Personal Social Health Economic and Relationships and Sex Education Curriculum 2025
Parents and carers are welcome to make an appointement to view any resources or sample materials used within this subject. Please contact the school office.
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Term 1 |
Term 2 |
Term 3 |
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Wonderful Me- Health and Well-being/Safety
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Wonderful Morecambe- Relationships/Families/ Friendships /Bullying
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Wonderful World- Living In The Wider World/Reponsibilities/ Citizenship
Kidsafe Y1-6
Sex and Relationships Education/Growing and Changing
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Year A Y1, Y3, Y5 lessons will be followed
Year B Y2, Y4, Y6 lessons will be followed
All children will work within year group in the Growing and Changing aspect of Summer 2
Autumn 1 Wonderful Me:
Health and Well-being/Safety
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Year Group |
Key Knowledge
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Key Vocabulary |
Events |
Linked SCARF Lessons |
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Nursery |
Explain what they should do if they feel unsafe Recognise potential dangers and how to stay safe, inside and outside Learn the importance of keeping safe around medicines and unknown products Name what their bodies need for energy (food, water, exercise, sleep) Talk about healthy choices and activities Describe how they feel when they don’t have enough food, water, exercise or sleep Explain how people might feel if they find something hard Suggest ways to encourage others to keep going Name feelings Name adults who can help them Have a go at challenging themselves Make healthy choices independently, in their home or education setting Share their likes and dislikes with their friends and adults in their classroom Name the different features of their face and parts of their body Use their senses to explore the world around them |
Safe, safety signs, weather, clothing Careful, labels, medicines, cleaning, products, fresh air, scissors glue Food, water, exercise, sleep, energy, healthy snacks, sugar, wash hands, fruit, vegetables Like, feel choose, head, arms, legs, eyes, ears, nose, mouth , teeth, hands, finger, feet, toes, etc pants, vest Challenge, keep trying, encourage, get better at, practice special, friends
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19.9. Youth Mental Health Day 21.9. International Day of Peace 1.10 Black History Month 10.10. World Mental Health Day 11.11 Remembrance 14.11. Anti-bullying Week and Road Safety Week 30.11 St Andrew’s Day
Also this term: Rosh Hashanah, Harvest, Yom Kippur, Sukkot, Halloween, Bonfire Night, Diwali, Hannukah, Advent, Christmas, Children In Need |
What's safe to go into my body Looking after myself |
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Reception |
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. 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. Feel resilient and confident in their learning. Name and discuss different types of feelings and emotions. Name adults in their lives and those in their community who keep them safe. 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. |
Special, practice, effort, same, different Sleep, water, food, fresh air, medicine, cuddle, chemist, doctor, grown up Safe, unsafe, tummy feelings, uncomfortable Worried, tell, adult, trust Feelings, happy, sad, kind, emojis, helpful Bounce back, encourage, try again Food, energy, grow, healthy, exercise, sleep, wash, heart, muscles, routine, calm, sleep
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What's safe to go onto my body Keeping Myself Safe - What's safe to go into my body (including medicines) |
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Year 1 |
Recognise the importance of sleep in maintaining a healthy, balanced lifestyle; Identify simple bedtime routines that promote healthy sleep. 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. Recognise the importance of regular hygiene routines; Sequence personal hygiene routines into a logical order. 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. Understand that classroom rules help everyone to learn and be safe; Explain their classroom rules and be able to contribute to making these. Demonstrate attentive listening skills; Suggest simple strategies for resolving conflict situations; Give and receive positive feedback, and experience how this makes them feel. 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.) Identify a range of feelings; Identify how feelings might make us behave: Suggest strategies for someone experiencing 'not so good' feelings to manage these. |
Sleep, rest, grow, tired, Consent, entertainment, risk, harmful Medicine, safe, responsibility First aid, risk, accident, burn, kettle, safe, hazard, scald, emergency Starchy, dairy, protein, fruit, vegetables, vitamins, portion, meat, sugar, salt Energy, food, water, air, oxygen, exercise, healthy Hygiene, routine, clean Germs, disease, spread Learning, practice, confident, achievement Rules, safe, responsibility, work together Listening, Feelings, body language, safe, support, behaviour |
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Year 2 |
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. Identify situations in which they would feel safe or unsafe; Suggest actions for dealing with unsafe situations including who they could ask for help. 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. 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. 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. 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. Suggest actions that will contribute positively to the life of the classroom; 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. Explain, and be able to use, strategies for dealing with impulsive behaviour. 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. Identify special people in the school and community who can help to keep them safe; Know how to ask for help. 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. 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. Explain how germs can be spread; Describe simple hygiene routines such as hand washing; Understand that vaccinations can help to prevent certain illnesses Explain the importance of good dental hygiene; Describe simple dental hygiene routines. |
Sleep, medicines, safety, safe, unsafe, feelings, worried, getting help, touch, feelings, uncomfortable, hurt, surprise, secret, tell Happy, safe, caring, friendly, rules, feelings, showing feelings Unique, respect, feelings, control, erupt Uniform, ask for help Practice, encourage, goal, achieve, challenge Choose, choices, healthy, unhealthy, vaccination, injection, disease, hygiene, germs., teeth, dental |
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Year 3 |
Identify situations or people that are safe or unsafe? Suggest strategies for keeping safe. Define the words danger and risk and explain the difference between the two. Know strategies for dealing with risky situations. Identify risk factors in a given situations and suggest ways to reduce or manage the risk. Recognise potential risks and suggest strategies for safe online browsing Understand that medicines are drugs and suggest ways that they can be helpful or harmful. 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. 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. 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. 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. 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. 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. 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. |
Trust, safe, unsafe, risk(y), feelings, strategies, consequence, danger, browsing, phishing, search engine, fake news, internet safety, online Medicines, drugs, harmful, helpful, instructions Drugs, cigarettes, vapes, nicotine, alcohol Balanced diet, proteins, dairy, teeth, bones, carbohydrates, energy, fruit, vegetables, healthy Infection, cleanliness, hygiene, rest, sleep, water, medicine, drug, dose, Intestine, vessels, veins, arteries, lungs, liver Goals, ambitions, improve, achieve, goal setting, talents, skills, intelligence Dare, persuade, feelings Internet safety, private, public, profile, personal information |
Alcohol and cigarettes: the facts Derek cooks dinner! (healthy eating) None of your business! |
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Year 4 |
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. 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. Describe stages of identifying and managing risk; Suggest people they can ask for help in managing risk. 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. 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. 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). 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. 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. 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. 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). |
Feelings, physical effects, sad, unhappy, devastated, miserable, distressed, lonely, alone, ignored, isolated, abandoned. Happy, delighted, joyful, calm, assured confident Danger/ous, risky/y, hazard/ous, persevere, influence, consequence, private, privacy, secure, medicine, drug, choices, online safety Responsible, reliable, trustworthy Unique, individual, choices, balanced diet, well being, mental health Minor, injury, accident, emergency, nose bleed, choking, airway, unresponsive, casualty, burn, scald, wound, recovery, breathing Connect, mindful, creative, give to others |
Who helps us stay healthy and safe?
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Year 5 |
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. 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. 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. 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. Describe some of the health risks caused by vaping; Understand that there are potential health risks of vaping that are not yet fully known; Use critical thinking skills when reading information/media; Understand that companies selling vaping products do so to make money; Describe some of the possible outcomes of taking a risk. 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. 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. Identify their own strengths and talents; Identify areas that need improvement and describe strategies for achieving those improvements. 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. |
Emotions, emotional needs. Sex, sexual orientation, gender identity. Gender expression Personal information, privacy settings, assessing risk, pressure, influence, risk taking, assertive Substance, stimulant, organs, body systems. Perseverance, commitment, resilience, determination, patience, interpersonal skills, personal qualities, celebrities |
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Year 6 |
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. 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. 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. 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. 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. 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. Understand some of the basic laws in relation to drugs; Explain why there are laws relating to drugs in this country. 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. Identify aspirational goals; Describe the actions needed to set and achieve these. Present information they researched on a health and wellbeing issues outlining the key issues and making suggestions for any improvements concerning those issues. Identify risk factors in a given situation; Understand and explain the outcomes of risk-taking in a given situation, including emotional risks 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. 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. |
Social media, parental consent, trolling, online safety, sharing, privacy settings, identity theft, secure, right to privacy, sharing online, permission, illegal, sexual images, social media, profile, image Habit, addiction, emotional needs, drug, illegal, legal, medical, non-medical, drug laws, age restrictions, possess, supply, produce, penalties, alcohol, short term effects, long term effects, risks, norms Aspirations, goal setting, perseverance, health, well being, accurate, reliable, sources Assessing risk, weigh up, dilemmas, choices, influence Well being, connect, be active, take notice, keep learning, give |
Five Ways to Wellbeing project
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Spring 1 Wonderful Morecambe:
Relationships/Families/Friendships /Bullying
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Year Group |
Key Knowledge |
Key Vocabulary |
Events |
Linked SCARF Lessons |
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Nursery |
Recognise that there are differences and similarities between themselves Celebrate their friends and include them Understand people have different cultures and religions Talk about the similarities and differences amongst their peers Talk about the things they and their friends are good at Spot similarities and differences in nature Recognise that there are differences and similarities between themselves Celebrate their friends and include them Understand people have different cultures and religions Talk about their families and special people Name those who care for them and keep them safe Describe the different types of homes Name key relatives/care givers at home and those who care for them in their education settings Recognise a 'funny tummy'feeling when something feels wrong or unsafe and say what to do Talk about what makes them feel safe |
Similar, different, friendship, friend, family, special, kind, sharing, helping, feelings, grown up, tell, tummy feelings, unsafe Big, small, colour, hug, near, far, sad, love, adopt, special days, quiet, loud, help, similar |
LGBTQ+ History Month 10.2 Chinese New Year 4.2 Children’s Mental Health Week 6.2. Safer Internet Day 17.2 Random Acts of Kindness Day 1.3. St Davids Day Mrs Mitter Day 8.3. International Women’s Day 10.3 Mothers Day 17.3 St Patricks Day 20.3 International Day of Happiness 21.3. Day Against racial discrimination 7.4 World Health Day
Also this term: Valentine’s day, Ash Wednesday, Shrove Tuesday, Burns Night, Epiphany, World Book Day, Holi, Ramadan. Passover, Easter Comic Relief
Life Education |
People who help me and keep me safe
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Reception |
Describe their own positive attributes. Share their likes and dislikes. Listen to and respect the ideas of others. Recognise the similarities and differences amongst their peers. Discuss why differences should be celebrated. Retell a story. Talk about their family, customs and traditions. Listen to others talk about their experiences. Compare their own experiences with those of others. 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. Suggest ways in which we can be kind towards others. Demonstrate skills in cooperation with others. Show friendly behaviour towards a peer. Build relationships with others. 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. 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. Recognise emotions and physical feelings associated with feeling unsafe; Identify people who can help them when they feel unsafe. |
Safe, worried, tell, adult, trust, address, special, ,likes, dislikes, favourite, same, different. Kind, unkind, family, home, kind, kindness, new friend, kindness, help, special people, friends, help |
Who can help? (1) )from year 1 |
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Year 1 |
Identify the differences and similarities between people; Empathise with those who are different from them; Begin to appreciate the positive aspects of these differences. Explain the difference between unkindness, teasing and bullying; Understand that bullying is usually quite rare. Explain some of their school rules and how those rules help to keep everybody safe. Recognise and explain what is fair and unfair, kind and unkind; Suggest ways they can show kindness to others. Identify some of the people who are special to them; Recognise and name some of the qualities that make a person special to them. 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. Identify simple qualities of friendship; Suggest simple strategies for making up. 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. Demonstrate attentive listening skills; Suggest simple strategies for resolving conflict situations; Give and receive positive feedback, and experience how this makes them feel. |
Same, difference, different, respect, unkind, unkindness, tease, teasing, bully, bullying, behaviour, rules, safe, fair, kind Special people, qualities, feelings, family, friendship, make up Praise, support, encourage, feedback, feelings Unkind, unkindness, tease, bully, witness, experience, get help |
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Year 2 |
Recognise that friendship is a special kind of relationship; Identify some of the ways that good friends care for each other. 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. Understand and describe strategies for dealing with bullying: Rehearse and demonstrate some of these strategies. 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. Identify people who are special to them; Explain some of the ways those people are special to them. Recognise and explain how a person's behaviour can affect other people. 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. 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. 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. Describe and record strategies for getting on with others in the classroom. Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to. Demonstrate simple ways of giving positive feedback to others. |
Friendly, friendship, bullying, repeated, help, don’t do that, regular, special people, help, feelings, behaviour, calm, aggressive, solve, cooperate, kind, unkind, kindness, listening, listen, problem Responsibility, help, share, take turns, listen Help, support, supportive, change, loss, feelings, emotions, frightened, nervous |
When someone is feeling left out Sam moves away A helping hand |
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Year 3 |
Reflect on listening skills; Give examples of respectful language; Give examples of how to challenge another's viewpoint, respectfully. Recognise that there are many different types of family; Understand what is meant by 'adoption' 'fostering' and 'same-sex relationships.' 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. 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. 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). 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). Identify people who they have a special relationship with; Suggest strategies for maintaining a positive relationship with their special people. Rehearse and demonstrate simple strategies for resolving given conflict situations. Identify qualities of friendship; Suggest reasons why friends sometimes fall out; Rehearse and use, now or in the future, skills for making up again. Identify key people who are responsible for them to stay safe and healthy; Suggest ways they can help these people.
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Respect, cooperate, listening skills, politeness, courtesy, manners Family, adoption, fostering, same sex couple, blended family Community, belonging, similarities, differences, identity, respect, name calling, bullying, prejudice, disability, gender, race, colour, sexuality Friendship. Falling out, making up, compromise, conflict, point of view, cooperate, collaborate, strategies, apologise, listen Helper, responsible, safe, healthy First aid, risk, accident, danger, hazard, kettle, safe, burn, scald, accident, emergency |
Let's celebrate our differences Looking after our special people How can we solve this problem? Helping each other to stay safe
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Year 4 |
Define the terms 'negotiation' and 'compromise'; Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise. 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. 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. Understand and identify stereotypes, including those promoted in the media. 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. 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. Define what is meant by the word 'dare'; Identify from given scenarios which are dares and which are not; Suggest strategies for managing dares. Explain what we mean by a ‘positive, healthy relationship’; Describe some of the qualities that they admire in others. 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. 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. 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. 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. |
Negotiation, compromise, aggressive, apologise, similarities, differences, respect/ful, stereotype, sharing, acquaintances, body space, invade Dare, assertive, positive, healthy, respect, responsibility, qualities, excluded, face to face, rude, friendly, consequences Unkind, tease, bully, pressure, independent Antisocial behaviour, witness, community |
The people we share our world with
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Year 5 |
Explain what collaboration means; Give examples of how they have worked collaboratively; Describe the attributes needed to work collaboratively. Explain what is meant by the terms negotiation and compromise; Describe strategies for resolving difficult issues or situations. 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. Identify what things make a relationship unhealthy; Identify who they could talk to if they needed help. Identify characteristics of passive, aggressive and assertive behaviours; Understand and rehearse assertiveness skills. Define some key qualities of friendship; Describe ways of making a friendship last; Explain why friendships sometimes end. Rehearse active listening skills: Demonstrate respectfulness in responding to others; Respond appropriately to others. 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. Recognise that some people can get bullied because of the way they express their gender; Give examples of how bullying behaviours can be stopped. 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. 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. 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. State what is meant by community; Explain what being part of a school community means to them; Suggest ways of improving the school community. Identify people who are responsible for helping them stay healthy and safe; Identify ways that they can help these people. |
Collaborate, negotiation, compromise, conflict resolution, insensitive, sensitive. Unhealthy relationship, verbal abuse, physical abuse. Sexual abuse, uncomfortable touching, assertive, passive, aggressive, friendship, talking, listening, listening skills, respect, excluded. Discrimination, prejudice Listening skills, respect, bullying, cyberbullying Prejudice, biological sex, sexual orientation, gender identity, gender expression Dare, pressure, resist Rights, responsibilities, duties, community, independence, |
Independence and responsibility
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Year 6 |
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. 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. Demonstrate ways of showing respect to others, using verbal and non-verbal communication. 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. 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). 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. Demonstrate a collaborative approach to a task; Describe and implement the skills needed to do this. 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. 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. List some assertive behaviours; Recognise peer influence and pressure; Demonstrate using some assertive behaviours, through role-play, to resist peer influence and pressure. 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. Recognise that some types of physical contact can produce strong negative feelings; Know that some inappropriate touch is also illegal.
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Witness, bystander, unique, positive feedback, confidence, self-esteem, unique, diversity, biological sex, sexual orientation, gender identity, gender expression, stereotype, point of view, cultural norms, respect, disrespect, body language, empathy, prejudice, tolerance, relationships, friend, acquaintance, media influence, assumption, collaboration, teamwork, balanced friendship, respectful, assertive, peer pressure, marriage, civil partnership, forced marriage, illegal, appropriate, inappropriate |
We have more in common than not Tolerance and respect for others
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Summer 1 Wonderful World:
Living In The Wider World/Reponsibilities/Citizenship
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Year Group |
Key Knowledge |
Key Vocabulary |
Events |
Linked SCARF Lessons |
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Nursery |
Show care and responsibility for their home and learning environments Talk about what is special within the natural world Name some ways in which they can help their world Name some activities that they can do to help out at home Talk about how they can look after other members of their family Talk about how they can look after their friends |
Classroom, care, clean, tidy look after, similar, different, helping, family, friends, feelings |
April Stress Awareness Month
23.4. St George’s Day 13.5. Mental health Awareness week 15.5 Walk to school week
Also this term: Eid-al Fitr, Eid-al Ahda. Vesak |
Looking after others |
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Reception |
Name the special people in their lives. Understand that our special people can be different to those of others. 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. 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. 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. Recognise coins and other items relating to money. Identify the uses of money. Talk about why it’s important to keep money safe. Identify ways to save money. Talk about why we save money. |
Family, look after, help,be alone, friends, work together, responsibility, helpful, caring Environment, litter, electricity, pollution, recycling Money, shop, buy, cost, pay, save, safe place |
Looking after my special people Being helpful at home and caring for our classroom Looking after money (1): recognising, spending, using Looking after money 2
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Year 1 |
Recognise how a person's behaviour (including their own) can affect other people. Identify what they like about the school environment; Recognise who cares for and looks after the school environment. 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. Explain where people get money from; List some of the things that money may be spent on in a family home. 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). |
Behaviour, consequences, special person, promise, environment, responsibility, needs, responsible Money, cost, bills, spending, afford, bank, coin, note, worth, saving, safe |
How should we look after our money?
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Year 2 |
Basic rules to keep safe online, including what is meant by personal information and what should be kept private The importance of telling a trusted adult if they come across something that scares them. That sometimes people may behave differently online, including by pretending to be someone they are not. 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. 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. 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. |
Gamer, Personal information , Internet, risk Money, spending, saving, environment, responsibility, first aid, risk, danger, hazard, kettle, safe, burn, scald, accident, emergency |
Harold saves for something special How can we look after our environment?
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Year 3 |
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. 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. 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.) 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.) 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. 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. Express opinions and listen to those of others; Consider others' points of view; Practise explaining the thinking behind their ideas and opinions. Develop skills in discussion and debating an issue; Demonstrate their understanding of health and wellbeing issues that are relevant to them; Empathise with different viewpoints; Make recommendations, based on their research. |
Fact, opinion, volunteer, well being, income, saving, spending, earning, environment, waste, responsibility Continuum, opinions, respectful, courteous, challenging Rules, safety Debate, discussion, justify |
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Year 4 |
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. Understand that humans have rights and also responsibilities; Identify some rights and also responsibilities that come with these. 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. 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. 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. Demonstrate strategies for working on a collaborative task; Define successful qualities of teamwork and collaboration. 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. 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 |
Refuse, reduce, re-use, rot, recycle, repair, re-think Safe, healthy, rules, laws, rights, responsibility, United Nations, democracy, influence, opinion, respectful, courteous Income tax, national insurance, deductions, public services, income, expenditure, essential Collaborate/tion/tive, teamwork Feelings, physical effects |
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Year 5 |
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. 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. Understand the difference between a fact and an opinion; Understand what biased reporting is and the need to think critically about things we read. 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. State the costs involved in producing and selling an item; Suggest questions a consumer should ask before buying a product. Define the terms loan, credit, debt and interest; Suggest advice for a range of situations involving personal finance. Explain some of the areas that local councils have responsibility for; Understand that local councillors are elected to represent their local community. |
Metaphor, diverse, multi-cultural society, responsibility, fact, opinion, biased, unbiased, voluntary and community group, pressure Costs, wages, salary, rent, Fair Trade, borrow, loan, credit, debit, interest, public services, council group, elections, councillors |
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Year 6 |
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. 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 |
Saving, bank account, Junior ISA, interest, debit card, cash, value Environmentally sustainable, recycling, energy, materials, waste, transport. Shop local, food miles, Fair Trade, reuse, democracy, election, manifesto, candidate, voting, policies, voting booth, ballot slip, ballot box, constituencies, House Of Commons, MP, proposal, debate, amendments, penalties, enforcement, majority, House of Lords, royal Assent Red cross, first aid, emergency, 999, ambulance, operator, information, serious, adult, scenario, script, role, feelings, panic, calm, responsive, unresponsive |
Happy shoppers - caring for the environment Democracy in Britain 1 - Elections Democracy in Britain 2 - How (most) laws are made Two side to every story Basic first aid, including Sepsis Awareness
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Summer 2 Growing and Changing/ Sex Education
- Parents do not have the right to withdraw their children from relationships education.
- Parents have the right to withdraw their children from the non-statutory/non-science components of sex education within RSE (taught in Year 6).
- Requests for withdrawal should be made to the Headteacher.
- Alternative work will be given to children who are withdrawn.
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Year Group |
Key Knowledge |
Key Vocabulary |
Events |
Linked SCARF Lessons |
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Nursery |
Describe seasonal changes Use key vocabulary relating to natural change, e.g. weather, seasons, cold, hot Describe the life cycle of an animal Talk about how babies change as they grow Explain what babies need and how this changes as they grow Share their own experiences and listen to those of the others Talk about the similarities and differences between the males and females Begin to play inclusively with their friends, regardless of their sex (if not already doing so) Think differently and more openly about what a family may look like
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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12.6 Healthy Eating Week 12.6. Loneliness Awareness Week 16.6. Father’s Day
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Growing and changing in nature
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Reception |
Name the different seasons and describe their differences. Explain the changes that occur as seasons change. Talk about how they have grown in resilience. 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. 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. 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. Talk about how they have changed as they have grown. Explain the differences between babies, children, and adults. Understand that we are all unique. Name parts of the body (including reproductive parts) 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.
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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Life stages - plants, animals, humans Life Stages: Human life stage - who will I be? Me and my body - girls and boys
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Year 1 |
Understand that the body gets energy from food, water and air (oxygen); Recognise that exercise and sleep are important parts of a healthy lifestyle. 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. 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. 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. 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.
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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Year 2 |
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. 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. 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. Identify how inappropriate touch can make someone feel; Understand that there are unsafe secrets and secrets that are nice surprises; Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop.
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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Some secrets should never be kept
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Year 3 |
Identify different types of relationships; Recognise who they have positive healthy relationships with. 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. 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. 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. Recognise that babies come from the joining of an egg and sperm; Explain what happens when an egg doesn’t meet a sperm; Understand that for girls, periods are a normal part of puberty.
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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My changing body (internal body part names- not menstruation)
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Year 4 |
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. 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. 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. 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. 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.
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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My feelings are all over the place! All change! (eliminating activity 2 changing)
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Year 5 |
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. 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. Recognise that babies come from the joining of an egg and sperm; Explain what happens when an egg doesn’t meet a sperm; Understand that for girls, periods are a normal part of puberty. 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. Identify some products that they may need during puberty and why; Know what menstruation is and why it happens. Know the correct words for the external sexual organs; Discuss some of the myths associated with puberty. 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.
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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All change lesson from Year 4 My changing body (y 3 periods) Preparing for changes at puberty (Y4 formerly Period positive/preparing for periods) Dear Ash Growing Up and Changing Bodies Changing Bodies and feelings Help I’m a teenager Get Me Out Of Here! |
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Year 6 |
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. 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. 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. 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;
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All correct vocabulary and terminology used in the Growing and Changing sessions will be communicated by letter to parents in the Summer term.
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Helpful or unhelpful? Managing change
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