Finborough School Learning Programme
Year Group: 5
Subject: PSHE
Week Commencing
07/09
Autumn Term 2015
14/09
21/09
Learning (Objective)
Recognising my worth as an individual.
Facing new challenges positively.
Why and how are rules made and enforced?
Success
Criteria
I can identify positive things about myself and my
achievements, recognise my mistakes, and set personal
goals.
I can face new challenges positively, by looking for help,
making responsible choices and taking action.
I can explain why different rules are needed in different
situations and how to take part in making and changing
rules.
I can identify positive things about myself and my
achievements, and set personal goals.
I can face new challenges positively, by looking for help,
and taking action.
I can explain why different rules are needed in different
situations.
I can identify positive things about myself and my
achievements, recognise my mistakes, make amends and
set personal goals.
I can face new challenges positively, by collecting
information, looking for help, making responsible choices
and taking action.
I can explain why different rules are needed in different
situations and how to take part in making and changing
rules by researching my own case study.
Core
Support
Challenge
Homework (s)
Prepare a debate:
Find a case-study of a place that has a set of rules (eg
cubs, brownies, softplay area, swimming pool). Be able to
explain and justify why these rules are in place.
*teacher or group of ‘challenge’ students to play devil’s
advocate.
Finborough School Learning Programme
Year Group: 5
Subject: PSHE
Week Commencing
28/09
Autumn Term 2015
05/10
12/10
Learning (Objective)
How do rules vary within school, at home, and in the
community?
To reflect on spiritual, moral, social and cultural issues.
To be aware of different types of relationships.
Success
Criteria
I can describe and explain my responsibilities, rights and
duties at home, at school and in the community.
I can use my imagination to understand other people’s
experiences.
I can see similarities and difference between marriage,
friends and family, and I know how to be effective in
relationships.
I can describe my responsibilities, rights and duties at
home, at school and in the community.
I can describe what it might be like to be in someone else’s
shoes.
I am aware of different types of relationships, such as
marriage, family and friends.
I can describe and explain my responsibilities, rights and
duties at home, at school and in the community. I can
explain why these sometimes conflict with each other.
I can use my imagination and call upon personal
experience to understand and justify other people’s
perspectives.
I can describe and explain the differences between
different types of relationships. I can develop my skills to
be effective in different relationships.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 5
Subject: PSHE
Week Commencing
02/11
Autumn Term 2015
09/11
16/11
Learning (Objective)
To contribute to a group by listening to others and
expressing my own opinion.
Is being different a barrier to friendship?
How can I resolve a conflict fairly?
Success
Criteria
I can tell people in my group if I agree or disagree with
them and why. I can listen to people when they don’t agree
with me and think about what they have said.
I can see things from another’s point of view and see how
being excluded for being different could be upsetting.
I know that in a conflict situation I should talk about what
a person has done or said, not the person themselves. I am
able to see a situation from another person’s perspective.
I can tell people in my group if I agree or disagree with
them and why.
I can recognise some reasons why being different could
make friendship difficult.
I realise that I must be calm in order to solve problems. I
have some calming down strategies to use when I’m angry.
I can contribute to a group by offering my opinion,
listening to others, evaluating their opinion and
commenting on pros and cons of both points of view.
I can recognise when I, or other people, are pre-judging
people, and I can make an effort to overcome my own
assumptions.
I can use language that does not make conflict situations
worse (for example, ‘I messages’). I know how my
behaviour is linked to my thoughts and feelings.
Core
Support
Challenge
Homework (s)
Finborough School Learning Programme
Year Group: 5
Subject: PSHE
Week Commencing
23/11
Autumn Term 2015
30/11
07/12
Learning (Objective)
What is my personal anger cycle and how can I manage it
better?
What forms does bullying take?
Why do people bully others?
Success
Criteria
I can name some bullying behaviours and can differentiate
between direct and indirect forms of bullying. I can explain
how rumour-spreading and name-calling can be bullying
behaviours.
I know some ways to encourage children who use bullying
behaviours to make other choices.
Core
I can explain:

What my triggers are for anger

What happens when I get angry

Some ways to calm myself down
I can name some bullying behaviours and can differentiate
between direct and indirect forms of bullying.
I know some reasons why people use bullying behaviours.
Support
I can say:

What my triggers are for anger

What happens when I get angry

Some ways to calm myself down
I can explain:

What my triggers are for anger (and how they
can be avoided)

What happens when I get angry

What happens when I am overwhelmed by my
feelings

Some ways to calm myself down
I can describe how one person (or a group of people) can
have power over another.
I describe and explain a range of strategies which I have
for managing my feelings in bullying situations and
problem solving when I am part of one.
Challenge
Homework (s)
Design a poster/video advert to teach children how they
can manage their anger in a more effective way.