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PSHCE and British Values SOW Year 3

The Development of PSHE, SEAL, Citizenship, SMSC, British Values and Financial Capability, Human Wholeness in the Catholic life of St Stephen’s Primary School

Citizenship links



SMSC and British values Opportunities to enable the pupils to: Ethos Statements/Statements to live by Links with SEAL Links with Come and See
Autumn term


Why and how rules and laws that protect children are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.


Understand that everyone has human rights, all peoples and all societies and the children have their own special rights set out in the UN declaration of ‘the rights of the child’.




Safety education

–       Looking out for dangers, dangerous objects, dangerous situations

–       Linking actions to outcomes

Child Protection

-what can I do to keep myself safe?

-what do I think I have to keep safe from?

-Who looks after my safety?

To develop their self-knowledge, self-esteem and self-confidence.


To distinguish right from wrong and to respect the civil and criminal law of England.


To encourage respect for other people and encourage respect for democracy and support for participation in the democratic processes.




1a.Understand their uniqueness as made in the image of God anddevelop self-awareness, positive self-esteem and confidence. 1.     We are all special.

2.     I can say one good thing about myself.

3.     I can say how I feel.

4.     I can laugh and have fun.


New beginnings


Democratic vote for the School Council.


I know something about everyone in my class.

I can tell you one special thing about me.

I can give and accept a compliment.

I know that I am valued at school.

I can contribute towards making a class charter.

I understand my rights and responsibilities in the school.

I understand why we need to have rules in different places and know what the rules are in school.

I know how it feels to do or start something new, and some ways to cope with these feelings.

I know how it feels to be happy, sad, scared or exited and can usually tell if other people are feeling these emotions.

I can manage my feelings, and can usually find a way to calm myself down when necessary.

I know some ways to solve a problem.

I know how to make someone feel welcome and valued at school.

I know that I belong to a community.

I know what I have to do myself to make the classroom and school a safe and fair place for everyone, and that it is not OK for other people to make it unsafe or unfair.


That these universal rights are there to protect everybody and have primacy over both the national law and family and community practices.


To know some cultural practices are against British law and universal rights.

To act responsibly for their behaviour, show initiative, and contribute positively to the lives of those living and working in the locality of the school and to society more widely.


1c. Know, appreciate and understand the importance of social justice anddevelop independence, interdependence and responsibility. 5.     I know what to do if I see anyone being hurt.

6.     I understand that rights match responsibility.

7.     I try to stand up for myself and others without hurting others.

8.     I try to be just and fair.

Getting on and Falling out

I know how to: look and sound friendly; be a good listener (taking turns); give and receive compliments; see things from someone else’s point of view.

I know: what triggers for anger are; how our bodies change when we start to get angry; some ways to calm down when I start feeling angry.

I can use peaceful problem solving to sort out difficulties.

I can tell you what a win-win’ situation is and always try to find one in a conflict situation.

That there are different kinds of responsibilities, rights and duties at home, school, in community and the environment.



An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety. 3a.  Grow towards human wholeness and develop a healthy lifestyle in body, mind and spirit and understand the connection between knowledge and living. 9.    I can tell you how I look after myself.

10. I think before I make choices that affect my health.

11. I can work, play, rest and pray each day.

12. Simple things can make us happy.


Unit 1 – homes

Unit 2 promises

Unit 7- choices

To realise the consequences of anti-social and aggressive behaviours e.g. bullying, discrimination of individuals and communities


To resolve differences by looking at alternatives, seeing and respecting other’s points of view, making decisions and expanding choices.


What being part of a community means and about the varied institutions that support communities locally and nationally.



Anti-bullying Education

-caring for others

-who are the carers?

-what can I do when I am bullied?


Citizenship- learning to value the environment



















To understand that the freedom to choose and hold other faiths is protected in law.

To accept that other people have different faiths or beliefs to oneself (or have none) and should not be the cause of prejudice or discrimination.

To understand the importance of identifying and combatting discrimination.

2. Experience a sense of belonging within a range of communities, including the local Eucharistic Community andplay an active role as members of society. 13. I try to love others as I love myself.

14. I try to follow our school and classroom rules.

15. I know I belong in a community that includes my school.

16.       I know we are happiest when we are united.

Say no to bullying

Anti-bullying week


I can tell you what bullying is.

I know what it means to be a witness to bullying.

I know that witnesses can make the situation better or worse by what they do.

I know how it might feel to be a witness to and target of bullying.

I can tell you why witnesses sometimes join in with bullying or don’t tell.

I can tell you some ways of helping to make someone who is bullied better.

I know that sometimes bullying is hard to spot and I know what to do if I think it is going on but I am not sure.

I can problem solve a bullying situation with others.

Unit 1 – homes










Unit1- homes

Unit 8 – choices






Unit 1 – homes

Unit 2- promises

Unit 6 – Giving

Spring term


To recognise the role of voluntary community and pressure groups, esp. in relation to health and well-being.



Drugs education

-understanding what goes into my body

-understanding what goes on my body

-whose job is it to keep me healthy and safe?

-how do I recognise and trust these people?

-who handles drugs at work?

– are there drugs in our school?


To understand how citizens can influence decision-making through the democratic process 4a.       To know that everything has the capacity to reveal God’s presence and in the light of thisdevelop effective and satisfying relationships. 17.  I listen to what you say. I show that I am listening to you.

18.  I co-operate with others in work and play.

19. I try to use words that make the world a better place. (Please, sorry, thank you).

20.I try to appreciate the beauty and the wonder in the world around me


Going for Goals (Resilience)

I can tell you about myself as a learner.

I can set success criteria so that I will know whether I have reached my goal.

I can break down a goal into a number of steps and wait for the result.

I can identify advantages and disadvantages of the solutions or goals I set myself.

I can foresee obstacles and plan to overcome them when I am setting goals.

I can predict the consequences of my actions/solutions or goals for myself, other individuals or groups.

I can manage frustration by using a number of strategies.

I know that I am responsible for my own learning and behavior.

I know how others can help me to achieve my goals and how I can help others.

I can tell you what has gone wrong with a plan and why.

I can recognize when I have achieved my goal or been successful with my learning.

I can predict the consequences of my actions or goals for myself, other individuals or groups.

Unit 6 – giving














About the role money plays in their own and other’s lives, including how to manage their money and about being a critical consumer.


To develop an initial understanding of interest, loan, debt and tax (e.g. their contribution to society through VAT)


That resources can be allocated in different ways, these economic choices affect individuals, communities and sustainability of the environment.


About enterprise and skills that make someone enterprising.

Citizenship (Financial capability)

Looking after my money

Understanding my money

Healthy eating

-what do I eat?

-Why do I eat?

When do I eat?

-where do I eat?

Making choices

Who keeps food clean and safe?

About the role money plays in their lives including how to manage money, keep it safe, choices about spending money and what influences their choices.


1b. Know that limitations are also opportunities for growth andmake the most of our abilities. 21. I know that it is ok for me to make mistakes.

22. I can learn from my mistakes and failures.

23. I try to keep going when things are difficult and not give up hope.

24.  I know what humility means.




Good to be Me

I know about myself and how I learn.

I can extend my learning.

I can tell you what feeling surprised is like.

I can tell you whether I like surprises or I like things to stay the same.

I can choose to act assertively.

I know how to be assertive.

I can think about my worries and decide what I might do about them.

I can tell when I should share a worry.

I know that most people have worries.

I can relax when I want to.

I can tell when it is good to relax.



















Unit 9 – special places

Summer term


To appreciate the range of national, regional, religious and ethnic identities in the UK.


To think about the lives of people living in other places and people with different values and customs



-Growing and changing – changes on the inside, changes on the outside.

-Relationships – looking at different types of relationships, family and friends – sharing and caring.

– Personal hygiene.

An understanding of the importance of identifying and combatting discrimination. 3b. Grow towards human wholeness in body, mind and spirit and learn to keep themselves and others safe.


Experience a reconciling community

25. I know when to ask for help and who to ask for help from.

26. I can recognise comfortable and uncomfortable feelings.

27. I know how to help others when they are in trouble.

28.  I understand what trust means.

I try to forgive people when they hurt me.

30. I try to accept forgiveness from others.

31. I know how to show I am sorry.

32.  I understand the importance of peace.



I can tell you how I can make someone who is important to me happy.

I can express feelings of guilt.

I can tell you some ways to make amends if I have done something cruel or unkind.

I can tell when I feel ashamed about something.

I know when to tell someone about it.

I can say when I might feel guilty.

I can tell you some ways to make amends.

I know some things to do when I feel guilty.

I can tell when something is my fault and when something is not my fault.

I can take responsibility for what I choose to do.

I know how to make a good choice.

I can take responsibility for what I choose to do.

I can tell you the things that hurt my feelings.

I can understand how I might hurt others.



Other Faiths: Islam/Judaism


Unit 4 – Journeys

Unit 9 – Special places



Other Faiths: Islam/Judaism

Unit 4 – Journeys

Unit 9 – Special places

To explore and critique how the media present information.





Emotional health and well-being

-understanding how my body and brain is growing and changing

-what can I do to keep myself happy?




-keeping warm or cool

-visiting or being visited by health professionals e.g. doctor, dentist, school nurse

-fresh air, including going out in the sunshine

-understanding my healthy lifestyle

-understanding different people have different healthy lifestyles from mine

-understanding consequences

-making choices ‘yes’ or ‘no’

-understanding health care provision

To understand that the freedom to choose and hold other faiths is protected in law.

To accept that other people have different faiths or beliefs to oneself (or have none) and should not be the cause of prejudice or discrimination.

To understand the importance of identifying and combatting discrimination.

4b.Acknowledge the unique giftedness of each individual as made in the image and likeness of God and learn to respect the differences between people.


Experience a reconciling community.

33. I know what human dignity means and I show that I respect others.

34. I stand up for people who are being treated unfairly.

35. I notice that we are the same and we are different.

36.  I try to be accepting of others.




I know that change can be really good and can tell you about some changes that have made our lives much better.

I know that everybody goes through many different sorts of changes all the time.

I can tell you about some of the things that have changed in my life, and how I feel about them.

I know that even changes we want to happen can sometimes feel uncomfortable.

I know some ways of dealing with the feelings that sometimes arise from changes.

I can tell you about a plan I have made to change something about my behaviour.

I can think about and plan to overcome obstacles.