Year 1 Working Well Together (Autumn 1)

Year 1 – Working well together (Autumn 1)

Promoting British Values are embedded throughout the Scheme of Work and are highlighted in blue.

Democracy, Rule of Law, Individual Liberty, Mutual Respect, Tolerance of those of different faiths and beliefs.

Prevent Duty are embedded throughout the Scheme of Work and are highlighted in yellow.

this is the duty in the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people from being drawninto terrorism

Year 1 –Other people are special too (Autumn 2)

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
Pupils should be taught:
2fthat they belong to various groups and communities, such as family and school
4ato recognise how their behaviour affects other people
4cto identify and respect the differences and similarities between people
4ethat there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying / Children should have opportunities to:
know the different groups to which they belong: families, friends, school, etc
learn about decision making and how we can make a difference.
that there are people, rules and
laws to keep them safe.
know some of the rules of groups to which they belong.
understanding what is right/wrong on a personal level.
understand that actions have consequences
understand what is fair/unfair on a personal level.
ask for and give permission.
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
(Through RE lessons )
know that there are similarities and differences
between people / 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, e.g.: 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.
Learning language of asking for permission, and acting it out. / Children can:
Make and implement decisions they have made eg class rules
to explain why rules are important
work and play independently and in groups
take responsibility for their own actions
show consideration and respect to other people
to listen to others
co-operate
identify unfairness and suggest
appropriate action
think of and show concern for others
demonstrate a positive attitude
towards difference and diversity
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.
Accept others may not agree with their beliefs or views.
Be able to talk to others about their differences.
Have you thought about? / Reinforcing the school’s positive behaviour rules.
Talking about rewards and sanction system.
Assessment opportunities / Draw and write a poster or advertisement for an ideal friend.
To show awareness of qualities of friendship.
Resources /

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.

Links / Every Child Matters
Stay safe

Safe from bullying and discrimination.

Make a positive contribution

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 (joininggroups),
19 (protection from violence/abuse).

Year 1 – Caring for myself (Spring 1)

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
Pupils should be taught:
1ato recognise what they like and dislike, what is fair and unfair, and what is right and wrong
3bto maintain personal hygiene
3chow some diseases spread and can be controlled
3fthat all household products, including medicines, can be harmful if not used properly. / Children should have opportunities to:
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. / Children can:
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.
Have you thought about? / 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.
Assessment opportunities / Washing hands.
Observation of free and structured play.
Observation of sorting medicine chest items to demonstrate understanding of what are medicines.

Year 1 – Caring for others (Spring 2)

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
Pupils should be taught:
2hto contribute to the life of the class and school
4bto listen to other people, and play and work
co-operatively. / Children should have opportunities to:
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. / 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.
Work together to plan a class/school assembly with each child contributing to the final outcome.
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. / Children can:
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.
Have you thought about? / 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.
Assessment opportunities / Observation of children carrying out their responsibilities, on a visit, or working in groups.
Links / Every Child Matters
Make a positive contribution

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

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.

Year 1 – Keeping safe (Summer 1)

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
Pupils should be taught:
3grules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe. / Children should have opportunities to:
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. / 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. / Children can:
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.
Have you thought about? / 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.
Assessment opportunities / Poster highlighting safety messages.
Links / Every Child Matters
Stay safe

Safe from accidental injury and death.

RRR
Articles: 3 (adult involvement), 19 (protection from violence/abuse), 28 (right to an education).
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.

Year 1 – Looking forward(Summer 2)

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
Pupils should be taught:
1cto recognise, name and deal with their feelings in a positive way
1dto think about themselves, learn from their experiences and recognise what they are good at. / Children should have opportunities to:
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. / 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. / Children can:
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.
Have you thought about? / 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.
Assessment opportunities / Discussions with individuals.
Descriptive writing about emotions, personal recording.
Links / Every Child Matters
Be healthy

Mentally and emotionally healthy.

Enjoy and achieve

Attend and enjoy school.

RRR
Articles: 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.

Provide opportunities for children to participate in school activities and responsibilities to build their confidence and self-esteem.

SEAL

Changes.

Year 2 – Who is in charge?(Autumn 1)

Promoting British Values are embedded throughout the Scheme of Work and are highlighted in blue.

Democracy, Rule of Law, Individual Liberty, Mutual Respect, Tolerance of those of different faiths and beliefs.

Prevent Duty are embedded throughout the Scheme of Work and are highlighted in yellow.

this is the duty in the Counter-Terrorism and Security Act 2015 to have due regard to the need to prevent people from being drawninto terrorism.

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
Pupils should be taught:
2bto take part in a simple debate about topical issues
2gwhat improves and harms their local, natural and built environments and about some of the ways people look after them. / Children should have opportunities to:
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 judgments
know people in their community who can help them
respond with increasing confidence to new people and situations. / 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. / Children can:
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.
Have you thought about? / 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.
Assessment opportunities / Writing an advertisement for a local magazine.
Contribution to a debate.

Year 2 –Celebratingand recognising differences (Autumn 2)