Progression of knowledge & skills in: Subject Leader: Date of last review:

Miss C Comer
October 2020
PSHE

Subject Intent: To provide a comprehensive Personal, Social, Health Education (Health and Well-being) curriculum that gives relevant context to build skills,
attitudes, self-esteem, resilience and confidence in all our students. We aim to equip pupils with the knowledge to make informed decisions about their
wellbeing, health and relationships as well as preparing them for a successful adult life.

RIGHTS RESPECTING ARTICLE NUMBER: Article 12 Every child has the right to have a say in all matters affecting them, and to have their views taken seriously.
Article 13 Every child must be free to say what they think and to seek and receive all kinds of information, as long as it is within the law.
Article 16 Every child has the right to privacy. The law should protect the child’s private, family and home life. Article 17 Every child has the right to reliable information from
the media. This should be information that children can understand. Governments must help protect children from materials that could harm them.
Article 19 Governments must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone
else who looks after them.

In PSHE, like all other subjects, we recognise the importance of the methods and practice of teaching (the pedagogy) we choose to use in enabling pupils to know more,
understand more and remember more. In PSHE, the following approaches will be used, and be evident in pupil discussion, observations and work in books, in order to ensure
that the PSHE learning opportunities are as effective as possible and that pupils progress throughout the year and across year groups during their art experiences in school:

Step 1 - ‘The Big Picture’ – setting the PSHE Behaviourism Direct teacher instruction; modelling of skills and techniques;
learning that is about to take place within demonstration
Teaching the chronology of pupils PSHE learning to
Sequence in date. Starting with what the children know,
PHSE. understand, are able to do and able to say. Possible
Every year Step 2 - Review most recent learning in pedagogical Constructivism Inquiry-based learning
group’s unit of PSHE. approaches
work should Step 3 - Specify key vocabulary to be used used in PHSE: Social Teacher modelling; questioning; mix of individual, paired and
include: and its meaning. Constructivism group instruction
Step 4 - Provide relevant and realistic Liberationism Pupil-led learning; opportunities
information, which reinforces positive
social norms.
Step 5 - Provide opportunities for the Learning, Being introduced to the key vocabulary relating to the PSHE so
children to work interactively with the working and that all children can express their views, opinions, likes, dislikes
teacher acting as the facilitator. (Kagan) talking about ad emotions confidently.
PSHE with
confidence
Step 6 - Provide opportunities for children
to make real decisions about their lives, to
take part in activities, which simulate adult
choices and where they can demonstrate
their ability to take responsibility for their
decisions.
Step 7 - Individual reflection on the
learning that has taken place
 Stag Lane Primary School and Nursery – PSHE
During Key Stages 1 and 2, PSHE education offers both explicit and implicit learning opportunities and experiences, which reflect pupils’ increasing
independence and physical and social awareness as they move through the primary phase. It builds on the skills that pupils started they acquire during the Early
Years Foundation stage (EYFS). They develop effective relationships, assume greater personal responsibility and manage personal safety, including online. PSHE
education helps pupils to cope with the changes at puberty, introduces them they a wider world and enables them they make an active contribution they their
communities.
EYFS Key Stage 1 Lower Key Stage 2 Upper Key Stage 2
Unit:
Nursery Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Being I understand I feel special and I can give some I can identify my
me in my how it feels to safe in my class. I can tell you some I can name some of I can tell you why my examples of people in goals for this year,
world belong and I understand things that make the responsible choices school is a community my country who have understand my fears
that we are how it feels to I understand the my class a safe I make in school. I can and some of the different different lives to mine. and worries about the
similar and belong and rights and and fair place. tell you who I can go roles people have in it. future and know how
different. that we are responsibilities as to for help if I need it. I can tell you why being to express them.
similar and a member of my I can say how I I can say how it feels to part of a community is
I understand different class. feel about my class I can give you some be part of a positive positive and why it is I feel welcome and
how feeling and why I like it examples of how to school community and to important that the valued and know how
happy and I can start to I know that I being safe and work/play well with be listened to. community is a fair to make others feel
sad can be recognise and belong to my fair. others. one. the same.
expressed. manage my class. I know my attitudes and
feelings I can identify some I recognise my worth actions make a difference I can face new I know that there are
I can work I understand the of my hopes and and can identify to the class team. challenges positively universal rights for all
together and I enjoy rights and fears for this year. positive things about and know how to set children but for many
consider other working with responsibilities of myself and my I know how good it feels personal goals. children these rights
people’s others to being a member of I recognise when I achievements. to be included in a group are not met.
feelings. make school a my class and I feel worried and and understand how it I know what I value
good place to know how to make know who to ask I can set personal feels to be excluded. I try most about my school I understand my own
I can use be my class a safe for help. goals. to make people feel and can identify my wants and needs and
gentle hands place for welcome and valued. hopes for this school can compare these
and I enjoy everybody to I understand the I value myself and year. with children in
understand working with learn. rights and know how to make I understand who is in different
that it is good others to responsibilities for someone else feel my school community, I understand my rights communities.
to be kind to make school a I can recognise being a member of welcome and valued. the roles they play and and responsibilities as a
people. good place to how it feels to be my class and how I fit. British citizen and a I can make choices
be proud of an school. I can face new member of my school. about my own
I am starting achievement. challenges positively, I can take on a role in a behaviour because I
to understand I am starting I recognise when I make responsible group and contribute to I can empathise with understand how
children’s to understand I can recognise feel worried and choices and ask for the overall outcome. people in this country rewards and
rights and this children’s the choices I make know who to ask help when I need It. whose lives are consequences feel
means we rights and this and understand for help. I understand how different to my own. and I understand how
should all be means we the consequences. I recognise how it democracy works these relate to my
allowed to should all be I understand my I understand the feels to be happy, sad through the school I can make choices rights and
learn and allowed to rights and rights and or scared and am able council. about my own responsibilities.
play. learn and play responsibilities responsibilities for to identify if other behaviour because I
 within our learning being a member of people are feeling I can recognise my understand how I understand that my
I am learning charter my class. these emotions contribution to making a rewards and actions affect myself
what being Learning Charter for the consequences feel. and others; I care
responsible I can understand I can help to make I understand why rules whole school. about other people’s
means. my choices in my class a safe are needed and how I understand that my feelings and try to
following the and fair place. they relate to rights I understand that my actions affect me and empathise with them.
Learning Charter and responsibilities. actions affect myself and others.
I can listen to others; I care about I understand how an
I can tell you other people and I know how to make other people’s feelings I understand how an individual’s behaviour
something positive contribute my own others feel valued. and try to empathise with individual’s behaviour can impact on a
that I like about ideas about them. can impact on a group. group I can
being in my class. rewards and I understand that my contribute to the
consequences. actions affect myself I understand how I can contribute to the group and understand
I can say how I and others and I care rewards and group and understand how we can function
help make my I can help make about other people’s consequences motivate how we can function best as a whole.
class a happy and my class a safe feelings. people’s behaviour. best as a whole.
safe place. and fair place. I understand how
I understand that my I understand how groups I understand how democracy and
I understand how behaviour brings come together to make democracy and having having a voice
following the rewards/consequences decisions. a voice benefits the benefits the school
Learning Charter . school community and community.
will help me and I can take on a role in a know how to
others learn. I can make responsible group and contribute to participate in this. I understand why our
choices and take the overall outcome. school community
I can work action. I understand why our benefits from a
cooperatively. I understand how school community Learning Charter and
I can work democracy and having a benefits from a how I can help others
I am choosing to cooperatively in a voice benefits the school Learning Charter and to follow it by
follow the Learning group. community. can help others to modelling it myself.
Charter follow it.
I understand my I understand why our
actions affect others school community
and try to see things benefits from a Learning
from their points of Charter and can help
view. others to follow it

I am choosing to
follow the Learning
Charter
Celebrati I know how I can identify I can identify I am starting to I understand that I can tell you a time I understand that I can explain ways in
Understa it feels to be something I similarities understand that everybody’s family is when my first impression cultural differences which difference can
ding proud of am good at between people in sometimes people different and important of someone changed as I sometimes cause be a source of conflict
difference something I and my class I can tell make assumptions to them. got to know them. conflict. or a cause for
am good at. understand you some ways in about boys and I appreciate my celebration.
everyone is which I am the girls (stereotypes.) family/the people who I can also explain why I am aware of my own
I can tell you good at same as my care for me. bullying might be difficult culture. I can show empathy
one way I different friends. I understand some to spot and what to do with people in
am special things ways in which I understand that about it if I’m not sure. I understand what situations where their
and unique. I can tell you what boys and girls are differences and racism is. I am aware difference is a source
I understand bullying is I similar and feel conflicts sometimes I can explain why it is of my attitude towards of conflict or a cause
I know that that being understand how good about this. happen among family good to accept myself people from different for celebration.
all families different being bullied members. and others for who we races.
are different. makes us all might feel. are. I understand there
special I understand I know how to calm I understand how are different
I know there I know some some ways in myself down and can I understand that, rumour-spreading and perceptions about
are lots of I know we are people who I which boys and use the ‘Solve it sometimes, we make name-calling can be what normal means.
different all different could talk to if I girls are different together’ technique. assumptions based on bullying behaviours.
houses and but the same was feeling and accept that what people look like. I can empathise with
homes. in some ways unhappy or being this is ok. I know what it means I can tell you a range people who are living
bullied. I can be to be a witness to I try to accept people for of strategies in with disabilities.
I can tell I can tell you kind to children I understand that bullying. who they are. I managing my feelings
you how I why I think who are bullied. bullying is understand what in bullying situations I understand how
could make my home is sometimes about I know some ways of influences me to make and for problem-solving having a disability
new friends. special to me I know how to difference. I can helping to make assumptions based on when I’m part of one. could affect
make new friends tell you how someone who is bullied how people look. someone’s life.
I can use my I can tell you I know how it someone who is feel better. I can explain the
words to how to be feels to make a bullied feels. I can question why I difference between I am aware of my
stand up for kind to a new friend. I know that witnesses think what I do about direct and indirect attitude towards
myself friend. I can be kind to can make the situation other people. I know that types of bullying. people with
I can tell you children who are better or worse by sometimes bullying is disabilities.
I know which some ways I am bullied. what they do. hard to spot and I know I know some ways to
words to use different from my what to do if I think it is encourage children who I can explain some of
to stand up friends I I can recognise I can problem-solve a going on but I’m not use bullying behaviours the ways in which
for myself understand these what is right and bullying situation with sure. to make other choices one person or a
when differences make wrong and know others. and know how to group can have
someone says us all special and how to look after I know how it might feel support children who power over another.
or does unique myself. I recognise that some to be a witness to and a are being bullied.
something words are used in target of bullying. I know how it can
unkind I know when and hurtful ways. I try hard I can compare my life feel to be excluded or
how to stand up not to use hurtful I can tell you why with people in the treated badly by
for myself and words (e.g. gay, fat). witnesses sometimes join developing world. being different in
others in with bullying and some way.
I can tell you about a sometimes don’t tell. I I can appreciate the I know some of the
I know how to get time when my words can problem-solve a value of happiness reasons why people
help if I am being affected someone’s bullying situation with regardless of material use bullying
bullied. feelings and what the others. wealth. I can enjoy the behaviours.
consequences were. experience of a culture
other than my own
 I know some I can give and receive I can identify what is I can tell you a range
ways to make new compliments and know special about me and I respect my own and of strategies in
friends. how this feel value the ways in which I other people’s cultures. managing my feelings
am unique I like and in bullying situations
I know how it respect the unique and for problem
feels to be a friend features of my physical solving when I’m part
and have a friend. appearance. of one.

I can tell you I can tell you a time I can give examples
some ways I am when my first impression of people with
different from my of someone changed disabilities who lead
friends. when I got to know amazing lives and I
them. appreciate people for
I understand who they are.
these differences I can explain why it is
make us all special good to accept people for I can explain ways in
and unique who they are which difference can
be a source of conflict
and a cause for
celebration.

I can show empathy

with people in either
situation.

Dreams I understand I understand I can set simple I can choose a I can tell you about a I can plan and set new I understand that I will I can explain different
and Goals what that if I goal. realistic goal and person who has faced goals even after a need money to help me ways to work with
challenge persevere I think about how to difficult challenges and disappointment. achieve some of my others to help make
means. can tackle I can identify my achieve It. achieved success. dreams. the world a better
challenges. successes and I can explain what it place.
I can keep achievements. I can identify my I respect and admire means to be resilient and I can identify what I
trying until I I can tell you successes and people who overcome have a positive attitude. would like my life to be I can explain what
can do about a time I I can set a goal achievements and obstacles and achieve like when I am grown motivates me to
something. didn’t give up and work out how know how this their dreams and goals I can tell you about up. make the world a
until I to achieve it. makes me feel (e.g. through some of my hopes and better place.
I can set a achieved my I can tell you how (proud). disability). dreams I know how it I know about a range
goal and goal. I learn best. feels to have hopes and of jobs carried out by I know my learning
work at it. I can set a I can persevere I can identify a dreams. people I know and strengths and can set
goal and work I understand how even when I find dream/ambition that is have explored how challenging but
I know towards it. to work well with a tasks difficult. important to me. I understand that much people earn in realistic goals for
some kind partner. sometimes hopes and different jobs. myself (e.g. one in
words to I can use I can tell you some I can imagine how I dreams do not come true school goal and one
encourage kind words to I can celebrate of my strengths as will feel when I and that this can hurt. I appreciate the out-of-school goal).
people. encourage achievement with a learner. achieve my contributions made by
people. my partner dream/ambition. I know how people in different jobs. I understand why it
I can start I can recognise disappointment feels and is important to stretch
to think who it is easy for
about the I understand I can tackle a new me to work with I enjoy facing new can identify when I have I can identify a job I the boundaries of my
jobs I might the link challenge and and who it is more learning challenges felt that way. would like to do when I current learning.
like to do between what understand this difficult for me to and working out the grow up and
when I’m I learn now might stretch my work with. best ways for me to I know that reflecting on understand what I can work out the
older. and the job I learning. achieve them. positive and happy motivates me and what learning steps I need
might like to I understand how experiences can help me I need to do to achieve to take to reach my
I can feel do when I’m I can identify how working with other I can break down a to counteract it. goal and understand
proud when I older I feel when I am people can help goal into a number of disappointment. how to motivate
achieve faced with a new me to learn. steps and know how I appreciate the myself to work on
something. I can say how challenge. others could help me I know how to cope with opportunities that these.
I feel when I I can work to achieve it. disappointment and how learning and education
achieve a goal I can identify cooperatively in a to help others cope with are giving me and I can set success
and know obstacles which group to create an I am motivated and theirs. understand how this criteria so that I will
what it means make it more end product. enthusiastic about will help me to build my know whether I have
to feel proud difficult to achieve achieving our new I know how to make a future. reached my goal.
my new challenge I can work with challenge. new plan and set new
and can work out other people to goals even if I have been I can describe the I can identify
how to overcome solve problems. I know that I am disappointed. dreams and goals of problems in the world
them. responsible for my own young people in a that concern me and
I can explain some learning and can use I know what it means to culture different to talk to other people
I know how I feel of the ways I my strengths as a be resilient and to have a mine. I can reflect on about them.
when I see worked learner to achieve the positive attitude. how these relate to my
obstacles and how cooperatively in challenge. own. I recognise the
I feel when I my group to create I know how to work out emotions I experience
overcome them. the end product. I can recognise the steps to take to I understand that when
obstacles which might achieve a goal, and can communicating with I can work with other
I can tell you how I can express how hinder my achievement do this successfully as someone in a different people to help make
I felt when I it felt to be and can take steps to part of a group. culture means we can the world a better
succeeded in a working as part of overcome them. learn from each other place.
new challenge and this group. I can enjoy being part of and I can identify a
how I celebrated I can manage the a group challenge. I can range of ways that we I can empathise with
it. I know how to feelings of frustration identify the contributions could support each people who are
share success with that may arise when made by myself and other. suffering or who are
I know how to other people. obstacles occur. others to the group’s living in difficult
store the feelings achievement. I appreciate the situations.
of success in my I know how I can evaluate my similarities and
internal treasure contributing to the own learning process I know how to share in differences in I can describe some
chest success of a group and identify how it can the success of a group aspirations between ways in which I can
feels and I can be better next time. and how to store this myself and young work with other
store those success experience in my people in a different people to help make
feelings in my I am confident in internal treasure chest culture. the world a better
internal treasure sharing my success place.
chest (proud). with others and can I can encourage my
store my feelings in my peers to support young I can identify why I
internal treasure chest. people here and abroad am motivated to do
to meet their this.
aspirations, and
 suggest ways we might I know what some
do this, e.g. through people in my class
sponsorship. like or admire about
me and can accept
I understand why I am their praise.
motivated to make a
positive contribution to I can give praise and
supporting others compliments to other
people when I
recognise their
contributions and
achievements.

Healthy I know the I understand I understand the I can explain why I understand how I can recognise when I know the health risks I can explain when
me names for that I need to difference foods and exercise affects my people are putting me of smoking and can tell substances including
some parts exercise to between being medicines are body and know why under pressure and can you how tobacco alcohol are being
of my body keep my body healthy and good for my body my heart and lungs are explain ways to resist this affects the lungs, liver used anti-socially or
and am healthy. unhealthy, and comparing my such important organs. when I want to. and heart. being misused and
starting to know some ways ideas with less I can set myself a the impact this can
understand I understand to keep myself healthy/ unsafe fitness challenge. I can identify feelings of I can make an have on an individual
that I need how moving healthy. choices. anxiety and fear informed decision about and others.
to be active and resting I understand how associated with peer whether or not I
to be are good for I feel good about I can compare my exercise affects my pressure. I can recognise choose to smoke and I can identify and
healthy. my body myself when I own and my body and know why how different friendship know how to resist apply skills to keep
make healthy friends’ choices my heart and lungs are groups are formed; how I pressure. myself emotionally
I can tell you I know which choices. I know and can express such important organs. fit into them and the healthy and to
some of the foods are how to make how it feels to friends I value the most. I know some of the manage stress and
things I need healthy and healthy lifestyle make healthy and I can set myself a risks with misusing pressure.
to do to be not so healthy choices. safe choices. fitness challenge. I recognise when other alcohol, including anti-
healthy. and can make people’s actions make me social behaviour, and I know the impact of
healthy eating I know what I I can tell you my feel embarrassed, hurt or how it affects the liver food on the body,
I know what choices. I feel good about need to keep my knowledge and inadequate and I can and heart. e.g. creating energy,
the word myself when I body healthy. attitude towards drug. help myself to manage giving comfort and
‘healthy’ I know how to make healthy these emotions. I can make an altering mood.
means and help myself choices. I am motivated to I can identify how I informed decision about
that some go to sleep make healthy feel towards drugs. I can recognise the whether or not I I am motivated to
foods are and I know how to lifestyle choices. changing dynamics choose to drink alcohol give my body the best
heathier than understand keep myself clean I can identify things, between people in and know how to resist combination of food
others. why sleep is and healthy, and I can show or tell people and places that different groups, see who pressure. for my physical and
good for me understand how you what relaxed I need to keep safe takes on which role, e.g. emotional health.
I know how germs cause means and I know from, and can tell you leader, follower, and I know and can put into
to help I can wash disease/ illness. some things that some strategies for understand the roles I practice basic I know about
myself go to my hands make me feel keeping myself safe take on in different emergency aid different types of
sleep and thoroughly I know that all relaxed and some including whom to go situations. procedures (including drugs and their uses
that sleep is and household that make me feel to for help. recovery position) and and their effects on
good for me. understand products including stressed. I am aware of how know how to get help the body particularly
why this is medicines can be different people and the liver and heart.
I can wash important harmful if not I can tell you when I can express how groups impact on me and in emergency
my hands especially used properly. a feeling is weak being anxious or can recognise the people situations. I am motivated to
and know it before I eat and when a feeling scared feels. I most want to be friends find ways to be happy
is important and after I go I am special so I is strong. with. I know how to keep and cope with life’s
to do this to the toilet. keep myself safe. I understand that, like myself calm in situations without
before I eat I understand how medicines, some I understand the facts emergencies. using drugs.
and after I I know what a I understand that medicines work in household substances about smoking and its
go to the stranger is medicines can my body and how can be harmful if not effects on health, and I understand how the I can evaluate when
toilet. and how to help me if I feel important it is to used correctly. also some of the reasons media and celebrity alcohol is being used
stay safe if a poorly and I know use them safely. some people start to culture promotes responsibly,
I know what stranger how to use them I can take smoke. certain body types. antisocially or being
to do if I get approaches safely. I know I feel positive responsibility for misused.
lost and how me some ways to help about caring for keeping myself and I can relate to feelings I can reflect on my own
to say NO to myself when I feel my body and others safe at home. of shame and guilt and body image and know I can tell you how I
stranger poorly keeping it healthy. know how to act how important it is that feel about using
I understand how assertively to resist this is positive and I alcohol when I am
I know how to I can sort foods complex my body is pressure from myself and accept and respect older and my reasons
keep safe when into the correct and how important it is others. myself for who I am. for this.
crossing the road, food groups and to take care of it.
and about people know which foods I understand the facts I understand how the I know and can put
who can help me my body needs I respect my body and about alcohol and its media and celebrity into practice basic
to stay safe. every day to keep appreciate what it does effects on health, culture promotes emergency aid
me healthy. for me. particularly the liver, and certain body types. procedures (e.g. the
I can recognise I have a healthy also some of the reasons recovery position)
when I feel relationship with some people drink I can reflect on my and know how to get
frightened and food and know alcohol. own body image and help in emergency
know who to ask which foods I know how important it situations.
for help. enjoy the most. I can relate to the is that this is positive
feelings of shame and and I accept and I know how to keep
I can tell you why I can decide which guilt and know how to respect myself for who myself safe to avoid
I think my body is foods to eat to act assertively to resist I am. emergencies and also
amazing and can give my body pressure from myself and how to deal with
identify some energy I have a others. I know what makes a emergencies if they
ways to keep it healthy healthy lifestyle happen.
safe and healthy. relationship with I can recognise when including healthy eating
food and I know people are putting me and the choices I need I understand what it
I can recognise which foods are under pressure and can to make to be healthy means to be
how being healthy most nutritious for explain ways to resist this and happy. emotionally well and
helps me to feel my body. when I want. can explore people’s
happy. I am motivated to attitudes towards
I can make some I can identify feelings of keep myself healthy mental health/illness.
healthy snacks and anxiety and fear and happy
explain why they associated with peer I know how to help
are good for my pressure. myself feel
body. emotionally healthy
I know myself well and can recognise
enough to have a clear
 I can express how picture of what I believe when I need help
it feels to share is right and wrong. with this.
healthy food with
my friends. I can tap into my inner I can recognise when
strength and know how I feel stressed and
to be assertive. the triggers that
cause this and I
understand how
stress can cause
alcohol misuse.

I can use different

strategies to manage
stress and pressure.

Relations I can tell you I can identify I can identify the I can explain why I can identify the roles I can recognise how I have an accurate I can identify when
hips about my some of the members of my some things might and responsibilities of people are feeling when picture of who I am as people may be
family I jobs I do in family and make me feel each member of my they miss a special a person in terms of my experiencing feelings
understand my family and understand that uncomfortable in a family and can reflect person or animal. characteristics and associated with loss
how to how I there are lots of relationship and on the expectations for personal qualities. and also recognise
make friends feel like I different types of compare this with males and females. I can give ways that when people are
if I feel belong families. relationships that might help me manage I know how to keep trying to gain power
lonely make me feel safe I can describe how my feelings when missing building my own self- or control.
I know how to I know how it and special. taking some a special person or esteem.
I can tell you make friends feels to belong to responsibility in my animal. I can explain the
some of the to stop myself a family and care I can give family makes me feel. I can recognise how feelings I might
things I like from feeling about the people examples of some I can identify the web of friendships change, experience if I lose
about my lonely who are important different problem I can identify and put relationships that I am know how to make new somebody special and
friends to me. solving techniques into practice some of part of, starting from friends and how to when I need to stand
I can think of and explain how I the skills of friendship those closest to me and manage when I fall out up for myself and my
I know what ways to solve I can identify what might use them in e.g. Taking turns, including those more with my friends. friends in real or
to say and problems and being a good certain situations being a good listener. distant. online situations.
do if stay friends friend means to in my relationships I know how to stand
somebody is me I know how to I know how it feels to up for myself and how I can offer strategies
mean to me I am starting I can identify the negotiate in conflict belong to a range of to negotiate and to help me manage
to understand I know how to different members situations to try to find different relationships compromise. these feelings and
I can work the impact of make a new of my family, a win-win solution. and can identify what I situations.
together and unkind words friend. understand my contribute to each of I understand how it
enjoy being relationship with I know and can use them. feels to be attracted to I can identify the
with my I can use I know each of them and some strategies for someone and what most significant
friends Calm Me time appropriate ways know why it is keeping myself safe. I can identify someone I having a boyfriend/ people to be in my
to manage my of physical contact important to share love and can express why girlfriend might mean. life so far.
feelings I to greet my and cooperate. I know who to ask for they are special to me.
know how to friends and know help if I am worried or I understand that I understand how it
be a good which ways I I accept that concerned. I know how most people relationships are feels to have people
friend prefer. everyone’s family feel when they lose personal and there is in my life that are
is different and no need to feel special to me.
I can recognise understand that I can explain how someone or something pressurised into having
which forms of most people value some of the actions they love. a boyfriend/girlfriend. I know some of the
physical contact their family. and work of people feelings we can have
are acceptable and around the world help I can tell you about I understand how it when someone dies
unacceptable to I understand that and influence my life. someone I know that I feels to be attracted to or leaves.
me. there are lots of no longer see. someone and what
forms of physical I can show an having a boyfriend/ I can use some
I know who can contact within a awareness of how this I understand that we can girlfriend might mean. strategies to manage
help me in my family and that could affect my remember people even if feelings associated
school community. some of this is choices. we no longer see them. I I can recognise the with loss and can help
acceptable and can explain different feeling of jealousy, other people to do so.
I know when I some is not I understand how my points of view on an where it comes from
need help and needs and rights are animal rights issue. and how to manage it. I understand that
know how to ask I know which shared by children there are different
for it. types of physical around the world and I can express my own I understand how to stages of grief and
contact I like and can identify how our opinion and feelings on stay safe when using that there are
I can recognise don’t like and can lives may be different. this. I understand how technology to different types of loss
my qualities as talk about this. people feel when they communicate with my that cause people to
person and a I can empathise with love a special pet friends. grieve.
friend. I can identify some children whose lives
of the things that are different to mine I can understand that I can recognise when
I know ways to cause conflict with and appreciate what I losing a special pet I am feeling those
praise myself. my friends. may learn from them. brings feelings that can emotions and have
be hard to cope with, but strategies to manage
I can tell you why I can demonstrate I know how to express that it can be helpful to them.
I appreciate how to use the my appreciation to my mark loss by celebrating I can demonstrate
someone who is positive problem friends and family special things about the ways I could stand up
special to me. solving technique pet. for myself and my
to resolve conflicts I enjoy being part of a friends in situations
I can express how with my friends. family and friendship I know how to show love where others are
I feel about them. groups. and appreciation to the trying to gain power
I understand that people and animals who or control.
sometimes it is are special to me I can
good to keep a love and be loved. I understand how
secret and technology can be
sometimes it is not used to try to gain
good to keep a power or control and
secret. I can use strategies
to prevent this from
I know how it feels happening.
to be asked to
keep a secret I do I can take
not want to keep responsibility for my
and know who to own safety and
talk to about this. wellbeing.
 I recognise and I can use technology
appreciate people positively and safely
who can help me to communicate with
in my family, my my friends and
school and my family.
community.
I can take
I understand how responsibility for my
it feels to trust own safety and
someone. I can wellbeing.
express my
appreciation for
the people in my
special
relationship.

I am comfortable
accepting
appreciation from
others.
Sex I can name I can name I know some ways I can recognise I can express how I I appreciate that I am a I am aware of my own I am aware of my
Education parts of my body parts to cope with cycles of life in feel when I see babies truly unique human being self-image and how my own self-image and
(from 3D body and changes. nature. or baby animals body image fits into how my body image
planning) show respect I can tell you I can name female and that. fits into that.
AND for myself some things I I am starting to I can tell you I understand what a male body parts
BBC can do and understand the life about the natural baby needs to live and I know how to develop I know how to
Whiteboard I understand foods I can cycles of animals process of growing grow. I have strategies to help my own self esteem develop my own self
Active that we all eat to be and humans. from young to old me cope with the esteem.
Programme start as healthy and understand I can express how I physical and emotional I can explain how a
for Sex and babies and I can tell you that this is not in might feel if I had a changes I will experience girl’s body changes I can explain how
Relationshi grow into I understand some things about my control. new baby in my family. during puberty. during puberty and girls’ and boys’ bodies
ps adults that we all me that have understand the change during
Education, grow from changed and some I can identify I can recognise the I can describe the life importance of looking puberty and
alongside babies to things about me people I respect physical differences cycles of humans. after yourself physically understand the
the I know that I adults that have stayed who are older than between boys and girls and emotionally. importance of looking
Channel 4 grow and the same. me. and appreciate that I can identify what I am after yourself
Living and change into I can express some parts of my body looking forward to when I can describe the life physically and
Growing children and how I am I know that I am on the are private. I am in Year 5. cycles of humans. emotionally
series. then adults feeling about changes are OK continuum from
moving to and that young to old I feel I can identify the I can reflect on the I understand that I can express how I
I can year 1 sometimes they proud about different members of changes I would like to puberty is a natural feel about the
remember will happen becoming more my family, understand make when I am in Year process that happens changes that will
some fun I can share whether I want independent. my relationship with 5 and can describe how to everybody and that happen to me during
things about my memories them to or not. each of them and to go about this. it will be ok for me puberty.
nursery of the best I can identify what know why it is
bits of this I can tell you how I am looking important to share and I can describe how I can ask the
my body has cooperate. boys’ and girls’ bodies questions I need
year in changed since I forward to when I change during puberty. answered about
Reception was a baby am in Year 3. I can start to recognise I can express how I changes during
stereotypical ideas I feel about the changes puberty.
I understand that I can start to think might have about that will happen to me
growing up is about changes I parenting and family during puberty. I can create and
natural and that will make when I roles. maintain a good level
everybody grows am in Year 3 and I can describe how a of personal hygiene.
at different rates know how to go I can express how I girl’s body changes in
about this feel when my ideas are order for her to be able I can reflect on how
I understand that challenged and might to have babies when I feel about asking
every time I learn be willing to change she is an adult, and the questions and
something new I my ideas sometimes that menstruation about the answers I
change a little bit I (having periods) is a receive.
enjoy learning I can start to think natural part of this.
new things about changes I will I can express how I
make when I am in feel about the
I know some ways Year 4 and know how growing
to cope with to go about this. independence of
changes becoming a teenager
I can identify what I and am confident that
am looking forward to I can cope with this.
when I am in Year 4.
I can identify what I
am looking forward to
and what worries me
about the transition
to secondary school.

I know how to
prepare myself
emotionally for
starting secondary
school