Year 6 PSHE Scheme of Work

Keeping Safe

• –Consolidate understanding of personal safety including online and offline risks.
• –Understand how to recognise and respond to risk in a range of situations.
• –Know how and where to report concerns and seek help.

• –Review and consolidate knowledge of personal safety principles across a range of scenarios.
• –Examine case studies of real safety situations and evaluate the responses taken.
• –Develop an emergency action plan for a range of potential unsafe situations.
• –Discuss the role of services such as the police, Childline and NHS in keeping young people safe.

Healthy Relationships and Respect

• –Understand the importance of respect, equality and communication in all relationships.
• –Recognise and challenge harmful relationship behaviours including coercion and control.
• –Develop skills for maintaining healthy relationships across friendship, family and community.

• –Analyse a range of relationship scenarios and evaluate the quality of communication, respect and equality in each.
• –Discuss the concept of coercive control in age-appropriate terms, distinguishing it from healthy influence.
• –Explore the role of gender norms and stereotypes in shaping relationships and challenge unhelpful assumptions.
• –Create a relationship values poster articulating the principles they will carry into their future relationships.

Identity and Diversity

• –Explore what makes up a person's identity including culture, faith, gender and values.
• –Recognise and challenge prejudice and discrimination in all its forms.
• –Develop an understanding of protected characteristics and equality law in child-appropriate terms.

• –Create an identity portrait exploring all the different dimensions of their own identity.
• –Examine case studies of discrimination and prejudice and discuss the impact on individuals and communities.
• –Investigate the Equality Act 2010 in child-friendly terms and explore how it protects people in the UK.
• –Design a campaign to promote diversity and inclusion in their school community.

Transition to Secondary School

• –Understand what to expect from the transition to secondary school.
• –Develop strategies for managing change, new social situations and increased independence.
• –Build confidence, self-awareness and a positive attitude to new challenges.

• –Explore common worries about secondary school and address them factually, with testimony from older pupils where possible.
• –Identify personal strengths, skills and values that will support them in a new environment.
• –Practise self-advocacy skills, including how to ask for help and communicate needs in a new school setting.
• –Write a letter of advice to a future Year 6 pupil, sharing what they have learned about managing transition.

Financial Wellbeing and Employment

• –Develop a more sophisticated understanding of personal finance including budgeting and borrowing.
• –Understand how the world of work is organised and how people find and keep employment.
• –Begin to consider the relationship between education, skills and future earnings.

• –Manage a monthly budget scenario, covering rent, food, travel and leisure, and discuss the trade-offs involved.
• –Investigate what a payslip shows, including gross pay, tax and National Insurance contributions.
• –Research the employment pathway for two contrasting careers, tracing the education and skills required.
• –Discuss the concept of financial resilience — having savings, avoiding debt, planning ahead.

Citizenship, Democracy and Rights

• –Understand how democracy works in the UK, including elections, parliament and the rule of law.
• –Know the key rights of children as set out in the UN Convention on the Rights of the Child.
• –Develop a sense of personal responsibility for contributing to a democratic and just society.

• –Investigate how a general election works and hold a mock school election to experience the process.
• –Explore the UN Convention on the Rights of the Child and discuss how these rights apply to their own lives.
• –Examine a current news story related to rights and citizenship and evaluate it from multiple perspectives.
• –Create a class manifesto setting out the changes they would like to see in their community.