Curriculum PSHE/RSE Scheme

• Talk about similarities and differences.
• Name special people in their lives.
  Describe different feelings.
• Identify who can help if they are sad, worried or scared.
• Identify ways to help others or themselves if they are sad or worried.

• Be sensitive towards others and celebrate what makes each person unique.
• Recognise that we can have things in common with others.
• Use speaking and listening skills to learn about the lives of their peers.
• Know the importance of showing care and kindness towards others.
• Demonstrate skills in building friendships and cooperation.

• Talk about their own interests.
• Talk about their families.
• Talk about how they are the same or different to others.

2. What makes me special

• Share their favourite interests and objects.
• Talk about themselves positively.
• Listen to what others say and respond.

3. Me and my special people

• Talk about the important people in their lives.
• Understand that we have different special people.
• Name key people outside of families that care for them.

4. Who can help me?

• Talk about when they might feel unsafe or unhappy.
• Name the people who will help them.
• Notice when a friend is in need at school and help them.

5. My feelings

• Describe different emotions.
• Explore how we feel at certain times or events.
• Identify ways to change feelings and calm down.

6. My feelings (2)

• Identify events that can make a person feel sad.
• Suggest ways in which they can help a friend who is sad.
• Choose ways to help themselves when they feel sad.

• Describe their own positive attributes.
• Share their likes and dislikes.
• Listen to and respect the ideas of others.

2. Same and different

• Recognise the similarities and differences amongst their peers.
• Discuss why differences should be celebrated.
• Retell a story.

3. Same and different families

• Talk about their family, customs and traditions.
• Listen to others talk about their experiences.
• Compare their own experiences with those of others.

4. Same and different homes

• Recognise the similarities and differences between their home and those of others.
• Talk about what makes their home feel special and safe.
• Be sensitive towards others.

5. Kind and caring (1)

• Suggest ways in which we can be kind towards others.
• Demonstrate skills in cooperation with others.

6. Kind and caring (2)

• Show friendly behaviour towards a peer.
• Build relationships with others.

• Understand that classroom rules help everyone to learn and be safe;
• Explain their classroom rules and be able to contribute to making these.

2. Thinking about feelings

• Recognise how others might be feeling by reading body language/facial expressions;
• Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)

3. Our feelings

• Identify a range of feelings;
• Identify how feelings might make us behave:
• Suggest strategies for someone experiencing ‘not so good’ feelings to manage these.

4. Feelings and bodies

• Recognise that people’s bodies and feelings can be hurt;
• Suggest ways of dealing with different kinds of hurt.

5. Our special people balloons

• Recognise that they belong to various groups and communities such as their family;
• Explain how these people help us and we can also help them to help us.

6. Good friends

• Identify simple qualities of friendship;
• Suggest simple strategies for making up.

7. How are you listening

• Demonstrate attentive listening skills;
• Suggest simple strategies for resolving conflict situations;
• Give and receive positive feedback, and experience how this makes them feel.

• Identify the differences and similarities between people;
• Empathise with those who are different from them;
• Begin to appreciate the positive aspects of these differences.

2. Unkind, tease or bully?

• Explain the difference between unkindness, teasing and bullying;
• Understand that bullying is usually quite rare.

3. Harold’s school rules

• Explain some of their school rules and how those rules help to keep everybody safe.

4. Who are our special people?

• Identify some of the people who are special to them;
• Recognise and name some of the qualities that make a person special to them.

5. It’s not fair!

• Recognise and explain what is fair and unfair, kind and unkind;
• Suggest ways they can show kindness to others.

• Suggest actions that will contribute positively to the life of the classroom;
• Make and undertake pledges based on those actions.

2. Our ideal classroom (2)

• Take part in creating and agreeing classroom rules.

3. How are you feelings today?

• Use a range of words to describe feelings;
• Recognise that people have different ways of expressing their feelings;
• Identify helpful ways of responding to other’s feelings.

4. Bullying or teasing?

• Define what is meant by the terms ‘bullying’ and ‘teasing’ showing an understanding of the difference between the two;
• Identify situations as to whether they are incidents of teasing or bullying.

5. Don’t do that!

• Understand and describe strategies for dealing with bullying:
• Rehearse and demonstrate some of these strategies.

6. Types of bullying

• Explain the difference between bullying and isolated unkind behaviour;
• Recognise that that there are different types of bullying and unkind behaviour;
• Understand that bullying and unkind behaviour are both unacceptable ways of behaving.

7. Being a good friend

• Recognise that friendship is a special kind of relationship;
• Identify some of the ways that good friends care for each other.

8. Let’s all be happy!

• Recognise, name and understand how to deal with feelings (e.g. anger, loneliness);
• Explain where someone could get help if they were being upset by someone else’s behaviour.

• Identify some of the physical and non-physical differences and similarities between people;
• Know and use words and phrases that show respect for other people.

2. How do we make others feel?

• Recognise and explain how a person’s behaviour can affect other people.

3. My special people

• Identify people who are special to them;
• Explain some of the ways those people are special to them.

4. When someone is feeling left out

• Explain how it feels to be part of a group;
• Explain how it feels to be left out from a group;
• Identify groups they are part of;
• Suggest and use strategies for helping someone who is feeling left out.

5. An act of kindness

• Recognise and describe acts of kindness and unkindness;
• Explain how these impact on other people’s feelings;
• Suggest kind words and actions they can show to others;
• Show acts of kindness to others in school.

6. Solve the problem

• Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted);
• Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships.

• Explain why we have rules;
• Explore why rules are different for different age groups, in particular for internet-based activities;
• Suggest appropriate rules for a range of settings;
• Consider the possible consequences of breaking the rules.

2. My special pet

• -Explain some of the feelings someone might have when they lose something important to them;
• -Understand that these feelings are normal and a way of dealing with the situation.

3. Tangram team challenge

• -Define and demonstrate cooperation and collaboration;
• -Identify the different skills that people can bring to a group task;
• -Demonstrate how working together in a collaborative manner can help everyone to achieve success.

4. Looking after our special people

• -Identify people who they have a special relationship with;
• -Suggest strategies for maintaining a positive relationship with their special people.

5. How can we solve this problem

• -Does it matter if not everyone agrees?
• -What if someone feels very strongly about something?

6. Dan’s dare

• -Explain what a dare is;
• -Understand that no-one has the right to force them to do a dare;
• -Suggest strategies to use if they are ever made to feel uncomfortable or unsafe by someone asking them to do a dare.

7. Thunks

• -Express opinions and listen to those of others;
• -Consider others’ points of view;
• -Practise explaining the thinking behind their ideas and opinions.

8. Friends are special

• -Identify qualities of friendship;
• -Suggest reasons why friends sometimes fall out;
• -Rehearse and use, now or in the future, skills for making up again.

• Recognise that there are many different types of family;
• Understand what is meant by ‘adoption’ ‘fostering’ and ‘same-sex relationships.’

2. My community

• Define the term ‘community’;
• Identify the different communities that they belong to;
• Recognise the benefits that come with belonging to a community, in particular the benefit to mental health and wellbeing.

3. Respect and challenge

• Reflect on listening skills;
• Give examples of respectful language;
• Give examples of how to challenge another’s viewpoint, respectfully.

4. Friends and neighbours

• Explain that people living in the UK have different origins;
• Identify similarities and differences between a diverse range of people from varying national, regional, ethnic and religious backgrounds;
• Identity some of the qualities that people from a diverse range of backgrounds need in order to get on together.

5. Let’s celebrate our differences

• Recognise the factors that make people similar to and different from each other;
• Recognise that repeated name calling is a form of bullying;
• Suggest strategies for dealing with name calling (including talking to a trusted adult).

6. Zeb

• Understand and explain some of the reasons why different people are bullied;
• Explore why people have prejudiced views and understand what this is.

• Describe ‘good’ and ‘not so good’ feelings and how feelings can affect our physical state;
• Explain how different words can express the intensity of feelings.

2. OK or not OK? (part 1)

• Explain what we mean by a ‘positive, healthy relationship’;
• Describe some of the qualities that they admire in others.

3. OK or not OK? (part 2)

• Recognise that there are times when they might need to say ‘no’ to a friend;
• Describe appropriate assertive strategies for saying ‘no’ to a friend.

4. Human machines

• Demonstrate strategies for working on a collaborative task;
• Define successful qualities of teamwork and collaboration.

5. Different feelings

• Identify a wide range of feelings;
• Recognise that different people can have different feelings in the same situation;
• Explain how feelings can be linked to physical state.

6. When feelings change

• Demonstrate a range of feelings through their facial expressions and body language;
• Recognise that their feelings might change towards someone or something once they have further information.

7. Under pressure

• Give examples of strategies to respond to being bullied, including what people can do and say;
• Understand and give examples of who or where pressure to behave in an unhealthy, unacceptable or risky way might come from.

• Define the terms ‘negotiation’ and ‘compromise’;
• Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise.

2. Islands

• Understand that they have the right to protect their personal body space;
• Recognise how others’ non-verbal signals indicate how they feel when people are close to their body space;
• Suggest people they can talk to if they feel uncomfortable with other people’s actions towards them.

3. Friend or acquaintance?

• Recognise that they have different types of relationships with people they know (e.g. close family, wider family, friends, acquaintances);
• Give examples of features of these different types of relationships, including how they influence what is shared.

4. What would I do?

• List some of the ways that people are different to each other (including differences of race, gender, religion);
• Recognise potential consequences of  aggressive behaviour;
• Suggest strategies for dealing with someone who is behaving aggressively.

5. The people we share our world with

• List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals);
• Define the word respect and demonstrate ways of showing respect to others’ differences.

6. That is such a stereotype!

• Understand and identify stereotypes, including those promoted in the media.

• Explain what collaboration means;
• Give examples of how they have worked collaboratively;
• Describe the attributes needed to work collaboratively.

2. Give and take

• Explain what is meant by the terms negotiation and compromise;
• Describe strategies for resolving difficult issues or situations.

3. How good a friend are you?

• Demonstrate how to respond to a wide range of feelings in others;
• Give examples of some key qualities of friendship;
• Reflect on their own friendship qualities.

4. Relationship cake recipe

• Identify what things make a relationship unhealthy;
• Identify who they could talk to if they needed help.

5. Being assertive

• Identify characteristics of passive, aggressive and assertive behaviours;
• Understand and rehearse assertiveness skills.

6. Our emotional needs

• Recognise basic emotional needs, understand that they change according to circumstance;
• Identify risk factors in a given situation (involving smoking or other scenarios) and consider outcomes of risk taking in this situation, including emotional risks.

7. Communication

• Understand that online communication can be misinterpreted;
• Accept that responsible and respectful behaviour is necessary when interacting with others online as well as face-to-face.

• Define some key qualities of friendship;
• Describe ways of making a friendship last;
• Explain why friendships sometimes end.

2. Kind conversations

• Rehearse active listening skills:
• Demonstrate respectfulness in responding to others;
• Respond appropriately to others.

3. Happy being me

• Develop an understanding of discrimination and its injustice, and describe this using examples;
• Empathise with people who have been, and currently are, subjected to injustice, including through racism;
• Consider how discriminatory behaviour can be challenged.

4. Is it true?

• Understand that the information we see online, either text or images, is not always true or accurate;
• Recognise that some people post things online about themselves that aren’t true, sometimes this is so that people will like them;
• Understand and explain the difference between sex, gender identity, gender expression and sexual orientation.

5. It could happen to anyone

• Identify the consequences of positive and negative behaviour on themselves and others;
• Give examples of how individual/group actions can impact on others in a positive or negative way.

• Demonstrate a collaborative approach to a task;
• Describe and implement the skills needed to do this.

2. Let’s negotiate

• Explain what is meant by the terms ‘negotiation’ and ‘compromise’;
• Suggest positive strategies for negotiating and compromising within a collaborative task;
• Demonstrate positive strategies for negotiating and compromising within a collaborative task.

3. Solving the friendship problem

• Recognise some of the challenges that arise from friendships;
• Suggest strategies for dealing with such challenges demonstrating the need for respect and an assertive approach.

4. Assertiveness skills

• List some assertive behaviours;
• Recognise peer influence and pressure;
• Demonstrate using some assertive behaviours, through role-play, to resist peer influence and pressure.

5. Behave yourself

• Recognise and empathise with patterns of behaviour in peer-group dynamics;
• Recognise basic emotional needs and understand that they change according to circumstance;
• Suggest strategies for dealing assertively with a situation where someone under pressure may do something they feel uncomfortable about.

6. Dan’s Day

• Describe the consequences of reacting to others in a positive or negative way;
• Suggest ways that people can respond more positively to others.

7. Don’t force me

• Describe ways in which people show their commitment to each other;
• Know the ages at which a person can marry, depending on whether their parents agree;
• Understand that everyone has the right to be free to choose who and whether to marry.

8. Acting appropriately

• Recognise that some types of physical contact can produce strong negative feelings;
• Know that some inappropriate touch is also illegal.

9. It’s a puzzle

• Identify strategies for keeping personal information safe online;
• Describe safe and respectful behaviours when using communication technology.

• Recognise that bullying and discriminatory behaviour can result from disrespect of people’s differences;
• Suggest strategies for dealing with bullying, as a bystander;
• Describe positive attributes of their peers.

2. We have more in common than not

• Know that all people are unique but that we have far more in common with each other than what is different about us;
• Consider how a bystander can respond to someone being rude, offensive or bullying someone else;
• Demonstrate ways of offering support to someone who has been bullied.

3. Respecting differences

• Demonstrate ways of showing respect to others, using verbal and non-verbal communication.

4. Tolerance and respect for others

• Understand and explain the term prejudice;
• Identify and describe the different groups that make up their school/wider community/other parts of the UK;
• Describe the benefits of living in a diverse society;
• Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this.

5. Advertising friendships!

• Explain the difference between a friend and an acquaintance;
• Describe qualities of a strong, positive friendship;
• Describe the benefits of other types of relationship (e.g. neighbour, parent/carer, relative).

6. Boys will be boys? – challenging gender stereotypes

• Define what is meant by the term stereotype;
• Recognise how the media can sometimes reinforce gender stereotypes;
• Recognise that people fall into a wide range of what is seen as normal;
• Challenge stereotypical gender portrayals of people.

• Talk about how to keep their bodies healthy and safe.
• Name ways to stay safe around medicines.
• Know how to stay safe in their home, classroom and outside.
• Know age-appropriate ways to stay safe online.
• Name adults in their lives and those in their community who keep them safe.

• Understand that they can make a difference.
• Identify how they can care for their home, school and special people.
• Talk about how they can make an impact on the natural world.
• Talk about similarities and differences between themselves.
• Demonstrate building relationships with friends.

1. What’s safe to go on to my body

• Name things that keep their bodies safe.
• Name things that keep their bodies clean and protected.
• Think about how to recognise things that might not be safe.

2. Keeping myself safe

•  What’s safe to go into my body (including medicines)
• Make safe decisions about items they don’t recognise.
• Talk about what our bodies need to stay well.
• Name the safe ways to store medicine and who can give it to children (adults).

3. Safe indoors and outdoors

• Name some hazards and ways to stay safe inside.
• Name some hazards and ways to stay safe outside.
• Show how to care for the safety of others.

4. Listen to my feelings (1)

• Name the adults who they can ask for help from, and will keep them safe.
• Recognise the feelings they have when they are unsafe.
• Talk about keeping themselves safe, safe touches and consent.

5. Keeping safe online

• Share ideas about activities that are safe to do on electronic devices.
• What to do and who to talk to if they feel unsafe online.

6. People who help to keep me safe

• Name the people in their lives who help to keep them safe.
• Name people in their community who help to keep them safe.
• Talk about ways to keep themselves safe in their environment.

1. Looking after my special people

• Name the special people in their lives.
• Understand that our special people can be different to those of others.

2. Looking after my friends

• Talk about why friends are important and how they help us.
• Identify ways to care for a friend in need.
• Identify ways to help others in their community.

3. Being helpful at home and caring for our classroom

• Identify ways in which they help at home.
• Recognise the importance of taking care of a shared environment.
• Name ways in which they can look after their learning environment.

4. Caring for our world

• Think about what makes the world special and beautiful.
• Name ways in which they can help take care of the environment, e.g. recycling, saving energy, wasting less.
• Talk about what can happen to living things if the world is not cared for.

5. Looking after money (1): recognising, spending, using

• Recognise coins and other items relating to money.
• Identify the uses of money.

6. Looking after money (2): saving money and keeping it safe

• Talk about why it’s important to keep money safe.
• Identify ways to save money.
• Talk about why we save money.

1. Healthy me

• Understand that they have the right to say “no” to unwanted touch;-Start thinking about who they trust and who they can ask for help.

2. Super sleep

• Recognise the importance of sleep in maintaining a healthy, balanced lifestyle;
• Identify simple bedtime routines that promote healthy sleep.

3. Who can help? (1)

• Recognise emotions and physical feelings associated with feeling unsafe;
• Identify people who can help them when they feel unsafe.

4. Harold loses Geoffrey

• Recognise the range of feelings that are associated with loss.

5. What could Harold do?

• Understand that medicines can sometimes make people feel better when they’re ill;
• Explain simple issues of safety and responsibility about medicines and their use.

6. Good or bad touches?

• Understand and learn the PANTS rules;
• Name and know which parts should be private;
• Explain the difference between appropriate and inappropriate touch;
• Understand that they have the right to say “no” to unwanted touch;
• Start thinking about who they trust and who they can ask for help.

1. Harold’s wash and brush up

• Recognise the importance of regular hygiene routines;
• Sequence personal hygiene routines into a logical order.

2. Around and about the school

• Identify what they like about the school environment;
• Recognise who cares for and looks after the school environment.

3. Taking care of something

• Demonstrate responsibility in looking after something (e.g. a class pet or plant);
• Explain the importance of looking after things that belong to themselves or to others.

4. Harold’s money

• Explain where people get money from;
• List some of the things that money may be spent on in a family home.

5. How should we look after our money?

• Recognise that different notes and coins have different monetary value;
• Explain the importance of keeping money safe;
• Identify safe places to keep money;
• -Understand the concept of ‘saving money’ (i.e. by keeping it in a safe placed and adding to it).

6. Basic first aid

1. Harold’s picnic

• Understand that medicines can sometimes make people feel better when they’re ill;
• Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell;
• Explain simple issues of safety and responsibility about medicines and their use.
• How safe would you feel?
• Identify situations in which they would feel safe or unsafe;
• Suggest actions for dealing with unsafe situations including who they could ask for help.

2. How safe would you feel?

• Identify situations in which they would feel safe or unsafe;
• Suggest actions for dealing with unsafe situations including who they could ask for help.

3. What would Harold say?

• Identify situations in which they would need to say ‘Yes’, ‘No’, ‘I’ll ask’, or ‘I’ll tell’, in relation to keeping themselves and others safe.

4. I don’t like that!

• Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation;
• Identify the types of touch they like and do not like;
• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

5. Fun or not?

• Recognise that some touches are not fun and can hurt or be upsetting;
• Know that they can ask someone to stop touching them;
• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

6. Should I tell?

• Identify safe secrets (including surprises) and unsafe secrets;
• Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.

1. Getting on with others

• Describe and record strategies for getting on with others in the classroom.

2. When I feel like erupting

• Explain, and be able to use, strategies for dealing with impulsive behaviour.

3. Feeling safe

• Identify special people in the school and community who can help to keep them safe;
• Know how to ask for help.

4. How can we look after our environment?

• Identify what they like about the school environment;
• Identify any problems with the school environment (e.g. things needing repair);
• Make suggestions for improving the school environment;
• Recognise that they all have a responsibility for helping to look after the school environment.

5. Harold saves something special

• Understand that people have choices about what they do with their money;
• Know that money can be saved for a use at a future time;
• Explain how they might feel when they spend money on different things.

6. Harold goes camping

• Recognise that money can be spent on items which are essential or non-essential;
• Know that money can be saved for a future time and understand the reasons why people (including themselves) might do this.

7. Playing games

1. Safe or unsafe?

• Identify situations which are safe or unsafe;
• Identify people who can help if a situation is unsafe;
• Suggest strategies for keeping safe.

2. Danger or risk?

• Define the words danger and risk and explain the difference between the two;
• Demonstrate strategies for dealing with a risky situation.

3. The Risk Robot

• Identify risk factors in given situations;
• Suggest ways of reducing or managing those risks.

4. Alcohol and cigarettes: the facts

• Identify some key risks from and effects of cigarettes and alcohol;
• Know that most people choose not to smoke cigarettes; (Social Norms message)
• Define the word ‘drug’ and understand that nicotine and alcohol are both drugs.

5. Super Searcher

• Evaluate the validity of statements relating to online safety;
• Recognise potential risks associated with browsing online;
• Give examples of strategies for safe browsing online.

6. None of your business

• Know that our body can often give us a sign when something doesn’t feel right; to trust these signs and talk to a trusted adult if this happens;
• Recognise and describe appropriate behaviour online as well as offline;
• Identify what constitutes personal information and when it is not appropriate or safe to share this;
• Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs.

7. Raisin challenge (1)

• Demonstrate strategies for assessing risks;
• Understand and explain decision-making skills;
• Understand where to get help from when making decisions.

8. Help or harm?

• Understand that medicines are drugs and suggest ways that they can be helpful or harmful.

1. Our helpful volunteers

• Define what a volunteer is;
• Identify people who are volunteers in the school community;
• Recognise some of the reasons why people volunteer, including mental health and wellbeing benefits to those who volunteer.

2. Helping each other to stay safe

• Identify key people who are responsible for them to stay safe and healthy;
• Suggest ways they can help these people.

3. Recount task

• Understand the difference between ‘fact’ and ‘opinion’;
• Understand how an event can be perceived from different viewpoints;
• Plan, draft and publish a recount using the appropriate language.

4. Harold’s environment project

• Define what is meant by the environment;
• Evaluate and explain different methods of looking after the school environment;
• Devise methods of promoting their priority method.

5. Can Harold afford it?

• Understand the terms ‘income’, ‘saving’ and ‘spending’;
• Recognise that there are times we can buy items we want and times when we need to save for items;
• Suggest items and services around the home that need to be paid for (e.g. food, furniture, electricity etc.)

6. Earning money

• Explain that people earn their income through their jobs;
• Understand that the amount people get paid is due to a range of factors (skill, experience, training, responsibility etc.)

1. Danger, risk or hazard?

• Define the terms ‘danger’, ‘risk’ and ‘hazard’ and explain the difference between them;
• Identify situations which are either dangerous, risky or hazardous;
• Suggest simple strategies for managing risk.

2. Picture Wise

• Identify images that are safe/unsafe to share online;
• Know and explain strategies for safe online sharing;
• Understand and explain the implications of sharing images online without consent.

3. How dare you!

• Define what is meant by the word ‘dare’;
• Identify from given scenarios which are dares and which are not;
• Suggest strategies for managing dares.

4. Medicines: check the label

• Understand that medicines are drugs;
• Explain safety issues for medicine use;
• Suggest alternatives to taking a medicine when unwell;
• Suggest strategies for limiting the spread of infectious diseases (e.g. hand-washing routines).

5. Know the norms

• Understand some of the key risks and effects of smoking and drinking alcohol;
• Understand that increasing numbers of young people are choosing not to smoke and that not all people drink alcohol (Social Norms theory).

6. Keeping ourselves safe

• Describe stages of identifying and managing risk;
• Suggest people they can ask for help in managing risk.

7. Raisin challenge

• Understand that we can be influenced both positively and negatively;
• Give examples of some of the consequences of behaving in an unacceptable, unhealthy or risky way.

1. Who helps us stay healthy and safe?

• Explain how different people in the school and local community help them stay healthy and safe;
• Define what is meant by ‘being responsible’;
• Describe the various responsibilities of those who help them stay healthy and safe;
• Suggest ways they can help the people who keep them healthy and safe.

2. It’s your right

• Understand that humans have rights and also responsibilities;
• Identify some rights and also responsibilities that come with these.

3. How do we make a difference?

• Understand the reason we have rules;
• Suggest and engage with ways that they can contribute to the decision-making process in school (e.g. through pupil voice/school council);
• Recognise that everyone can make a difference within a democratic process.

4. In the news

• Define the word influence;
• Recognise that reports in the media can influence the way they think about a topic;
• Form and present their own opinions based on factual information and express or present these in a respectful and courteous manner.

5. Safety in numbers

• Explain the role of the bystander and how it can influence bullying or other anti-social behaviour;
• Recognise that they can play a role in influencing outcomes of situations by their actions.

6. Logo quiz

• Understand some of the ways that various national and international environmental organisations work to help take care of the environment;
• Understand and explain the value of this work.

7. Harold’s expenses

• Define the terms ‘income’ and ‘expenditure’;
• List some of the items and services of expenditure in the school and in the home;
• Prioritise items of expenditure in the home from most essential to least essential.

8. Why pay taxes?

• Explain what is meant by the terms ‘income tax’, ‘National Insurance’ and ‘VAT’;
• Understand how a payslip is laid out showing both pay and deductions;
• Prioritise public services from most essential to least essential.

1. ‘Thunking’ about habits

• Explain what a habit is, giving examples;
• Describe why and how a habit can be hard to change.

2. Jay’s dilemma

• Recognise that there are positive and negative risks;
• Explain how to weigh up risk factors when making a decision;
• Describe some of the possible outcomes of taking a risk.

3. Spot bullying

• Demonstrate strategies to deal with both face-to-face and online bullying;
• Demonstrate strategies and skills for supporting others who are bullied;
• Recognise and describe the difference between online and face-to-face bullying.

4. Ella’s diary dilemma

• Define what is meant by a dare;
• Explain why someone might give a dare;
• Suggest ways of standing up to someone who gives a dare.

5. Decision dilemmas

• Recognise which situations are risky;
• Explore and share their views about decision making  when faced with a risky situation;
• Suggest what someone should do when faced with a risky situation.

6. Play, like, share

• Consider what information is safe/unsafe to share offline and online, and reflect on the consequences of not keeping personal information private;
• Recognise that people aren’t always who they appear to be online and explain risks of being friends online with a person they have not met face-to-face;
• Know how to protect personal information online;
• Recognise disrespectful behaviour online and know how to respond to it.

7. Drugs: true or false?

• Understand some of the complexities of categorising drugs;
• Know that all medicines are drugs but not all drugs are medicines;
• Understand ways in which medicines can be helpful or harmful and used safely or unsafely.

8. Smoking: what is normal?

• Understand the actual norms around smoking and the reasons for common misperceptions of these.

9. Would you risk it?

• Identify risk factors in a given situation (involving smoking) and consider outcomes of risk taking in this situation, including emotional risks;
• Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these.

1. What’s the story

• Identify, write and discuss issues currently in the media concerning health and wellbeing;
• Express their opinions on an issue concerning health and wellbeing;
• Make recommendations on an issue concerning health and wellbeing.

2. Fact or opinion?

• Understand the difference between a fact and an opinion;
• Understand what biased reporting is and the need to think critically about things we read.

3. Rights, responsibilities and duties

• Define the differences between responsibilities, rights and duties;
• Discuss what can make them difficult to follow;
• Identify the impact on individuals and the wider community if responsibilities are not carried out.

4. Mo makes a difference

• Explain what we mean by the terms voluntary, community and pressure (action) group;
• Give examples of voluntary groups, the kind of work they do and its value.

5. Spending wisely

• State the costs involved in producing and selling an item;
• Suggest questions a consumer should ask before buying a product.

6. Lend us a fiver!

• Define the terms loan, credit, debt and interest;
• Suggest advice for a range of situations involving personal finance.

7. Local councils

• Explain some of the areas that local councils have responsibility for;
• Understand that local councillors are elected to represent their local community.

1. Think before you click

• Accept that responsible and respectful behaviour is necessary when interacting with others online and face-to-face;
• Understand and describe the ease with which something posted online can spread.

2. Traffic lights

• Identify strategies for keeping personal information safe online;
• Describe safe behaviours when using communication technology.

3. To share or not to share?[Share video at end of lesson and not start]

• Know that it is illegal to create and share sexual images of children under 18 years old;
• Explore the risks of sharing photos and films of themselves with other people directly or online;
• Know how to keep their information private online.

4. Rat park

• Define what is meant by addiction, demonstrating an understanding that addiction is a form of behaviour;
• Understand that all humans have basic emotional needs and explain some of the ways these needs can be met.

5. What sort of drug is…?

• Explain how drugs can be categorised into different groups depending on their medical and legal context;
• Demonstrate an understanding that drugs can have both medical and non-medical uses;
• Explain in simple terms some of the laws that control drugs in this country.

6. Drugs: it’s the law!

• Understand some of the basic laws in relation to drugs;
• Explain why there are laws relating to drugs in this country.

7. Alcohol: what is the normal?

• Understand the actual norms around drinking alcohol and the reasons for common misperceptions of these;
• Describe some of the effects and risks of drinking alcohol.

8. Joe’s story (part 1)

• Understand that all humans have basic emotional needs and explain some of the ways these needs can be met;
• Explain how these emotional needs impact on people’s behaviour;
• Suggest positive ways that people can get their emotional need met.

9. Joe’s story (part 2)

• Understand and give examples of conflicting emotions;
• Understand and reflect on how independence and responsibility go together.

1. Two sides to every story

• Define the terms ‘fact’, ‘opinion’, ‘biased’ and ‘unbiased’, explaining the difference between them;
• Describe the language and techniques that make up a biased report;
• Analyse a report also extract the facts from it.

2. Fakebook friends

• Know the legal age (and reason behind these) for having a social media account;
• Understand why people don’t tell the truth and often post only the good bits about themselves, online;
• Recognise that people’s lives are much more balanced in real life, with positives and negatives.

3. What’s it worth?

• Explain some benefits of saving money;
• Describe the different ways money can be saved, outlining the pros and cons of each method;
• Describe the costs that go into producing an item;
• Suggest sale prices for a variety of items, taking into account a range of factors;
• Explain what is meant by the term interest.

4. Jobs and taxes

• Recognise and explain that different jobs have different levels of pay and the factors that influence this;
• Explain the different types of tax (income tax and VAT) which help to fund public services;
• Evaluate the different public services and compare their value.

5. Action stations!

• Explain what we mean by the terms voluntary, community and pressure (action) group;
• Describe the aim, mission statement, activity and beneficiaries of a chosen voluntary, community or action group.

6. Project Pitch (parts 1 & 2)

7. Happy shoppers

• Explain what is meant by living in an environmentally sustainable way;
• Suggest actions that could be taken to live in a more environmentally sustainable way.

8. Democracy in Britain 1 – Elections

9. Democracy in Britain 2 – How (most) laws are made

• Feel resilient and confident in their learning.
• Name and discuss different types of feelings and emotions.
• Learn and use strategies or skills in approaching challenges.
• Understand that they can make healthy choices.
• Name and recognise how healthy choices can keep us well.

• Understand that there are changes in nature and humans.
• Name the different stages in childhood and growing up.
• Understand that babies are made by a man and a woman.
• Use the correct vocabulary when naming the different parts of the body.
• Know how to keep themselves safe.

1. Bouncing back when things go wrong

• Share an experience where they haven’t achieved their goal.
• Develop their confidence and resilience towards having a growth mindset.
• Name a strategy to overcome a hurdle.

2. Yes, I can!

• Recognise that some skills take time to learn.
• Plan and review an achievable goal.
• Celebrate the successes of their peers.

3. Healthy eating (1)

• Name and choose healthy foods and drink.
• Understand there are some foods that are a “just sometimes” food or drink (eating in moderation).
• Explain the jobs of different food groups.

4. Healthy eating (2)

• Name and choose healthy foods and drink.
• Understand there are some foods that are a “just sometimes” food or drink (eating in moderation).
• Explain the jobs of different food groups.

5. Move your body

• Describe the changes in their body during exercise and what is happening to their body.
• Explain how exercise can help us stay well – physically and mentally.
• Name some ways to keep their body fit and well.

6. A good night’s sleep

• Understand why our body needs sleep.
• Talk about their own bedtime routine.
• Suggest ways to have a calm evening and bedtime routine.

1. Seasons

• Name the different seasons and describe their differences.
• Explain the changes that occur as seasons change.
• Talk about how they have grown in resilience.

2. Life stages- plants, animals, humans

• To understand that animals and humans change in appearance over time.
• Use relevant vocabulary such as egg, seed, baby, grow, change, old, young (and the names for young animals).
• Make observations and ask questions about living things.

3. Life stages: Humans life stage- who will I be?

• Retell a story and respond to questions about it.
• Use the language and describe the different life stages of: baby, child, teenager, adult, older age.
• Talk about their own experience of growing up.

4. Where do babies come from?

• Explain that a baby is made by a woman and a man, and grows inside a mother’s tummy.
• Understand that every family is different.
• Talk about similarities and differences between themselves and others.

5. Getting bigger

• Talk about how they have changed as they have grown.
• Explain the differences between babies, children, and adults.
• Understand that we are all unique.

6. Me and my body- girls and boys

• Name parts of the body (including reproductive parts ‘penis’ and ‘vulva’) using the correct vocabulary.
• Explain which parts of their body are kept private and safe and why.
• Tell or ask an appropriate adult for help if they feel unsafe.

[exclude activity relating to egg and sperm]

1. I can eat a rainbow

• Recognise the importance of fruit and vegetables in their daily diet;
• Know that eating at least five portions of vegetables and fruit a day helps to maintain health.

2. Eat well

• Recognise that they may have different tastes in food to others;
• Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch;
• Recognise which foods we need to eat more of and which we need to eat less of to be healthy.

3. Catch it! Bin it! Kill it!

• Understand how diseases can spread;
• Recognise and use simple strategies for preventing the spread of diseases.

4. Harold learns to ride his bike

• Recognise that learning a new skill requires practice and the opportunity to fail, safely;
• Understand the learning line’s use as a simple tool to describe the learning process, including overcoming challenges.

5. Pass on the praise!

• Demonstrate attentive listening skills;
• Suggest simple strategies for resolving conflict situations;
• Give and receive positive feedback, and experience how this makes them feel.

6. Harold has a bad day

• Recognise how a person’s behaviour (including their own) can affect other people.

1. Inside my wonderful body!

• Name major internal body parts (heart, lungs, blood, stomach, intestines, brain);
• Understand and explain the simple bodily processes associated with them.

2. Taking care of a baby

• Understand some of the tasks required to look after a baby;
• Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding.

3. Then and now

• Identify things they could do as a baby, a toddler and can do now;
• Identify the people who help/helped them at those different stages.

4. Who can help? (2)

• Explain the difference between teasing and bullying;
• Give examples of what they can do if they experience or witness bullying;
• Say who they could get help from in a bullying situation.

5. Surprises and secrets

• Explain the difference between a secret and a nice surprise;
• Identify situations as being secrets or surprises;
• Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep.

6. Keeping privates private

• Identify parts of the body that are private;
• Describe ways in which private parts can be kept private;
• Identify people they can talk to about their private parts.

1. You can do it!

• Explain the stages of the learning line showing an understanding of the learning process;
• Help themselves and others develop a positive attitude that support their wellbeing;
• Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning.

2. My day

• Understand and give examples of things they can choose themselves and things that others choose for them;
• Explain things that they like and dislike, and understand that they have choices about these things;
• Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health.

3. Harold’s postcard- helping us to keep clean and healthy

• Explain how germs can be spread;
• Describe simple hygiene routines such as hand washing;
• Understand that vaccinations can help to prevent certain illnesses.

4. Harold’s bathroom

• Explain the importance of good dental hygiene;
• Describe simple dental hygiene routines.

5. My body needs…

• Understand that the body gets energy from food, water and oxygen;
• Recognise that exercise and sleep are important to health

6. What does my body do?

• Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain);
• Describe how food, water and air get into the body and blood.

1. A helping hand

• Demonstrate simple ways of giving positive feedback to others.

2. Sam moves away

• Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to.

3. Haven’t you grown!

• Identify different stages of growth (e.g. baby, toddler, child, teenager, adult);
• Understand and describe some of the things that people are capable of at these different stages.

4. My body, your body

• Identify which parts of the human body are private;
• Explain that a person’s genitals help them to make babies when they are grown up;
• Understand that humans mostly have the same body parts but that they can look different from person to person.

5. Respecting privacy

• Explain what privacy means;
• Know that you are not allowed to touch someone’s private belongings without their permission;
• Give examples of different types of private information.

6. Basic first aid

1. Derek cooks dinner! (healthy eating)

• Explain how each of the food groups on the Eatwell Guide (formerly Eatwell Plate) benefits the body;
• Explain what is meant by the term ‘balanced diet’;
• Give examples what foods might make up a healthy balanced meal.

2. Poorly Harold

• Explain how some infectious illnesses are spread from one person to another;
• Explain how simple hygiene routines can help to reduce the risk of the spread of infectious illnesses;
• Suggest medical and non-medical ways of treating an illness.

3. For or against?

• Develop skills in discussion and debating an issue;
• Demonstrate their understanding of health and wellbeing issues that are relevant to them;
• Empathise with different view points;
• Make recommendations, based on their research.

4. I am fantastic!

• Identify their achievements and areas of development;
• Recognise that people may say kind things to help us feel good about ourselves;
• Explain why some groups of people are not represented as much on television/in the media.

5. Getting on with your nerves!

• Demonstrate how working together in a collaborative manner can help everyone to achieve success;
• Understand and explain how the brain sends and receives messages through the nerves.

6. Body team work

• Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, liver, brain);
• Describe how food, water and air get into the body and blood.

7. Top talents

• Explain some of the different talents and skills that people have and how skills are developed;
• Recognise their own skills and those of other children in the class.

1. Relationship Tree

• Identify different types of relationships;
• Recognise who they have positive healthy relationships with.

2. Body space

• Understand what is meant by the term body space (or personal space);
• Identify when it is appropriate or inappropriate to allow someone into their body space;
• Rehearse strategies for when someone is inappropriately in their body space.

3. Secret or surprise?

• Define the terms ‘secret’ and ‘surprise’ and know the difference between a safe and an unsafe secret;
• Recognise how different surprises and secrets might make them feel;
• Know who they could ask for help if a secret made them feel uncomfortable or unsafe.

4. Basic first aid

1. What makes me ME!

• Identify ways in which everyone is unique;
• Appreciate their own uniqueness;
• Recognise that there are times when they will make the same choices as their friends and times when they will choose differently.

2. Making choices

• Give examples of choices they make for themselves and choices others make for them;
• Recognise that there are times when they will make the same choices as their friends and times when they will choose differently.

3. SCARF Hotel

• Understand that the body gets energy from food, water and oxygen and that exercise and sleep are important to our health;
• Plan a menu which gives a healthy balanced of foods from across the food groups on the Eatwell Guide (formerly Eatwell Plate).

4. Harold’s Seven Rs

• Understand the ways in which they can contribute to the care of the environment (using some or all of the seven Rs);
• Suggest ways the Seven Rs recycling methods can be applied to different scenarios.

5. My school community (1)

• Define what is meant by the word ‘community’;
• Suggest ways in which different people support the school community;
• Identify qualities and attributes of people who support the school community.

6. Basic first aid

1. Moving house

• Describe some of the changes that happen to people during their lives;
• Explain how the Learning Line can be used as a tool to help them manage change more easily;
• Suggest people who may be able to help them deal with change.

2. My feelings are all over the place!

• Name some positive and negative feelings;
• Understand how the onset of puberty can have emotional as well as physical impact
• Suggest reasons why young people sometimes fall out with their parents;
• Take part in a role play practising how to compromise.

3. All change!

• Identify parts of the body that males and females have in common and those that are different;
• Know the correct terminology for their genitalia;
• Understand and explain why puberty happens.

4. Preparing for periods (formerly Period positive)

• Know the key facts of the menstrual cycle;
• Understand that periods are a normal part of puberty for girls;
• Identify some of the ways to cope better with periods.

5. Secret or surprise?

• Define the terms ‘secret’ and ‘surprise’ and know the difference between a safe and an unsafe secret;
• Recognise how different surprises and secrets might make them feel;
• Know who they could ask for help if a secret made them feel uncomfortable or unsafe.

6. Together

• Understand that marriage is a commitment to be entered into freely and not against someone’s will;
• Recognise that marriage includes same sex and opposite sex partners;
• Know the legal age for marriage in England or Scotland;
• Discuss the reasons why a person would want to be married, or live together, or have a civil ceremony.

1. Getting fit

• Know two harmful effects each of smoking/drinking alcohol.
• Explain the importance of food, water and oxygen, sleep and exercise for the human body and its health.
• Understand the actual norms around smoking and the reasons for common misperceptions of these.

2. It all adds up!

• Know the basic functions of the four systems covered and know they are inter-related.
• Explain the function of at least one internal organ.
• Understand the importance of food, water and oxygen, sleep and exercise for the human body and its health.

3. Different skills

• Identify their own strengths and talents;
• Identify areas that need improvement and describe strategies for achieving those improvements.

4. My school community (2)

• State what is meant by community;
• Explain what being part of a school community means to them;
• Suggest ways of improving the school community.

5. Independence and responsibility

• Identify people who are responsible for helping them stay healthy and safe;
• Identify ways that they can help these people.

6. Star qualities?

• Describe ‘star’ qualities of celebrities as portrayed by the media;
• Recognise that the way people are portrayed in the media isn’t always an accurate reflection of them in real life;
• Describe ‘star’ qualities that ‘ordinary’ people have.

     7. Basic first aid, including Sepsis Awareness

1. How are you feeling?

• Use a range of words and phrases to describe the intensity of different feelings
• Distinguish between good and not so good feelings, using appropriate vocabulary to describe these;
• Explain strategies they can use to build resilience.

2. Taking notice of our feelings

• Identify people who can be trusted;
• Understand what kinds of touch are acceptable or unacceptable;
• Describe strategies for dealing with situations in which they would feel uncomfortable, particularly in relation to inappropriate touch.

3. Dear Hetty

• Explain how someone might feel when they are separated from someone or something they like;
• Suggest ways to help someone who is separated from someone or something they like.

4. Growing up and changing bodies

• Identify some products that they may need during puberty and why;
• Know what menstruation is and why it happens.

5. It could happen to anyone

• Identify the consequences of positive and negative behaviour on themselves and others;
• Give examples of how individual/group actions can impact on others in a positive or negative way.

6. Help! I’m a teenager – get me out of here!

• Recognise how our body feels when we’re relaxed;
• List some of the ways our body feels when it is nervous or sad;
• Describe and/or demonstrate how to be resilient in order to find someone who will listen to you.

7. Dear Ash

• Explain the difference between a safe and an unsafe secret;
• Identify situations where someone might need to break a confidence in order to keep someone safe.

8. Stop, start, stereotypes

• Recognise that some people can get bullied because of the way they express their gender;
• Give examples of how bullying behaviours can be stopped.

1. Five Ways to Wellbeing project

• Explain what the five ways to wellbeing are;
• Describe how the five ways to wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people’s lives.

2. This will be your life!

• Identify aspirational goals;
• Describe the actions needed to set and achieve these.

3. Our recommendations

• Present information they researched on a health and wellbeing issues outlining the key issues and making suggestions for any improvements concerning those issues.

4. What’s the risk? (1)

• Identify risk factors in a given situation;
• Understand and explain the outcomes of risk-taking in a given situation, including emotional risks.

5. What’s the risk? (2)

• Recognise what risk is;
• Explain how a risk can be reduced;
• Understand risks related to growing up and explain the need to be aware of these;
• Assess a risk to help keep themselves safe.

6. Basic first aid, including Sepsis Awareness

• Recognise some of the changes they have experienced and their emotional responses to those changes;
• Suggest positive strategies for dealing with change;
• Identify people who can support someone who is dealing with a challenging time of change.

2. I look great!

• Understand that fame can be short-lived;
• Recognise that photos can be changed to match society’s view of perfect;
• Identify qualities that people have, as well as their looks.

3. Media manipulation

• Define what is meant by the term stereotype;
• Recognise how the media can sometimes reinforce gender stereotypes;
• Recognise that people fall into a wide range of what is seen as normal;
• Challenge stereotypical gender portrayals of people.

4. Pressure online

• Understand the risks of sharing images online and how these are hard to control, once shared;
• Understand that people can feel pressured to behave in a certain way because of the influence of the peer group;
• Understand the norms of risk-taking behaviour and that these are usually lower than people believe them to be.

5. Is this normal?

• Define the word ‘puberty’ giving examples of some of the physical and emotional changes associated with it;
• Suggest strategies that would help someone who felt challenged by the changes in puberty;
• Know where someone could get support if they were concerned about their own or another person’s safety.

6. Dear Ash

• Explain the difference between a safe and an unsafe secret;
• Identify situations where someone might need to break a confidence in order to keep someone safe.