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PSHCE and British Values SOW Year 5

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

road safety

-Water safety

-Rail safety


Child Protection

-how do I think I keep safe?

Taking responsibility for my own 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 how to make someone feel welcomed and valued at school.

I know what it feels like to be unwelcome.

I can use the problem-solving process to solve a problem.

I can contribute towards making a class charter.

I understand my rights and responsibilities in the school.

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

I know how to join a group.

I can predict how I am going to feel in a new situation or meeting new people.

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

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 e.g. FGM


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 can tell you lots of ways to give ‘friendship tokens’ to other people.

I understand why it is important to calm down before I am overwhelmed by feelings of anger.

I know how it feels to be overwhelmed by feelings of anger.

I can take a role in a group and contribute to the overall outcome.

I can use peaceful problem solving to sort out difficulties.


Unit 9 God’s people




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 9 God’s people

Unit 4 Community

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

-what makes me feel confident with people in difficult situations?

Knowing when to say ‘yes’ ‘no’ no you can’t’ ‘no I won’t’ ‘don’t’ ‘please stop’


Citizenship- (Difference and Diversity)

Living in a diverse world

How are we the same, how are we different?

Dealing with prejudice including racism.

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 9 God’s people









Unit 6 – Giving

Unit 8 – Building bridges







Unit 4 – Community

Spring term


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



Drugs education

-what happens when I am ill?

-where do things go when they enter my body?

-what do we know about drugs?

When do people need drugs?

Are there drugs in our school?

Facts about smoking

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 use my strengths as a learner.

I know what I need to do to learn effectively.

I know that I am responsible for my own learning.

I can identify some barriers to my own learning.

I know how my feelings can influence my learning.

I can tell you how I am going to apply what I have learned.

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

I can recognise why I have reached my goal or been successful.

In can tell you how I keep going even when the task is difficult or boring.

I know when to keep trying and when to try something else.

I can understand that some thoughts help me to reach a goal and some are a barrier.

I can recognise when I find learning difficult and persevere when I need to.

Unit 4 – community