Year One

Families

• Families are important for love, security and stability
• Characteristics of healthy family, life – commitment, time together, sharing
• Families look different but are all characterised by love and care (STONEWALL)
• Stable, caring relationships – happy families
• Marriage is between 2 people, legally recognised and intended to be life long
• How to recognise and seek help if family relationships are making them feel unhappy or unsafe

Year two

Caring friendships

• Friendships are important to make us feel happy and secure
• Characteristics of friendships
• Healthy friendships are positive and welcoming
• Friendships have ups and downs
• How to recognise who to trust and who not to trust, managing conflict

Year Three

Respectful relationships

• Importance of respecting others even if they are different
• Practical steps to improve respectful relationships
• Conventions of courtesy and manners
• Importance of self respect
• Different types of bullying inc cyber bullying, impact of bullying and responsibilities of bystanders

Year Four

Respectful relationships

• Importance of respecting others even if they are different
• Practical steps to improve respectful relationships
• Conventions of courtesy and manners
• Importance of self respect
• Different types of bullying inc cyber bullying, impact of bullying and responsibilities of bystanders
• What a stereotype is and how they can be unfair and negative

• Importance of permission seeking and giving in relationships

Year five

Online relationships

• That people sometimes behave differently online, inc pretending to be someone they are not
• That the same principles apply online as face to face
• Rules and principles for keeping safe online, recognise risks
• How to critically consider an online friendship
• How information is used and shared online

Year six

Being safe and independent

• What sort of boundaries are appropriate?
• Concept of privacy inc that it is not always right to keep a secret of they relate to safety
• That each persons body belongs to them, appropriate and inappropriate contact
• How to respond appropriately and safely to adults whom they do not know
• How to recognise and report feelings of being unsafe or feeling bad
• How to ask for help/advice from others and continue to ask until they are heard
• How to report concerns or abuse and the vocab needed
• Where to get advice and support from

Year One

Mental well being

Managing feelings

• Understand that mental well being is a part of normal daily life
• Range of emotions
• How to talk about their emotions
• How to judge and react to emotions

Year two

Mental well being

Developing a physically healthy life style

• Understand that mental well being is a part of normal daily life
• Range of emotions
• How to talk about their emotions

• How to judge and react to emotions
• Benefits of a physical lifestyle
• Simple self care techniques – rest, family time
• Recognise and identify feelings of loneliness and isolation
• That bullying (inc cyber bullying) can have a negative impact on mental well being
• Where and how to seek support if they are concerned about themselves or others
• It is common for people to experience mental health issues and help is available
• Importance of building in regular exercise (daily mile, PE sessions)
• Risks of an inactive life style

Year Three

Healthy Eating

• What is a healthy diet?
• Principles of planning and preparing healthy meals
• Risks associated with an unhealthy diet – obesity, tooth decay

Year Four

Health and prevention

Including teeth and healthy eating

• How to recognise signs of physical illness
• Safety in the sun
• Importance of good quality sleep
• Dental health and benefits of good oral hygiene
• Personal hygiene
• Facts and science relating to immunisation and vaccinations

Year five

Changing adolescent body

First aid

• Key facts about puberty – esp from age of 9 to 11 – both physical and emotional changes
• About menstrual well being and key facts about the menstrual cycle
• How to make a clear and efficient call to emergency services
• Concepts of basic first aid – common injuries including head injuries

Year six

Changing adolescent body

Drugs, alcohol and tobacco

• Key facts about puberty – esp from age of 9 to 11 – both physical and emotional changes
• About menstrual well being and key facts about the menstrual cycle
• Facts about legal and illegal substances and associated risks

Year One

Belonging to different groups and communities

• How they contribute to the life of classroom and school
• Help to construct and agree to follow class rules

Year two

Diversity and equality

• How they contribute to the life of classroom and school
• Help to construct and agree to follow class rules
• Understand how these rules help them
• Appreciate the range of national, regional, religious and ethnic identities in the UK
• #Consider people living in other places

Year Three

Respect for self and others

• Ways in which they are all unique – never be another “them” – STONEWALL
• Ways in which we are the same as other people
• Ways to resolve differences by looking at alternatives
• What it means to be part of a community
• Learn about the “special” people in their community who are there to look after them inc 999 in an emergency

Year Four

Where does money come from?

How do we keep it safe?

• Money comes from different sources and can be used for different purposes
• Choices about spending and saving money and influences of these choices
• About the role money plays in their lives
• To develop an understanding of “loan”, “interest”, “debt” and “tax”

Year five

Respecting and protecting the environment

(Eco Club)

• What improves and harms their local, natural environment
• How to care for their environment – strategies, skills inc conserving energy

Year six

Life in the wider world

Basic understanding of enterprise

• Research and debate topical issues
• Basic human rights
• Know there are some cultural practices against British law (FGM)
• They have different responsibilities and rights in different places e.g. school, home, in the community
• To recognise that resources can be allocated in different ways and these economic choices affect people
• What is meant by enterprise and begin to develop skills