Personal, social and health education (PSHE) planning – Key Stage 1
An example of themes arranged into a long-term plan
Ongoing provision for supporting personal development learning is maintained throughout all aspects of school life and supported
through a sequence of themes, which have been planned to ensure continuity and progression.
Year 1:
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Working well together
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Other people are special too
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Caring for myself
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Caring for others
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Keeping safe
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Looking forward.
Year 2:
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Who is in charge?
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Celebrating and recognising differences
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My body is important
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Changing friendships
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Taking charge
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Looking forward.
HIAS PDL website
PSHE long-term planning – KS1 – themes
1
Year 1 – Working well together
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 take part in discussions
with one other person and
the whole class
2d to agree and follow rules
for their group and
classroom, and
understand how rules
help them.
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know the school and classroom
rules and how they help them
agree rules for their class or group
co-operate with others in work and
play, sharing and taking turns
contribute to a discussion or
conversation
put their views forward clearly and
appropriately
identify ways of helping in class
and improving the environment by
their own actions. Make simple
choices between activities.
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2
PSHE long-term planning – KS1 – themes
Brainstorm and agree class
rules.
Illustrate rules and show
ownership by signing or
self-portrait.
Make a class charter.
Planning board, role play,
turn-taking games, Snap,
board games in groups.
Circle time activities to
promote trust and enjoyment,
and to encourage
co-operation, taking turns.
Make a wall display
co-operatively for the school
hall or corridor.
Forum topics in circle time.
Stories with strong storyline –
debate what should he/she
do?
Show and tell – listening,
looking and questioning each
other.
Class task and jobs board.
Develop green rules for
playground.
Plant bulbs, or plant up tubs
for long-term project.
Elect a school council – voting
– is it fair/unfair?
Have classroom monitors.
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explain why rules are
important
listen to what others say
contribute to a class
discussion
share and take turns
co-operate with others in
group or class activities.
HIAS PDL website
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Links to school mission statement.
Behaviour policy.
Introducing privilege time.
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.
Parachute.
Seeds and plants.
Puppets.
Playground equipment and games.
HIAS e-Profile CD.
Assessment opportunities
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Observation of participation in circle time.
End of key stage statements for PSHE at Key Stage 1 (see QCDA website:
http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/personal_social_and_health_education/end-of-keystage-statements/index.aspx).
Links
Every Child Matters
Have you thought about?
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: 3 (adult involvement), 12 (opinions), 15 (joining groups), 29 (developing personal talents).
Healthy Schools
PSHE
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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.
SEAL
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HIAS PDL website
Relationships.
PSHE long-term planning – KS1 – themes
3
Year 1 – Other people are special too
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 that they belong to
various groups and
communities, such as
family and school
4a to recognise how their
behaviour affects other
people
4c to identify and respect the
differences and
similarities between
people
4e that there are different
types of teasing and
bullying, that bullying is
wrong, and how to get
help to deal with bullying.
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know the different groups to which
they belong: families, friends,
school, etc
recognise worth in others
make positive statements about
other people
understand the effect bullying can
have on others and know who to
tell in the event of experiencing or
observing bullying
show respect by listening to what
other people say
understand that other people have
needs
consider the value of being a
friend and having friends
show a willingness to care for
others
recognise the ways their own
behaviour affects others
ask for and give permission.
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4
PSHE long-term planning – KS1 – themes
Group work on belonging to a
group, making a class record
of all their groups – clubs,
friends, etc. Circle time.
Pairs – finding out what
partners are good at, stories
about achievement, making
positive statements in circle
time.
Stories about feelings; words
to describe feelings; sharing
feelings in circle time; use of
pictures of different situations
– what are the children in the
pictures feeling?
Role play and drama.
Listening activities in circle
time; a debate, eg: should we
play football in every PE
lesson?
Stories about others’ needs –
babies, elderly, disabled
people, visitors – with the
focus on emotional as well as
physical needs.
Stories about friends; draw
and write about my network of
special people and what I do
to make them happy or sad.
Year 1 children helping Year
R – reading a story, lunchtime
buddy, playtime friend.
Supporting a charity or
appeal. Internet links to
schools in other countries.
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talk about their own special
people and what makes them
special
understand that other people
have feelings too
describe the differing needs of
some other people
find and tell a safe person if
they are worried or hurt
demonstrate the ability to
make friends and share things
with friends
help people who do not have
friends.
HIAS PDL website
Skills, knowledge and
understanding
Objectives
Suggested activities
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Outcomes for personal and
social development
Drama and role play
developing class rules.
Learning language of asking
for permission, and acting it
out.
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Reinforcing the school’s positive behaviour rules.
Talking about rewards and sanction system.
Inviting a blind person to visit with their guide dog.
Intercultural opportunities.
Links to charities.
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 – Amazing Grace, by Mary Hoffman.
Stories – Cleversticks, by Bernard Ashley, Piggybook, by Anthony Browne, Kipper stories, by Mick Inkpen,
Old Bear stories, by Jane Hissey.
Internet.
Games.
HIAS e-Profile CD.
Assessment opportunities
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Draw and write a poster or advertisement for an ideal friend.
To show awareness of qualities of friendship.
Links
Every Child Matters
Have you thought about?
Resources
Stay safe
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Safe from bullying and discrimination.
Make a positive contribution
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Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 3 (adult involvement), 5 (family guidance), 9 (staying with parents), 12 (opinions), 15 (joining groups),
19 (protection from violence/abuse).
HIAS PDL website
PSHE long-term planning – KS1 – themes
5
Healthy Schools
Emotional health and well-being
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6
PSHE long-term planning – KS1 – themes
Identify vulnerable individuals and groups and establish appropriate strategies to support them and their
families/carers.
Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
Have a clear policy on bullying, which is owned, understood and implemented by the whole school
community.
HIAS PDL website
Year 1 – Caring for myself
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 recognise what they
like and dislike, what is
fair and unfair, and what
is right and wrong
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3b to maintain personal
hygiene
3c how some diseases
spread and can be
controlled
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3f that all household
products, including
medicines, can be harmful
if not used properly.
Have you thought about?
Resources
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explain how to keep clean and
healthy
express a desire to be clean
and healthy
explain why some substances
should only go into or onto the
body
describe why we need
medicines and that these are
all drugs.
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Staff as role models.
Involving environmental health officer to demonstrate hand-washing tests.
Police liaison officer, school nurse or dental hygienist.
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.
Visitors.
A medicine chest of day-to-day medicines and other substances such as alcoholic drinks, cigarettes or
sweets.
HIAS e-Profile CD.
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HIAS PDL website
own their own feelings, making “I”
statements
carry out personal routines
develop skills for maintaining
personal hygiene, cleaning teeth,
washing hands
be motivated to be clean and
healthy
think about what can go on their
body and in their body and that
some substances can be harmful
begin to understand how
infections are passed between
people
know about medicines and begin
to understand that all medicines
are drugs, but not all drugs are
medicines.
Circle time, silent statements,
personal likes and
preferences.
Role play.
Visitors such as dental
hygienist, local environmental
health officer.
Designing information for
other children, such as signs
for the cloakroom.
Draw and write about what
goes into/onto my body?
Visit to school kitchen, making
map or 3-D representation to
show risks and safe practices.
Free play, doctors, dentists,
nurses, etc.
Create a medicine chest of
substances which could be
medicines.
PSHE long-term planning – KS1 – themes
7
Assessment opportunities
Links
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Washing hands.
Observation of free and structured play.
Observation of sorting medicine chest items to demonstrate understanding of what are medicines.
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 accidental injury and death.
RRR
Articles: 12 (opinions), 24 (health care), 27 (financial stability), 33 (protection from drugs).
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.
SEAL
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8
PSHE long-term planning – KS1 – themes
Good to be me.
HIAS PDL website
Year 1 – Caring for others
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:
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Pupils should be taught:
2h to contribute to the life of
the class and school
4b to listen to other people,
and play and work
co-operatively.
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begin to accept everyone as an
individual
appreciate the difference between
needs and wants
respect others’ needs, feelings
and opinions
value other people’s achievements
understand the needs of plants
and animals
begin to take some responsibility
for self and others, eg: in the
classroom, playground, school
visits
identify jobs in the classroom and
school and know what contribution
they make to the life of the class
and school
consider the value of being part of
different groups and communities
begin to recognise the way their
choices can affect others.
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HIAS PDL website
Observational drawings of
each other, discuss, compare
and display individuality;
changing places games in
circle time to highlight
individuality.
Story – I want my potty; list
needs and wants as a class or
group to help define meanings.
Practise listening and
affirming through circle time.
Class celebration time for in
and out-of-school
achievements.
Revise Year R work through
discussion, using non-fiction
texts to find out why plants
and animals need certain
conditions.
Design a test to establish
what conditions plants need.
Use of a class responsibility
chart, class rules and
expectations.
Story – Alex’s outing, to
explore behaviour on a school
visit.
Work together to plan a
class/school assembly with
each child contributing to the
final outcome.
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show a willingness to care
about others
co-operate with others
identify jobs in the classroom
and school, and their
contribution to the life of the
school
undertake responsibility for an
agreed task
appreciate and want to care
for their classroom, school
and school grounds
want to help, participate and
make a difference.
PSHE long-term planning – KS1 – themes
9
Skills, knowledge and
understanding
Objectives
Suggested activities
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Outcomes for personal and
social development
Develop green rules for
environment and behaviour
and make children aware that
resources are limited and so
need to be shared fairly.
Carry out an audit of the
school grounds.
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Making intercultural links using DVDs about life in villages in other parts of the world.
A school trip, such as a farm or arboretum visit.
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 – The lion who wanted to love, by Giles Andreae, Gordon Star, by Rebecca Patterson.
Stories – I want my potty, by Tony Ross, Alex’s outing, by Mary Dickinson.
Oxfam materials.
HIAS e-Profile CD.
Assessment opportunities
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Observation of children carrying out their responsibilities, on a visit, or working in groups.
Links
Every Child Matters
Have you thought about?
Resources
Make a positive contribution
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Engage in decision making and support the community and environment.
RRR
Articles: 3 (adult involvement), 12 (opinions), 15 (joining groups), 28 (right to an education),
9 (developing personal talents).
Healthy Schools
PSHE
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10
PSHE long-term planning – KS1 – themes
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.
HIAS PDL website
SEAL

HIAS PDL website
Relationships.
PSHE long-term planning – KS1 – themes
11
Year 1 – Keeping safe
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:
3g rules for, and ways of,
keeping safe, including
basic road safety, and
about people who can
help them to stay safe.
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think about what they are keeping
safe from indoors and outdoors,
and whose job it is to keep them
safe
know places that are safe
follow simple safety rules and
instructions
appreciate the need to take care
and the need for safe actions
know some of the rules for
keeping safe, eg: medicines,
tablets, household substances,
fire, water
care about keeping themselves
and others safe.
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Have you thought about?
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12
PSHE long-term planning – KS1 – themes
Draw and write about what
they are keeping safe from
indoors and outdoors, and
whose job it is to keep them
safe – visit from police officer,
fire officer, crossing patrol.
Using pictures to discuss
potential risks in different
settings.
Develop safety rules for
physical education,
playground, road safety; make
a safe places map showing
safe places to play.
Bandaged teddy as starting
point to talk about how teddy
could have kept safe.
Looking at containers to find
safety instructions and
symbols.
Making posters to help others
keep safe.
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adhere to rules and be able to
explain why a rule is
necessary
describe people who could
help them
explain the potential risks to
safety in a number of
situations
appreciate the need to take
care.
The importance of using drawing and writing to find out children’s understanding of keeping safe to inform
starting points.
Which visitors can support this work.
Linking to school rules and procedures.
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
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Books and stories.
Visitors.
Pictures.
Posters from health promotion departments.
Medicine containers.
Community police officer and Hampshire Fire and Rescue Service.
HIAS e-Profile CD.
Assessment opportunities
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Poster highlighting safety messages.
Links
Every Child Matters
Resources
Stay safe
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Safe from accidental injury and death.
RRR
Articles: 3 (adult involvement), 19 (protection from violence/abuse), 28 (right to an education).
Healthy Schools
PSHE
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HIAS PDL website
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.
PSHE long-term planning – KS1 – themes
13
Year 1 – Looking forward
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:

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Pupils should be taught:
1c to recognise, name and
deal with their feelings in
a positive way
1d to think about themselves,
learn from their
experiences and
recognise what they are
good at.
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perform tasks independently
value their achievements and
talents, want to do well, and make
the most of opportunities
review their progress and
recognise personal achievement,
strengths and weaknesses
identify personal goals for
improvement
know some of the things that can
cause different emotions
be able to talk about a range of
emotions and feelings.
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Have you thought about?
Resources
14
Develop classroom routines
which encourage and reward
independence.
Circle time to make “I”
statements about interests,
achievements and progress
during Year 1.
Structured interviews in pairs
– interview each other to help
clarify strengths and personal,
social and academic targets.
Invite one or more visitors to
be asked about their
achievements and
experiences, individually or on
a panel.
Create a personal profile – a
fact file on myself – to include
targets.
Stories – Dogger, Pumpkin
soup.
Painting, poetry and mime to
express ideas and feelings.
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adhere to rules and be able to
explain why a rule is
necessary
describe people who could
help them
explain the potential risks to
safety in a number of
situations
appreciate the need to take
care
work and perform tasks
independently
name positive qualities about
themselves
demonstrate a positive
self-image
recognise and name a
number of emotions.
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How to affirm positive qualities both publicly and privately.
Each child having a special day.
Using a digital camera to take photographs for generating fact files on the computer.
Interviews with visitors.
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 – Pumpkin soup, by Helen Cooper, Dogger, by Shirley Hughes.
HIAS e-Profile CD.
PSHE long-term planning – KS1 – themes
HIAS PDL website
Assessment opportunities
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Links
Every Child Matters
Discussions with individuals.
Descriptive writing about emotions, personal recording.
Be healthy
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Mentally and emotionally healthy.
Enjoy and achieve
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Attend and enjoy school.
RRR
Articles: 12 (opinions), 15 (joining groups).
Healthy Schools
Emotional health and well-being
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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

HIAS PDL website
Changes.
PSHE long-term planning – KS1 – themes
15
Year 2 – Who is in charge?
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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2b to take part in a simple
debate about topical
issues
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2g what improves and harms
their local, natural and
built environments and
about some of the ways
people look after them.
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Have you thought about?
16
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PSHE long-term planning – KS1 – themes
communicate and co-operate with
others to contribute to the life of
the class and school
know about shops, services and
advertising
know that we have to pay for what
we buy
know about the world immediately
around them, including community
services, libraries, leisure centres,
museums, etc
know what improves and harms
their local environment and know
some of the different ways people
look after it
observe surroundings and be able
to make some judgements
know people in their community
who can help them
respond with increasing
confidence to new people and
situations.
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Class charter of rules
developed through circle time.
Class rotas.
Visits to local shops or
services, or visitors from
these. Making maps and
displays.
Making a card game to match
costs to services or products.
Class booklet on local
community and services they
use, including clubs.
Personal report writing.
Making a directory of people
who help across the
community, demonstrating
through role play.
Debate on a local issue, such
as whether a playground
should be extended.
Pretend to be a travel firm to
extol advantages of area.
Write letters of complaint or
suggestions for change to the
local council.
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describe and explain their
opinions
demonstrate that they can
listen to other’s opinions
show that they want to care
for their environment,
classroom and school
grounds.
Arranging a visit to the local mayor’s parlour.
Visiting a supermarket or library.
Involving visitors from the community – eg: police officer, shopkeeper, librarian, traffic warden.
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
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Books and stories.
Local information, maps, street plans, brochures from library, tourist information.
School libraries/resource centres.
HIAS e-Profile CD.
Assessment opportunities
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Writing an advertisement for a local magazine.
Contribution to a debate.
Links
Every Child Matters
Resources
Make a positive contribution
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
Develop enterprising behaviour.
Engage in decision making and support the community and environment.
RRR
Articles: 3 (adult involvement), 17 (mass media), 29 (developing personal talents).
Healthy Schools
PSHE


HIAS PDL website
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 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 – KS1 – themes
17
Year 2 – Celebrating and recognising differences
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 recognise what they
like and dislike, what is
fair and unfair, and what
is right and wrong
1c to recognise, name and
deal with their feelings in
a positive way
1d to think about themselves,
learn from their
experiences and
recognise what they are
good at
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4c to identify and respect the
differences and
similarities between
people.
be able to express positive
statements about themselves and
others
recognise and name feelings
feel good about themselves
identify some similarities and
differences between people such
as gender, appearance, abilities,
families and cultural background
know that people have things in
common but that everyone is
unique
be proud of who they are and
understand that difference does
not mean better or worse
explore the idea of fairness for all
begin to question media
messages and stereotypes.
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18
PSHE long-term planning – KS1 – themes
Circle time “I can ...”, “I like
...”, “When I am happy I ...”,
“I make people happy by ...”,
etc.
Charades – acting a feeling
from a card.
Stories.
Expressive arts to show
feelings.
Make a celebration tree – for
class or group – with leaves to
show things they are good at.
Photographs of People who
care for us at home, to show
family/carers’ networks.
Stories from a range of
cultures.
Visitors from other parts of the
world, who have been on
journeys or who have moved
within the UK.
Data handling to show
differences in height, eye
colour or hair colour.
Finishing a story to explore
different options.
Stories – Silver shoes; Once
upon a time.
Compare newspaper stories
from different points of view –
role play.
Using advertisements to
guess the product and begin
to explore stereotypes.
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give reasons for their likes
and dislikes
recognise and name a
number of emotions
make positive statements
about the characteristics of
other people
describe how people are
similar and different
demonstrate that they can
listen to other’s opinions
explain that some people may
live lives that are different to
ours.
HIAS PDL website
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Visitors from other parts of the world, different cultures.
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 – Silver shoes, by Caroline Binch, Once upon a time, by Niki Daly.
Newspaper articles.
Photographs.
HIAS e-Profile CD.
Assessment opportunities
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Contribution to a paired or group activity on likes and dislikes.
Contribution to circle time through making “I” statements.
Links
Every Child Matters
Have you thought about?
Resources
Be healthy

Mentally and emotionally healthy.
Make a positive contribution

Develop positive relationships and choose not to bully and discriminate.
RRR
Articles: 2 (equality), 9 (staying with parents), 12 (opinions), 15 (joining groups), 22 (refugees), 23 (disability),
30 (home language).
Healthy Schools
Emotional health and well-being
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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

HIAS PDL website
Say no to bullying.
PSHE long-term planning – KS1 – themes
19
Year 2 – My body is important
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:
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Pupils should be taught:
3a how to make simple
choices that improve their
health and well-being
3c how some diseases
spread and can be
controlled
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3e the names of the main
parts of the body
3g rules for, and ways of,
keeping safe, including
basic road safety, and
about people who can
help them to stay safe.
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feel good about themselves
value their bodies and monitor
what they put into it, as all
substances can be harmful if not
used properly
understand the need for exercise
and rest to keep healthy
know the range of options open to
them, eg: food, games and
activities
know that some people need
drugs to lead a normal life and that
some drugs can prevent the
development of diseases, eg:
immunisation
know that some diseases are
infectious and can be controlled
appreciate the need to take care,
to be safe and care about keeping
themselves and others’ safe
know the names of more parts of
their bodies
know that they have rights over
their own bodies
know when to keep a secret and
when to tell.
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20
PSHE long-term planning – KS1 – themes
Brainstorm things that make
us feel happy.
What goes into our bodies? –
discuss in pairs or groups, and
bring to class discussion.
Planning a healthy day for a
holiday play scheme to
include all elements.
Role play café, make leaflets,
and/or posters for other
children.
Brainstorm on feeling well/
unwell.
Looking at different
medicines, over the counter
and prescribed, and looking at
safety information on labels.
School nurse or visitor to talk
about immunisation.
Playtime buddy scheme,
looking after playground
equipment as lunchtime
helpers.
Group work to label body
parts – using an outline of a
child, deciding which are
proper names, family names,
slang terms. Discussion on
respecting personal body
space.*
Circle time, music, physical
education games to name
parts of body.
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give a reasoned description
about how to keep healthy
demonstrate that they can
make healthy and safe
choices between snacks,
playground activities, etc
describe who they could ask
for help in school and at
home, and demonstrate how
they could do this
take responsibility for keeping
themselves and others safe,
such as by being a
playground buddy or helper.
HIAS PDL website
Skills, knowledge and
understanding
Objectives
Suggested activities

Outcomes for personal and
social development
Puppets, role play and stories
to consider what characters
should do in different
situations when asked to keep
a secret – whether to tell, who
to ask and how to ask for help.
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Using a range of visitors.
Programmes about living differently across the world (rights, respect and responsibilities).
Staff as role models.
School council involvement.
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.
Visitors.
Medicines.
Lunchtime staff and equipment.
Oxfam materials.
HIAS e-Profile CD.
Assessment opportunities

Observation during structured and non-structured play activities.
Links
Every Child Matters
Have you thought about?
Resources
Be healthy
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Physically healthy.
Mentally and emotionally healthy.
Healthy lifestyles.
Stay safe

HIAS PDL website
Safe from accidental injury and death.
PSHE long-term planning – KS1 – themes
21
RRR
Articles: 3 (adult involvement), 12 (opinions), 15 (joining groups), 19 (protection from violence/abuse),
24 (health care), 33 (protection from drugs).
Healthy Schools
Healthy eating

Consult children about food choices throughout the school day using school councils, Healthy School tasks
groups or other representative pupil bodies.
Physical activity

Consult with children about the physical activities offered by the school, identifying barriers to participation and
seeking to remove them.
Emotional health and well-being

Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
*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.
22
PSHE long-term planning – KS1 – themes
HIAS PDL website
Year 2 – Changing friendships
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 share their opinions on
things that matter to them
and explain their views
1c to recognise, name and
deal with their feelings in
a positive way
4a to recognise how their
behaviour affects other
people
4d that family and friends
should care for each
other.
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consider the qualities of a friend,
and what they value in friends
understand what a friend is, and
how to be a friend
understand that friendships can
change
make new friends and deal with
losing friends
recognise and name feelings,
including feelings associated with
change
begin to learn to manage feelings
positively and effectively
reflect and learn from their
experiences.
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HIAS PDL website
Drawn outline of a friend –
qualities gathered on Post-its
then sorted into class display.
Circle time on friends and
being a good friend,
co-operation, games forum
discussions.
Puppets to illustrate aspects
of friendship for others to
identify.
Stories about friendships.
Mending a broken object –
what do we need? Tray with
string, Sellotape, glue, etc.
How can we mend things we
cannot see, such as
friendships?
Photographs/drawings of
people’s faces to discuss
feelings and extend
vocabulary to describe
feelings.
Class plan on welcoming a
new child to the class, or
saying farewell to someone
who is leaving, designing
cards, making group
presentations.
Playmaking, role play,
hot-seating and other drama
strategies to explore feelings
in different situations and
scenarios.
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describe feelings in a range of
contexts
explain that friendships can be
broken but that they can also
be mended again
demonstrate concern for
others.
PSHE long-term planning – KS1 – themes
23
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Visiting puppeteer, based on friendship theme.
Stories of real life friendships, current and past – reminiscences of older people.
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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Puppets.
Books and stories about friendships.
Broken objects and materials for mending them.
HIAS e-Profile CD.
Assessment opportunities

Self-assessment of their qualities as a friend.
Links
Every Child Matters
Have you thought about?
Resources
Make a positive contribution
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Develop positive relationships and choose not to bully and discriminate.
Develop self-confidence and successfully deal with significant life changes and challenges.
RRR
Articles: 12 (opinions), 15 (joining groups).
Healthy Schools
Emotional health and well-being
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
Provide clear leadership to create and manage a positive environment which enhances emotional health and
well-being in school – including the management of the behaviour and rewards policy.
Have clear, planned curriculum opportunities for children to understand and explore feelings using appropriate
learning and teaching styles.
SEAL
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24
PSHE long-term planning – KS1 – themes
Relationships.
HIAS PDL website
Year 2 – Taking charge
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 recognise choices they
can make, and recognise
the difference between
right and wrong
2f that they belong to
various groups and
communities such as
family and school
2i to realise that money
comes from different
sources and can be used
for different purposes
4a to recognise how their
behaviour affects other
people
4b to listen to other people,
and play and work
co-operatively.
Have you thought about?
HIAS PDL website
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develop personal values by being
able to clarify what is important to
them
understand that they have
choices, exploring ideas of good
and bad, right and wrong and
uncertain
recognise choices they have made
or can make
recognise what is important to
them in making choices
learn to consider options and find
relevant information
think about how money can be
spent other than on themselves
recognise ways in which their own
choices and behaviour affects
others, including bullying and
being bullied
recognise that their actions have
consequences for themselves
show awareness of their right to
decide.
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Draw a picture of themselves,
surrounded with what they
would need to take to a desert
island.
Writing stories for younger
children and reading these to
them.
Brainstorm choices they have
and analyse into categories,
eg: to eat, to relax, to make
things, to learn about, to buy.
In groups, decide what is
important in making choices;
make a class checklist for
making choices.
Groups research information
for project of their choice, eg:
a holiday, making something,
a change to the classroom or
playground – work out
priorities, costs, etc.
Story – Kipper and the giant,
where choices affect others.
Circle time focus on bullying
and being bullied.
Learning and practising
decision-making skills through
role play.
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co-operate with others to
achieve a group task
demonstrate an ability to
manage themselves in a
range of situations, including
new ones
show some understanding of
the difference between fact
and opinion
describe the importance of
informed choices.
Privilege time.
Whether pupils have real opportunities to make decisions/take part in decision making in school.
School council involvement in decision-making processes.
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 – KS1 – themes
25
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Brochures, catalogues, price lists.
Books and stories.
Stories – Kipper and the giant, by Roderick Hunt, and Gordon in charge, by Jill Newton.
HIAS e-Profile CD.
Assessment opportunities

Pupil’s performance as a helper, monitor, school council member through self, group or teacher assessment.
Links
Every Child Matters
Resources
Make a positive contribution
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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: 3 (adult involvement), 12 (opinions), 31 (relaxation and play).
Healthy Schools
Emotional health and well-being

26
PSHE long-term planning – KS1 – themes
Have a clear policy on bullying which is owned, understood and implemented by the whole school community.
HIAS PDL website
Year 2 – Looking forward
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 how to set simple goals

2e to realise that people and
other living things have
needs, and that they have
responsibilities to meet
them

3d about the process of
growing from young to old
and how people’s needs
change.
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Involving older children to explain Key Stage 2 expectations.
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.
Year 3 children as visitors.
HIAS e-Profile CD.
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Resources
HIAS PDL website

begin to take responsibility for self
and others in and out of school,
eg: classroom, playground, visits
begin to understand about trust
and reliability
appreciate and want to care for
their environment, classroom,
school grounds, local area
respect their own and other
people’s property – personal and
public
begin to value resources and
understand that they are limited
begin to accept everyone as an
individual, respecting others’
needs, opinions and feelings
listen, concentrate and hold the
attention of a listener
reflect on how they have changed
since starting school
value their achievements, and be
able to describe what they have
achieved
set targets for themselves.

Have you thought about?
Directory of class
responsibilities.
Circle time focus on
responsibility and trust in
families, at school and
between friends.
Making a school brochure or
display to show what makes
school a safe and healthy
place.
Developing green playground
rules.
Interviewing each other to
make a class year book.
Writing personal histories of
themselves and older people
in school or families.
Personal record or classbook
of achievements.
Celebration of achievements
during Key Stage 1.
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make and receive public
affirmation about their positive
qualities
record their achievements and
goals realistically
show interest in others’
achievements, interests and
aspirations.
PSHE long-term planning – KS1 – themes
27
Assessment opportunities
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Links
Every Child Matters
Pupil’s recording of realistic targets and goals.
Enjoy and achieve

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Attend and enjoy school.
Achieve stretching national educational standards at primary school.
RRR
Articles: 3 (adult involvement), 12 (opinions), 13 (share information), 28 (right to an education),
29 (developing personal talents).
Healthy Schools
PSHE

Assess children’s progress and achievement in line with QCDA guidance.
Emotional health and well-being

Provide opportunities for children to participate in school activities and responsibilities to build their confidence
and self-esteem.
SEAL
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28
PSHE long-term planning – KS1 – themes
Changes.
HIAS PDL website