Google Search
The PHSE and RSE Coordinator is Mrs Bradwell.
RSE stands for “relationships and sex education” and as part of Relationships and Health Education, is a new approach to teaching children about relationships and health.
The Relationships Education, RSE, and Health Education (England) Regulations 2019 have made Relationships Education compulsory in all primary schools. Sex education is not compulsory in primary schools.
All primary school children will be required to learn about relationships and health. Relationships and Health Education comprises two distinct areas:
The current curriculum has not been updated for 20 years. So much change has happened since then. Children need to learn what is relevant to them and the world they are growing up in.
The new Relationships and Health Education 2020 curriculum is designed to:
The relationships part of the new curriculum will teach the children what they need to learn to build positive and safe relationships:
At Redscope, we will teach in a way that is appropriate to the children’s ages and will look at the following questions:
By the time your child finishes at Redscope primary school, they will have been taught about the following in Relationships Education:
The physical health and mental wellbeing part of the new RSE curriculum will teach the children how to:
By the time children finish Redscope primary school, they will have been taught about the following:
Parents cannot withdraw their child from any part of the Relationships and Health Education aspects of the RSE curriculum. It is important for ALL children to be taught the content on such essential matters like friendships and keeping safe.
Although sex education is not formally taught in primary schools, puberty is taught in school as part of the primary science curriculum. Remember that the science curriculum in all maintained schools includes content on human development, which includes human reproduction, and there is no right for a parent to withdraw their child from the science curriculum.
To see a copy of our RSE Policy please click on the link below.
How is PSHE and RSE taught in our school?
Personal, Social, and Health Education enables pupils to develop the knowledge and understanding, skills, attitudes and values which are necessary for them to make sense of the responsibilities, opportunities and experiences which are part of their lives, both now & in the future. PSHE enables children to become healthy, independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In so doing we help their sense of self worth. We teach them how society is organised and governed. We ensure that they experience the process of democracy in school through the school council. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society.
PSHE and RSE are taught in a variety of ways both within and outside the curriculum. In some instances, aspects of PSHE and RSE may be taught as a discreet subject, and to a large extent it can be covered through other subjects and topics. However, we advocate that PSHE and RSE features within the Primary curriculum as a discrete lesson, varying between 30 – 45 mins, depending upon the age of the children being taught and the aspect of the subject being delivered.
PSHE and RSE is also developed through activities, assemblies & whole-school events. For example, a residential visit to Caythorpe Court in Lincolnshire is offered in Key Stage 2, where there is a particular focus on developing pupils’ self esteem & giving them opportunities to develop leadership & co-operative skills. In addition, Year 6 pupils annually visit Crucial Crew which is a purpose built facility with a focus on the Police, First aid, internet safety, fire safety and anti social behaviour.
What is taught in each year group and when?
Below, you will find an overview from each year group, showing what is taught in our RSHE lessons and when. Please be aware that, as a school, we are committed to providing the most relevant learning experiences for our children and, with this is mind, your child’s teacher may have prioritised some aspects of the scheme and taught them in a slightly different order from how it is set out in the table.
Year 1
| Autumn Term | Spring Term | Summer Term | ||||
Scheme of Work | Term 1.1
The caring school and Feelings, friends and friendships 5 lessons | Term 1.2
Focus on special people and Anti-bullying 6 lessons | Term 2.1
Healthy eating and hygiene 6 lessons
| Term 2.2
Physical health and wellbeing 6 lessons
| Term 3.1
Growing and changing 2 lessons
| Term 3.2
Keeping myself safe 6 lessons
| Term 3.3
The world of drugs 4 lessons
|
|
|
|
|
|
|
|
|
Term 1
Learning Objectives: | |
H1g | Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. |
R1c | That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. |
R2a | How important friendships are in making us feel happy and secure, and how people choose and make friends. |
R2b | The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. |
R2c | That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. |
R3a | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. |
To recognise ways in which we can promote a caring trusting environment. | |
To see ourselves as a valued and valuable member of the school community. | |
Learning Objectives: | |
H3a | The characteristics and mental and physical benefits of an active lifestyle. |
H4a | What constitutes a healthy diet (including understanding calories and other nutritional content)? |
H4b | The principles of planning and preparing a range of healthy meals. |
H6d | About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. |
H6e | About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing. |
Term 2
Learning Objectives: | |
H3a | The characteristics and mental and physical benefits of an active lifestyle. |
H2b | The benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and other’s mental and physical well-being. |
H3b | The importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. |
H1c | How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. |
H1e | The benefits of physical exercise, time outdoors, community participation, voluntary and service- based activity on mental wellbeing and happiness. |
H6c | The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. |
Learning Objectives: | |
R5a | What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). |
R5c | That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. |
Lifecycles | |
To recognise how they are growing and changing. | |
Term 3
Learning Objectives: | |
H7a | How to make a clear and efficient call to emergency services if necessary. |
H6b | About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. |
R2e | How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed. |
R4c | The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. |
To develop skills to keep themselves safe. | |
Learning Objectives: | |
H5a | The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking. |
H7b | Concepts of basic first aid, for example dealing with common injuries, including head injuries. |
To help children understand their role in the safe handling of medicines and substance. | |
To recognise that substances can affect our bodies. | |
Year 2
| Autumn Term | Spring Term | Summer Term | ||
Scheme of Work | Term 1
The caring school and Feelings and relationships 10 lessons | Term 2.1
Healthy lifestyles 6 lessons
| Term 2.2
Growing and changing 4 lessons
| Term 3.1
Keeping myself safe 5 lessons
| Term 3.2
The world of drugs 6 lessons
|
|
|
|
|
|
|
Term 1
Learning Objectives: | |
R1a | That families are important for children growing up because they can give love, security and stability. |
R2a | How important friendships are in making us feel happy and secure, and how people choose and make friends. |
R2b | The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. |
R2c | That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. |
R2d | That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. |
R3f | About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. |
R3g | What a stereotype is and how stereotypes can be unfair, negative or destructive. |
R3a | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. |
R1c | That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. |
H1g | Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. |
R3d | The importance of self-respect and how this links to their own happiness. |
H1b | That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. |
H1h | That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. |
H2e | That the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. |
To understand that different influences can affect choices. | |
Term 2
Learning Objectives: | |
H6c | The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. |
H6d | About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. |
H4a | What constitutes a healthy diet (including understanding calories and other nutritional content)? |
H4c | The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). |
H3b | The importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. |
H6e | About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing. |
H2b | About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content on their own and other’s mental and physical wellbeing |
Learning Objectives: | |
R5c | That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. |
H1c | How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. |
To recognise their own growing competencies and responsibilities. | |
Term 3
Learning Objectives: | |
R5b | About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. |
H7a | How to make a clear and efficient call to emergency services if necessary. |
H7b | Concepts of basic first aid, for example dealing with common injuries, including head injuries. |
H2g | Where and how to report concerns and get support with issues online |
R4c | The rules and principles of keeping safe online, how to recognize risk, haramful content and contact and how to report them |
To know people who help them and how to ask for help. | |
To know the difference between safe and dangerous places to play and how accidents can happen. | |
To understand the responsibility involved in making choices. | |
To recognise how to keep themselves safe. | |
Learning Objectives: | |
H5a | The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking. |
To know when to say no. | |
To extend understanding of what goes into their bodies, how it enters and its impact. | |
To understand the role of medicines and health. | |
Year 3
| Autumn Term | Spring Term | Summer Term | |||
Scheme of Work | Term 1.1
The caring school and Feelings, friends and friendships 6 lessons | Term 1.2
Relationships, loss and separation 6 lessons
| Term 2.1
Choices, emotions and difference 6 lessons
| Term 2.2
My healthy body – Taking responsibility for my healthy lifestyle 6 lessons
| Term 3.1
Keeping myself safe 5 lessons
| Term 3.2
The world of drugs 6 lessons
|
|
|
|
|
|
|
|
Term 1
Learning Objectives: | |
R3a | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. |
R3c | The conventions of courtesy and manners. |
R3e | That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. |
R2a | How important friendships are in making us feel happy and secure, and how people choose and make friends. |
R2c | That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. |
R3d | The importance of self-respect and how this links to their own happiness. |
R4b | The same principles apply to online relationships as to face to face relationships, including the importance of respect for others online including when we are anonymous. |
H1b | That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. |
H1c | How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. |
H2c | How to consider the effect of their online actions on others and know how to recognize and display respectful behavior online and the importance of keeping personal information private. |
To know that choices have consequences | |
To see ourselves as valued and valuable members of the school community | |
To recognise what is fair and unfair and the difference between right and wrong | |
To recognise the difference between wants, needs and rights | |
Learning Objectives: | |
R1a | That families are important for children growing up because they can give love, security and stability. |
R1b | The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. |
H1b | That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. |
H1f | Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. |
To consider some of the changes that take place in people’s lives and reflect on some of the changes in their own lives. | |
To be able to recognise some of the emotions involved in loss situations and consider what is helpful and unhelpful in such situations. | |
Term 2
Learning Objectives: | |
H1h | That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. |
R3f | About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. |
R4b | That the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous |
To understand the consequences of racism, teasing, bullying and discrimination. | |
To understand the feelings and emotions associated with belonging. | |
Learning Objectives: | |
H4a | What constitutes a healthy diet (including understanding calories and other nutritional content)? |
H4b | The principles of planning and preparing a range of healthy meals. |
H1e | The benefits of physical exercise, time outdoors, community participation, voluntary and service- based activity on mental wellbeing and happiness. |
H3a | The characteristics and mental and physical benefits of an active lifestyle. |
H2b | About the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negatice content online on their own and others’ mental and physical wellbeing. |
H3b | The importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise. |
H3c | The risks associated with an inactive lifestyle (including obesity). |
H6c | The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. |
To begin to consider the effect of media and peer influences on their lifestyle choices. | |
Term 3
Learning Objectives: | |
R4a | That people sometimes behave differently online, including by pretending to be someone they are not. |
R4b | That the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous. |
R4c | The rules and principles for keeping safe online, how to recognize risks, harmful content and contact, and how to report them |
R4e | How information and data is shared and used online |
R5a | What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). |
R5b | About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. |
R5f | How to ask for advice or help for themselves or others, and to keep trying until they are heard. |
R5h | Where to get advice e.g. family, school and/or other sources. |
H2d | Why social media, some computer games and online gaming, for example are age restricted |
H2g | Where and how to report concerns and get support with issues online. |
H7a | How to make a clear and efficient call to emergency services if necessary. |
Learning Objectives: | |
R5h | Where to get advice e.g. family, school and/or other sources. |
R5f | How to ask for advice or help for themselves or others, and to keep trying until they are heard. |
H5a | The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking. |
To develop skills for weighing up the choices involved in and the reasons for and against taking risks. | |
To develop ways to resist unhelpful pressure to take risks with their health. | |
To understand that pressure comes in different forms. | |
Year 4
| Autumn Term | Spring Term | Summer Term | ||
Scheme of Work | Term 1.1
The caring school and Feelings, friends and friendships 6 lessons | Term 1.2
Respecting the difference between people 6 lessons
| Term 2.1 and Term 2.2
My healthy body and Caring for my body 9 lessons
| Term 3.1
Keeping myself safe 5 lessons
| Term 3.2
The world of drugs 3 lessons
|
|
|
|
|
|
|
Term 1
Learning Objectives: | |
R3a | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. |
R3d | The importance of self-respect and how this links to their own happiness. |
R3e | That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. |
R2a | How important friendships are in making us feel happy and secure, and how people choose and make friends. |
R2b | The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. |
R2c | That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. |
R2d | That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. |
R3b | Practical steps they can take in a range of different contexts to improve or support respectful relationships. |
R4a | That people sometimes behave differently online |
R4b | That the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others including when we are anonymous. |
R4d | How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. |
H1c | How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. |
To learn how to make positive choices. | |
To know that choices have consequences. | |
Learning Objectives: | |
R1c | That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. |
R1d | That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. |
R3a | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. |
R3e | That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. |
R3f | About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. |
R3g | What a stereotype is and how stereotypes can be unfair, negative or destructive. |
H1h | That bullying (including cyber bullying) has a negative and often lasting impact on mental wellbeing. |
H2c | How to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private. |
H2e | That the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. |
Term 2
Learning Objectives: | |
H1a | That mental wellbeing is a normal part of daily life, in the same way as physical health. |
H1e | The benefits of physical exercise, time outdoors, community participation, voluntary and service- based activity on mental wellbeing and happiness. |
H1f | Simple self- care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. |
H2b | The benefits of rationing time spent online on their own devices and the impact of positive and negative content online on their own and others mental and physical wellbeing |
H2g | Where and how to report concerns and get support with issues online |
H3c | The risks associated with an inactive lifestyle (including obesity). |
H3d | How and when to seek support including which adults to speak to in school if they are worried about their health. |
H4c | The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). |
H6c | The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. |
H6d | About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. |
H6e | About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing. |
H6f | The facts and science relating to allergies, immunisation and vaccination. |
H8a | Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes. |
Term 3
Learning Objectives: | |
R4c | The rules and principles for keeping safe online, how to recognize risks, harmful content and contact, and how to report them. |
R5a | What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). |
R5b | About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe. |
R5d | How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know. |
R5e | How to recognise and report feelings of being unsafe or feeling bad about any adult. |
R5f | How to ask for advice or help for themselves or others, and to keep trying until they are heard. |
R5h | Where to get advice e.g. family, school and/or other sources. |
H2g | Where and how to report concerns and get support with issues online. |
H7a | How to make a clear and efficient call to emergency services if necessary. |
H7b | Concepts of basic first aid, for example dealing with common injuries, including head injuries. |
To explore the concepts of safety and risk | |
To explore personal safety indoors and outdoors | |
To consider sensible road safety | |
Learning Objectives: | |
H5a | The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking. |
To increase awareness of the different types of drugs, their effects and dangers. | |
To revise health and safety skills and awareness of handling medicines. | |
The increase knowledge of the effects and dangers of smoking. | |
To explore feelings around smoking and smokers. | |
To reinforce awareness of peer pressure. | |
To help children say no to cigarettes. | |
Year 5
| Autumn Term | Spring Term | Summer Term | ||
Scheme of Work | Term 1.1
The caring school and Bullying, pressure and risks 6 lessons | Term 1.2
Me and my relationships 7 lessons
| Term 2.1 and 2.2
Healthy lifestyles 7 lessons
| Term 3.1
Growing up – Relationships and r4sponsibilities of puberty 5 lesson | Term 3.2
The world of drugs 7 lessons |
|
|
|
|
|
|
Term 1
Learning Objectives: | |
R2c | That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. |
R2d | That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. |
R2e | How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed. |
R3a | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. |
R3d | The importance of self-respect and how this links to their own happiness. |
R3e | That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. |
R3f | About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help. |
R3g | What a stereotype is, and how stereotypes can be unfair, negative or destructive. |
R4b | That the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous |
R5f | How to ask for advice or help for themselves or others, and to keep trying until they are heard. |
R5g | How to report concerns or abuse, and the vocabulary and confidence needed to do so. |
R5h | Where to get advice e.g. family, school and/or other sources. |
H1h | That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. |
H2e | That the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. |
H2g | Where and how to report concerns and get support with issues online. |
To know it is their right not to be hurt and to live without fear. | |
Learning Objectives: | |
R1b | The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. |
R1d | That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. |
R1e | That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong. |
R3h | The importance of permission- seeking and giving in relationships with friends, peers and adults. |
R3b | Practical steps they can take in a range of different contexts to improve or support respectful relationships. |
R4d | How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. |
H1b | That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. |
H1c | How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. |
H1d | How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. |
To know what is meant by love. | |
Term 2
Learning Objectives: | |
H1a | That mental wellbeing is a normal part of daily life, in the same way as physical health. |
H1e | The benefits of physical exercise, time outdoors, community participation, voluntary and service- based activity on mental wellbeing and happiness. |
H1f | Simple self- care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. |
H1i | Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online). |
H1j | That it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough. |
H2a | That for most people the internet is an integral part of life and has many benefits. |
H2b | The benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing. |
H3a | The characteristics and mental and physical benefits of an active lifestyle. |
H3d | How and when to seek support including which adults to speak to in school if they are worried about their health. |
R2a | How important friendships are in making us feel happy and secure, and how people choose and make friends. |
R3d | The importance of self-respect and how this links to their own happiness. |
R4a | That people sometimes behave differently online, including by pretending to be someone they are not. |
R4c | The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. |
R4e | How information and data is shared and used online. |
H2f | How to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. |
To understand the importance of self-image. | |
Term 3
Learning Objectives: | |
H1a | That mental wellbeing is a normal part of daily life, in the same way as physical health. |
H8b | About menstrual wellbeing including the key facts about the menstrual cycle. |
H1b | That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. |
H1d | How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. |
H1i | Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online). |
H8a | Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes. |
R3h | The importance of permission- seeking and giving in relationships with friends, peers and adults. |
R5a | What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). |
R5c | That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. |
To understand that feelings can influence behavior and vice versa. | |
To empathise with the feelings of other people. | |
Learning Objectives: | |
H4c | The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). |
H5a | The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking. |
H6a | How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. |
H7a | How to make a clear and efficient call to emergency services if necessary. |
H7b | Concepts of basic first aid, for example dealing with common injuries, including head injuries. |
To help children acquire the skills and ideas to enable them to resist early experimentation. | |
To understand the importance of alcohol on physical and mental health and lifestyles. | |
To offer a more realistic view of what addiction can mean. | |
To look at risk assessment linked to personality. | |
To learn about different reasons why people do or no not drink alcohol. | |
To reflect on the impact of one’s behavior on others. | |
Year 6
| Autumn Term | Spring Term | Summer Term | ||
Scheme of Work | Term 1.1
The caring school and Growing up - relationships 7 lessons | Term 1.2
Emotions and transition to Secondary School 5 lessons
| Term 2.1 and 2.2
Growing up – responsibilities 6 lessons
| Term 3.1
Rollercoaster: The ups and downs of puberty 6 lessons
| Term 3.2
The world of drugs and keeping safe online 7 lessons
|
|
|
|
|
|
|
Term 1
Learning Objectives: | |
R1b | The characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives. |
R1d | That stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up. |
R1e | That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong. |
R2b | The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. |
R2d | That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right. |
R2e | How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed. |
R3a | The importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs. |
R3d | The importance of self-respect and how this links to their own happiness. |
R3e | That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority. |
R3h | The importance of permission- seeking and giving in relationships with friends, peers and adults. |
R4b | That the same principles apply to online relationships as to face-toface relationships, including the importance of respect for others online including when we are anonymous |
R4d | How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. |
R5f | How to ask for advice or help for themselves or others, and to keep trying until they are heard. |
H1d | How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. |
To discuss what we mean by “going out” with someone and what we mean by love. | |
To learn how to make positive choices. | |
To know that choices have consequences. | |
Learning Objectives: | |
H1b | That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations. |
H1c | How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. |
H1d | How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. |
H1i | Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online). |
H1f | Simple self- care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. |
Term 2
Learning Objectives: | |
H1a | That mental wellbeing is a normal part of daily life, in the same way as physical health. |
H1c | How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings. |
H1d | How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. |
H1e | The benefits of physical exercise, time outdoors, community participation, voluntary and service- based activity on mental wellbeing and happiness. |
H1f | Simple self- care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. |
H1j | It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough. |
H2b | The benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing. |
H3a | The characteristics and mental and physical benefits of an active lifestyle. |
H3c | The risks associated with an inactive lifestyle (including obesity). |
H4a | What constitutes a healthy diet (including understanding calories and other nutritional content)? |
H4c | The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). |
H6a | How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. |
H6f | The facts and science relating to allergies, immunisation and vaccination. |
To explore the types of challenges that occur as children grow. | |
To help children to face new challenges positively | |
Term 3
Learning Objectives: | |
R3h | The importance of permission- seeking and giving in relationships with friends, peers and adults. |
R5f | How to ask for advice or help for themselves or others, and to keep trying until they are heard. |
R5g | How to report concerns or abuse, and the vocabulary and confidence needed to do so. |
R5h | Where to get advice e.g. family, school and/or other sources. |
H8a | Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes. |
H8b | About menstrual wellbeing including the key facts about the menstrual cycle. |
Learning Objectives: | |
H5a | The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug taking. |
R5h | where to get advice e.g. family, school and/or other sources. |
H7a | How to make a clear and efficient call to emergency services if necessary. |
H2a | That for most people the internet is an integral part of life and has many benefits. |
H2b | The benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing. |
H2d | Why social media, some computer games and online gaming, for example, are age restricted. |
H2e | The internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health. |
H2g | Where and how to report concerns and get support with issues online. |
R4a | That people sometimes behave differently online, including by pretending to be someone they are not. |
R4c | The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. |
To understand about the laws on drugs, alcohol and tobacco and about reasons for having such laws | |
To know how to take part in a discussion or debate | |
To consider other people’s opinions and a range of relevant factors when making a decision | |
To develop skills and awareness for dealing with drug related situations | |
To develop and practice strategies for resisting peer pressure | |
Below you will find example lessons for each year group: