Autumn 1

Being Me In My World

Autumn 2

Celebrating Difference

Spring 1

Dreams and goals

Spring 2

Healthy Me

Summer 1

Relationships

Summer 2

Changing Me

Reception

I understand how it feels to belong and that we are similar and different

I can start to recognise and manage my feelings

I enjoy working with others to make school a good place to be

I can work together and consider other people’s feelings

I understand why it is good to be kind and use gentle hands

I am starting to understand children’s rights and this means we should all be allowed to learn and play

I am learning what being responsible means

I can tell you why I think my home is special to me

I can tell you how to be a kind friend

I know which words to use to stand up for myself when someone says or does something unkind

I understand that I need to exercise to keep my body healthy

I understand how moving and resting are good for my body

I know which foods are healthy and not so healthy and can make healthy eating choices

I know how to help myself go to sleep and understand why sleep is good for m                                                                                                                                                                                              e

I can wash my hands thoroughly and understand why this is important especially before I eat and after I go to the toilet

I know what a stranger is and how to stay safe if a stranger approaches me

I know how to make friends to stop myself from feeling lonely

I can think of ways to solve problems and stay friends

I am starting to understand the impact of unkind words

I can use Calm Me time to manage my feelings

I know how to be a good friend

I can name parts of the body

I can tell you some things I can do and foods I can eat to be healthy

I understand that we all grow from babies to adults

Year 1

I understand the rights and responsibilities as a member of my class

I understand the rights and responsibilities for being a member of my class

I can recognise the choices I make and understand the consequences

I know how to make new friends

I can tell you some ways I am different from my friends

I can identify similarities between people in my class

I can identify differences between people in my class

I can tell you what bullying is

I know some people who I could talk to if I was feeling unhappy or being bullied

I understand the difference between being healthy and unhealthy, and know some ways to keep myself healthy

I know how to make healthy lifestyle choices

I know how to keep myself clean and healthy, and understand how germs cause disease/illness I

I know that all household products including medicines can be harmful if not used properly

I understand that medicines can help me if I feel poorly and I know how to use them safely

I know how to keep safe when crossing the road, and about people who can help me to stay safe

I can tell you why I think my body is amazing and can identify some ways to keep it safe and healthy

I can identify the members of my family and understand that there are lots of different types of families.

I can identify what being a good friend means to me

I know appropriate ways of physical contact to greet my friends and know which ways I prefer

I know who can help me in my school community

I can recognise my qualities as person and a friend

I am starting to understand the life cycles of animals and humans.

I can tell you some things about me that have changed and some things about me that have stayed the same.

I can tell you how my body has changed since I was a baby.

I can identify the parts of the body that make boys different to girls and can use the correct names for these (penis, testicles, vagina, vulva, anus)

I respect my body and understand which parts are private.

Year 2

I understand the rights and responsibilities for being a member of my class and school and the importance of making contributions

I can listen to other people and contribute my own ideas about rewards and consequences

I can recognise the choices I make and understand the consequences

I am starting to understand that sometimes people make assumptions about boys and girls (stereotypes)

I understand that bullying is sometimes about difference

I can recognise what is right and wrong and know how to look after myself

I understand that it is OK to be different from other people and to be friends with them

I can tell you some ways I am different from my friends

I know what I need to keep my body healthy

I can show or tell you what relaxed means and I know some things that make me feel relaxed and some that make me feel stressed

I understand how medicines work in my body and how important it is to use them safely

I can sort foods into the correct food groups and know which foods my body needs every day to keep me healthy

I can make some healthy snacks and explain why they are good for my body

I can decide which foods to eat to give my body energy

I can identify the different members of my family, understand my relationship with each of them and know why it is important to share and cooperate

I understand that there are lots of forms of physical contact within a family and that some of this is acceptable and some is not

I can identify some of the things that cause conflict with my friends

I understand that sometimes it is good to keep a secret and sometimes it is not good to keep a secret

I recognise and appreciate people who can help me in my family, my school and my community

I can express my appreciation for the people in my special relationships

I can recognise cycles of life in nature

I can tell you about the natural process of growing from young to old and understand that this is not in my control

I can recognise how my body has changed since I was a baby and where I am on the continuum from young to old

I can recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, testicles, vagina, vulva, anus)

and appreciate that some parts of my body are private

I understand there are different types of touch and can tell you which ones I like and don’t like

Year 3

I recognise my worth and can identify positive things about myself and my achievements.

I can set personal goals

I can face new challenges positively, make responsible choices and ask for help when I need it

I understand why rules are needed and how they relate to rights and responsibilities

I understand that my actions affect myself and others and I care about other people’s feelings

I can make responsible choices and take action

I understand my actions affect others and try to see things from their points of view

I understand that everybody’s family is different and important to them

I understand that differences and conflicts sometimes happen among family members

I know what it means to be a witness to bullying

I know that witnesses can make the situation better or worse by what they do

I recognise that some words are used in hurtful ways

I can tell you about a time when my words affected someone’s feelings and what the consequences were

I understand how exercise affects my body and know why my heart and lungs are such important organs

I know that the amount of calories, fat and sugar I put into my body will affect my health

I can tell you my knowledge and attitude towards drugs

I can identify things, people and places that I need to keep safe from

I know some strategies for keeping myself safe, who to go to for help and how to call emergency services

I can identify when something feels safe or unsafe

I understand how complex my body is and how important it is to take care of it

I can identify the roles and responsibilities of each member of my family and can reflect on the expectations for males and females

I can identify and put into practice some of the skills of friendship eg. taking turns, being a good listener

I know and can use some strategies for keeping myself safe online

To understand that in animals and human’s lots of changes happen between birth and growing up, and that usually it is the female who has the baby

To understand how babies, grow and develop in the mother’s uterus and understand what a baby needs to live and grow

To identify how boys’ and girls’ bodies change on the outside during the growing up process

To identify how boys’ and girls’ bodies change on the inside during the growing up process and why these changes are necessary so that their bodies can make babies when they grow up

To start to recognise stereotypical ideas I might have about parenting and family roles

Year 4

I understand who is in my school community, the roles they play and how I fit in and how I can contribute

I understand that my actions affect myself and others; I care about other people’s feelings and try to empathise with them

I know that sometimes bullying is hard to spot and I know what to do if I think it is going on but I’m not sure

I can tell you why witnesses sometimes join in with bullying and sometimes don’t tell

I can recognise how different friendship groups are formed, how I fit into them and the friends I value the most

I understand there are people who take on the roles of leaders or followers in a group, and I know the role I take on in different situations

I understand the facts about smoking and its effects on health, and also some of the reasons some people start to smoke

I understand the facts about alcohol and its effects on health, particularly the liver, and also some of the reasons some people drink alcohol

I can recognise when people are putting me under pressure and can explain ways to resist this when I want

I know myself well enough to have a clear picture of what I believe is right and wrong

I can recognise situations which can cause jealousy in relationships

I can recognise how friendships change, know how to make new friends and how to manage when I fall out with my friends

 I understand that some of my personal characteristics have come from my birth parents and this happens because I am made from the joining of their egg and sperm

To correctly label the internal and external parts of male and female bodies that are necessary for making a baby

I understand what responsibilities there are in parenthood and the joy it can bring

I can consider what has influenced my life and what might influence the lives of other people

To describe how a boy/girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this.

Year 5

I can face new challenges positively and know how to set personal goals

I understand my rights and responsibilities as a citizen of my country

I understand my rights and responsibilities as a citizen of my country and as a member of my school

I understand that cultural differences sometimes cause conflict

I understand what racism is

I understand how rumour-spreading and name-calling can be bullying behaviours

I can explain the difference between direct and indirect types of bullying

I can compare my life with people in the developing world

I can understand a different culture from my own

I know the health risks of smoking and can tell you how tobacco affects the lungs, liver and heart.

I know some of the risks with misusing alcohol, including anti-social behaviour, and how it affects the liver and heart.

I know and can put into practice basic emergency aid procedures (including recovery position) and know how to get help in emergency situations

I understand how the media, social media and celebrity culture promotes certain body types

I can describe the different attitudes people have
to food and how these can be affected
by external influences

I know what makes a healthy lifestyle including healthy eating and the choices I need to make to be healthy and happy

I understand that belonging to an online community can have positive and negative consequences

I understand there are rights and responsibilities in an online community or social network

I know there are rights and responsibilities when playing a game online

I can recognise when I am spending too much time using devices (screen time)

I can explain how to stay safe when using technology to communicate with my friends

I am aware of my own self-image and how my body image fits into that

To explain how a girl’s body changes during puberty and understand the importance of looking after myself physically and emotionally

To describe how boys’ and girls’ bodies change during puberty

I understand that sexual intercourse can lead to conception and that is how babies are usually made

I also understand that sometimes people need IVF to help them have a baby

To identify what I am looking forward to about becoming a teenager and understand this brings growing responsibilities (age of consent)

Year 6

I can identify my goals for this year, understand my fears and worries about the future and know how to express them

I know that there are universal rights for all children but for many children these rights are not met

I understand that my actions affect other people locally and globally

I understand there are different perceptions about what normal means

I understand how being different could affect someone’s life

I can explain some of the ways in which one person or a group can have power over another

I know some of the reasons why people use bullying behaviours

I can give examples of people with disabilities who lead amazing lives

I can explain ways in which difference can be a source of conflict and a cause for celebration

I can take responsibility for my health and make choices that benefit my health and well-being

I know about different types of drugs and their uses and their effects on the body particularly the liver and heart

I understand that some people can be exploited and made to do things that are against the law

I know why some people join gangs and the risks this involves

I understand what it means to be emotionally well and can explore people’s attitudes towards mental health/illness

I can recognise stress and the triggers that cause this and I understand how stress can cause drug and alcohol misuse.

I can use technology positively and safely to communicate with my friends and family

I am aware of my own self-image and how my body image fits into that

I can explain how girls’ and boys’ bodies change during puberty and understand the importance of looking after myself physically and emotionally

To describe how a baby develops from conception through the nine months of pregnancy, and how it is born

I understand how being physically attracted to someone changes the nature of the relationship and what that might mean about having a girlfriend/boyfriend

To be aware of the importance of a positive self- esteem and what I can do to develop it

Families and people who care for me

• That families are important for children growing up safe and happy because they can provide love, security, stability and sense of belonging
• The characteristics of safe and happy family life, such as commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
• That the families of other children, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care. This will include reference to: same-sex, single parent, grandparent, kinship, young carers, adoptive and foster families.
• That stable, caring relationships are at the heart of safe and happy families and are important for children’s security as they grow up. Relationships require compromise.
• That marriage and civil partnerships represent a formal and legally recognised commitment of two people to each other which is intended to be lifelong.
• How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. Abuse in families can include physical, sexual, emotional abuse and neglect. Abuse in a family can be harmful to anyone who knows about it, not just the person being abused.

Caring friendships

• How important friendships are in making us feel happy and secure, and how people choose and make friends.
• That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships.
• That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it.
• The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties.
• That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened. Relationships require compromise.
• How to manage conflict, and that resorting to violence or emotional manipulation/control is never right.
• How to recognise when a friendship is making them feel unhappy, unsafe or uncomfortable, how to get support when needed
• Skills for ending friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.

Respectful, kind relationships

• How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated.
• The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults.
• How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration. This should include the principle of consent, how to ask for it and decision-making on whether to grant it.
• Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs.
• That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (for example, physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs.
• Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships.
• The conventions of courtesy and manners, respecting cultural differences  
• The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests.
• The different types of bullying (including racist, sexist, homophobic, ableist and online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help.
• What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype. This should include in relation to sex, race, age and disability.
• How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.

Online safety and awareness

• That people should be respectful in online interactions, and that the same principles apply to online relationships as to face-to-face relationships, including where people are anonymous. For example, the importance of avoiding putting pressure on others to share information and images online, and strategies for resisting peer pressure. Abuse and derogatory language is never acceptable.
• How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met. For example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child, and that this can lead to dangerous situations. How to recognise fake content (inc fake news and deep fakes) harmful content or harmful contact including grooming, and how to report this.
• That there is a minimum age for joining social media sites (currently 13), which aims to protect children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults. That even sites and platforms designed for children expose them to risks from other users.
• The importance of exercising caution about sharing any information about themselves online. Understanding the importance of privacy and location settings to protect information online.
• Online risks, including that any material provided online might be circulated, and that once a picture or words has been circulated there is no way of deleting it everywhere and no control over where it ends up. Every person has a digital footprint, which shows all the content they’ve viewed, commented on and shared.
• That the internet contains a lot of content that can be inappropriate and upsetting for children (including exposure to physical, sexual, emotional abuse and serious violence), and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online.
• Social media platforms and online games are specifically designed to be addictive. Excessive screen time is detrimental to physical and mental health, and even reshapes a child’s brain.
• Sharing or threatening to share nude photos/images of a person of any age is illegal if consent is not given; creating, sharing or possessing indecent images of children (under the age of 18) is illegal.

Being safe

• What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc. Relationships require compromise. This should include the principle of consent, how to ask for it and decision-making on whether to grant it.
• The concept of privacy and its implications for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
• That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe contact, including physical contact. This should include the principle of consent, how to ask for it and decision-making on whether to grant it.
• How to respond safely and appropriately to adults they may encounter (in all contexts, including online), including those they do and do not know.
• How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust. This should include specific reference to grooming (inc online) and exploitation.
• How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so. This should include reference to physical, sexual and emotional abuse.
• How to ask for advice or help for themselves or others, and to keep trying until they are heard. Where to get advice e.g. family, school and/or other sources.
• Children should know what Female Genital Mutilation is and which age/nationality groups are most at risk, and that it is illegal in the UK and for UK residents travelling overseas, viewed as child abuse.

TOPIC

PUPILS SHOULD KNOW

General wellbeing

• The benefits of physical activity, time outdoors, and helping others for health, wellbeing and happiness. Simple self-care techniques, including the importance of rest, time spent with friends and family, as well as hobbies, interests and community participation.
• The importance of promoting general wellbeing and physical health.
• The range and scale of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) that they might experience in different situations. Pupils should understand that worrying and feeling down are normal, affect everyone at different times, and are not in themselves a sign of a mental health condition. That challenges are a normal part of life and we need to develop resilience to keep going even when things don’t go the way we wanted them to.
• How to recognise feelings and use varied vocabulary to talk about their own and others’ feelings. And that emotions are influenced by physiological factors (e.g. hormone production in the body).
• How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
• That isolation and loneliness can affect children, and the benefits of seeking support.
• That bullying (including racist, homophobic, sexist, ableist and cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.
• That bodies come in all different shapes and sizes, and we should never make someone feel bad about their body.
• That change and loss, including bereavement, can provoke a range of feelings, that grief is a natural response to bereavement, and that everyone grieves differently.
• Where and how to seek support (including recognising the triggers for seeking support), including who in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
• That it is common to experience mental health problems, and early support can help. This includes adults and adolescents.  

TOPIC

PUPILS SHOULD KNOW

Wellbeing online

• That for almost everyone the internet is an integral part of life. Pupils should be supported to think about positive and negative aspects of the internet. This includes reference to the link between social media/gaming use and the decline in mental health.
• Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are not a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.
• The benefits of limiting time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing (including the impact on sleep and time spent outdoors).
• How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.
• Why social media, some apps, computer games and online gaming, including gambling sites, are age restricted. But also that these same platforms are enticing for children, are designed to be addictive, and are not well-managed to eradicate harmful content.
• The risks relating to online gaming, video game monetisation, scams, fraud and other financial harms, and that gaming can become addictive.
• How to take a critical approach to what they see and read online and make responsible decisions about which content, including content on social media and apps, is appropriate for them. This includes reference to deep fakes, conspiracy theories and fake news & that algorithms will affect the information that is presented to them .
• That engaging in viral social media ‘challenges’ can have harmful impacts on health and wellbeing.
• That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.
• How to understand the information they find online, including from search engines, and know how information is selected and targeted. That information and ‘evidence’ generated by AI is sometimes factually incorrect.
• That they have rights in relation to sharing personal data, privacy and consent.
• Where and how to report concerns and get support with issues online.
• That AI bots are not a replacement for interactions with other humans, and the advice given by them can be inappropriate and/or harmful. There are cases of people developing AI psychosis.

TOPIC

PUPILS SHOULD KNOW

Physical health and fitness

• The characteristics and mental and physical benefits of an active lifestyle.
• The importance of building regular physical activity into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, moderate and/or vigorous physical activity.
• The risks associated with an inactive lifestyle, including obesity.
• How and when to seek support including which adults to speak to in school if they are worried about their health.

TOPIC

PUPILS SHOULD KNOW

Healthy eating

• What constitutes a healthy balanced diet (including understanding calories and other nutritional content, as well as the importance of drinking water and staying hydrated).
• Understanding the importance of a healthy relationship with food.
• The principles of planning and preparing a range of healthy meals.
• The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health). This includes reference to ultra-processed foods, energy drinks and some bottled waters. Pupils should know that the long-term harm caused is not fully understood.

TOPIC

PUPILS SHOULD KNOW

Drugs, alcohol, tobacco and vaping

• The facts about legal and illegal harmful substances and associated risks, including smoking, vaping, alcohol use and drug-taking, including so called ‘legal highs’. This should include the risks of nicotine addiction, which are also caused by other nicotine products such as nicotine pouches.
• The addictive nature of drugs, alcohol, tobacco and vaping, and the harmful consequences of addiction, including physical and mental health, as well as criminalisation.

TOPIC

PUPILS SHOULD KNOW

Health protection and prevention

• How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
• About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. Including skin, head and eye protection.
• The importance of sufficient good quality sleep for health, the amount of sleep recommended for their age, and practical steps for improving sleep, such as not using screens in the bedroom. The impact of poor sleep on weight, mood and ability to learn.
• About dental health and the benefits of good oral hygiene, including brushing teeth twice a day with fluoride toothpaste, cleaning between teeth, and regular checkups at the dentist.
• About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
• The facts and scientific evidence relating to vaccination and immunisation. The introduction of topics relating to vaccination and immunisation should be aligned with when vaccinations are offered to pupils.

TOPIC

PUPILS SHOULD KNOW

Personal safety

• About hazards (including fire risks) that may cause harm, injury or risk and ways to reduce risks.
• How to recognise risk and keep safe around roads, railways, including level crossings, tramways, e-bikes, e-scooters, and water, including the water safety code, and cycling proficiency.

TOPIC

PUPILS SHOULD KNOW

Basic first aid

• How to make a clear and efficient call to emergency services if necessary, including the importance of reporting incidents rather than filming them.
• Concepts of basic first aid, for example dealing with common injuries and ailments, including head injuries.

TOPIC

PUPILS SHOULD KNOW

Developing bodies

• About growth and other ways the body can change and develop, particularly during adolescence. This topic should include the human lifecycle, and puberty should be discussed as a stage in this process.
• The correct names of body parts, including the penis, vulva, vagina, testicles, scrotum, nipples, anus and breasts. Pupils should understand that all of these parts of the body are private and have skills to understand and express their own boundaries around these body parts.
• The facts about the menstrual cycle, including physical and emotional changes, whilst the average age of the onset of menstruation is twelve, periods can start at eight, so covering this topic before girls’ periods start will help them understand what to expect and avoid distress. This should include reference to: hair growth (boys and girls), breast development, wet dreams, masturbation. Schools should use appropriate language such as period pads and menstrual products instead of sanitary items or feminine hygiene products, as well as how pupils can access these products in school.

Name of child

Class

Name of parent/carer

Date

Reason for withdrawing from sex education within relationships and sex education

Any other information you would like the school to consider

Parent/carer signature

Agreed actions from discussion with parents/carers