Be healthy


Mentally and emotionally healthy.
Sexually healthy.
Stay safe

Safe from accidental injury and death.
RRR
Articles: 3 (adult involvement), 12 (opinions), 17 (mass media), 24 (health care), 30 (home language),
37 (legal punishment).
Healthy Schools
PSHE

Have up-to-date policies in place – developed through wide consultation, implemented and monitored and
evaluated for impact, covering sex and relationship education, drug education and incidents, safeguarding and
confidentiality.
Emotional health and well-being

Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
*NB: To be aware that disclosures may occur during these discussions. Due to the sensitive nature of the subject matter, this should be handled
carefully. For support and queries contact the school’s Child Protection Officer.
52
PSHE long-term planning – KS2 – themes
HIAS PDL website
Year 6 – Rights, responsibilities and the law
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:

Children can:
Pupils should be taught:

2b 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



2d 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

2g what democracy is, and
about the basic institutions
that support it locally and
nationally
2h to recognise the role of
voluntary, community and
pressure groups
2j that resources can be
allocated in different ways
and that these economic
choices affect individuals,
communities and the
sustainability of the
environment.
HIAS PDL website
know their individual rights and
responsibilities at home, in school
and in the community
gain simple knowledge about the
law and understand that rules and
the law are designed to protect
appreciate the positive impact of
human beings on plants, animals
and the environment
think about decisions that need to
be made about the use of scarce
resources, evaluating information
about priorities for spending
demonstrate that their reasoning is
informed and considered
use varied and appropriate
language to express their ideas
be able to manage money,
budgeting and accounting.







Compiling a rights and
responsibilities list, looking at
the UN Convention on the
Rights of the Child.
Use short case studies to
illustrate laws which children
must maintain or are protected
by.
Survey local, natural and built
environments to identify
changes.
Interviews with older people –
those who have seen change
in their community.
Drawing up a project plan to
improve a local area, writing to
local council, involving a
planner as a visitor.
Presenting their case for
change through a range of
approaches such as
persuasive writing, poetry,
newspaper articles, leaflet
material.
Working in a group to plan
and cost a project to raise
funds, such as cooking and
selling the product, making
greetings cards, and keeping
and balancing a budget.




demonstrate an awareness of
the idea of individual and
collective responsibility to find
solutions
explain a basic understanding
of the meaning of democracy,
rights, respect and
responsibility
show respect for others and a
concern for fairness and rights
choose an appropriate
decision in a real or imaginary
situation about the use of
resources, including their own
money.
Set up a school council with
elections and real power, eg:
over a budget.
PSHE long-term planning – KS2 – themes
53
Skills, knowledge and
understanding
Objectives
Suggested activities




Outcomes for personal and
social development
Research how Parliament
operates and about
democracy.
Talk to local police officers
about laws and how they are
enforced.
A mock election, producing
manifestoes.
A Children’s Rights Day.




Involving a visitor from your local district or borough council.
Involving the community police officer to develop case studies.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.








UN Convention on the Rights of the Child and UNICEF.
Visitors.
Polling station booths/ballot boxes – hire from local district or borough council office.
Website for Houses of Parliament: www.parliament.uk.
Books and stories.
Local democracy week (October).
What money means (www.hants.gov.uk/education/hias/pdl/financial-capability.htm).
HIAS e-Profile CD.
Assessment opportunities


Observation of presentations.
Participation in a group activity.
Links
Every Child Matters
Have you thought about?
Resources
Make a positive contribution

Engage in law-abiding and positive behaviour in and out of school.
RRR
Articles: All – 1 (rights of the Convention) to 42 (knowledge of Convention).
54
PSHE long-term planning – KS2 – themes
HIAS PDL website
Healthy Schools
PSHE

HIAS PDL website
Have mechanisms in place to ensure children’s views are reflected in curriculum planning, teaching and
learning, and the whole-school environment, including those with SEN and specific health conditions, as well
as disaffected children and young carers.
PSHE long-term planning – KS2 – themes
55
Year 6 – Transition and managing change
Skills, knowledge and
understanding
Objectives
Suggested activities
Outcomes for personal and
social development
The National Curriculum
framework for PSHE and
citizenship teachers in
England, DCSF/QCA
Children should have opportunities to:


Children can:


Pupils should be taught:
1b to recognise their worth
as individuals by
identifying positive things
about themselves and
their achievements,
seeing their mistakes,
making amends and
setting personal goals




1c to face new challenges
positively by collecting
information, looking for
help, making responsible
choices, and taking
action.
Have you thought about?
Resources
Assessment opportunities
56
understand about the nature of
change
look forward and cope with the
transition to secondary school
review personal experiences as a
basis for setting new targets
develop simple vocabulary for
describing personal effectiveness
and setting personal goals
know what affects positive mental
health
present themselves confidently
and positively.





Brainstorm change.
Circle time to celebrate
achievements, identify
challenges and anxieties
about transition, offer each
other support.
Writing personal description of
skills and experiences, making
a class year book/record of
achievement.
Practising stress management
skills, such as relaxation and
breathing.
Drama strategies to explore
perceptions of new school,
such as the playground.
Visit to secondary school.
Visit from secondary school
pupils.





express their expectations
and feelings about transfer to
a new school
name positive qualities about
themselves
celebrate their own and
others’ achievements and
strengths
review achievements and set
realistic targets
demonstrate a range of
appropriate behaviours for a
range of situations.




Visits from secondary school pupils.
e-Profile/personal profile.
The breadth of opportunity required to support children’s personal development learning.
Exploring the possibility of productive links with other curriculum areas.



Secondary school liaison – staff and pupils.
Books and stories.
HIAS e-Profile CD.

HIAS e-Profile CD.
PSHE long-term planning – KS2 – themes
HIAS PDL website
Links
Every Child Matters
Be healthy

Mentally and emotionally healthy.
Enjoy and achieve


Ready for school.
Achieve personal and social development and enjoy recreation.
RRR
Articles: 5 (family guidance), 8 (government respect), 12 (opinions).
Healthy Schools
Emotional health and well-being

Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
SEAL

HIAS PDL website
Changes.
PSHE long-term planning – KS2 – themes
57