Our Curriculum – Relationships Education (R.S.E.), Physical Health and Mental Wellbeing
This table details what will be taught and when, though since children develop at different speeds, 
some will be more proficient than others against these YEAR-END expectations for learning. Back to our Curriculum Wheel –>
| RELATIONSHIPS EDUCATION, PHYSICAL HEALTH AND MENTAL WELLBEING |
By the END OF YEAR 2 | By the END OF YEAR 4 | By the END OF YEAR 6 | |
|---|---|---|---|---|
| Pupils can … | Pupils can … | Pupils can … | ||
| Health and Wellbeing |
Aiming High | Can they discuss their star qualities? Can they identify what a positive attitude is? Can they talk about the jobs they can do when they grow up? Can they discuss what different skills and interests are needed for different jobs? Can they talk about hopes they have for the future? Can they discuss what they are looking forward to about next year? |
Can they discuss their personal achievements and skills? Can they identify what a positive attitude is? Can they talk about the range jobs that people do? Can they discuss what skills and interests are needed for different jobs? Can they talk about jobs they might like to do in the future? Can they discuss what skills they might need to do certain jobs? |
Can they discuss their personal achievements and skills? Can they discuss different learning styles? Can they identify what a positive learning attitude is? Can they talk about the range of jobs that people do? Do they understand what a gender stereotype is? Can they talk about skills employers look for in employees? Can they work with others in a team? Can they discuss the skills everyone needs to succeed? |
| It’s My Body | Can they explain how much sleep they need? Can they discuss why exercise is good for them? Do they understand they can choose what happens to their bodies? Can they list healthy snacks? Do they know to ask a trusted adult if uncertain about whether something is safe to eat or drink? Can they demonstrate hygienic ways to look after their bodies? |
Can they explain what happens if they don’t sleep enough? Can they discuss what happens to muscles when we exercise them? Do they understand they can choose what happens to their body, know when a ‘secret’ should be shared? Can they explain that too much sugar is bad for health? Do they know the difference between medicine and harmful drugs and chemicals? Can they explain how germs travel and spread disease? |
Do they understand that they can choose what happens to their own bodies? Do they know where and how to get help if they are worried? Do they understand the importance of sleep? Can they identify some physical changes that their bodies go through during puberty? Can they identify ways in which certain drugs, including tobacco and alcohol, can harm their bodies? Can they identify positive aspects about themselves? Can they discuss the choices related to health that they make each day? Can they identify choices that will benefit their health and provide a ‘balanced lifestyle’? |
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| Safety First | Can they identify some everyday dangers? Do they understand some basic rules that help keep people safe? Do they know what to do if they feel in danger? Can they identify some dangers in the home? Can they identify some dangers outside? Can they identify which information they should never share on the Internet? Do they know that their private body parts are private? Can they recall the number to call in an emergency? Can they list some people who can help them stay safe? |
Can they discuss things they can do independently that they used to need help with? Can they describe what a dare is and identify situations involving peer pressure? Do they know when to seek help in risky or dangerous situations? Can they identify and discuss some school rules for staying safe and healthy? Can they list some of the dangers we face when we use the road? Can they describe drugs, cigarettes and alcohol in basic terms? Can they identify which information they should never share online? Can they identify who they should tell if they see something online that worries/upsets/confuses them? Can they explain what it means to be kind and respectful online? |
Can they describe what a dare is and identify situations involving peer pressure? Do they know when to seek help in risky or dangerous situations? Can they identify and discuss some school rules for staying safe and healthy? Can they recall the number to dial in an emergency? Do they know how to look after mobile devices? Can they identify which information they should never share online? Can they identify who they should tell if they see something online that worries, upsets or confuses them? Can they explain what it means to be kind and respectful online? |
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| Think Positive | Can they identify and discuss emotions, using simple terms? Can they describe things which make them feel happy and unhappy? Do they understand that they have a choice about how to react to things that happen? Can they talk about personal achievements and goals? Can they describe difficult feelings and what might cause these feelings? Can they discuss things for which they are thankful? Can they focus on an activity, remaining calm and still? |
Do they understand that it is important to look after our mental health? Do they recognise and describe a range of positive and negative emotions? Can they discuss changes people may experience in their lives and how they might make them feel? Can they talk about things that make them happy and help them to stay calm? Can they identify uncomfortable emotions and what can cause them? Can they discuss the characteristics of a good learner? |
Can they talk about their thoughts, feelings and behaviours? Can they identify unhelpful and helpful thoughts? Can they suggest outcomes linked to certain thoughts, feelings and actions? Can they discuss ways in which positive thinking can be beneficial? Can they identify and discuss uncomfortable emotions? Can they identify common choices we have to make in life? Can they use basic mindfulness techniques, when guided? Can they describe what makes a good learner? |
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| Relationships | Be Yourself | Can they identify their own special traits and qualities? Can they identify and name common feelings? Can they select times and situations that make them feel happy? Can they talk about what makes them feel unhappy or cross? Can they explain how change and loss make them feel? Do they understand the importance of sharing their thoughts and feelings? |
Can they list some of their achievements and say why they are proud of them? Can they identify facial expressions associated with different feelings? Can they describe some strategies they could use to help them cope with uncomfortable feelings? Can they suggest assertive solutions to scenarios? Can they explain that the messages they receive from the media about how they should look, think and behave are not always realistic? Can they suggest ways to make things right after a mistake has been made? Can they explain that mistakes help them to learn and grow? |
Can they discuss scenarios where children are torn between ‘fitting in’ and being true to themselves? Can they explain how to communicate their feelings in different situations? Can they create a role play to show different ways to manage uncomfortable feelings? Can they discuss which situations would make people fight or flee and why? Can they create resolutions to different tricky situations? Can they identify the feelings involved in making a mistake and understand how to make amends? |
| Team | Can they show the teams they belong to through cutting out appropriate images? Can they follow instructions and create a tower by applying good listening? Can they use key vocabulary and Acts of Kindness Poster to think of ways to show kindness to others? Can they work in a group to discuss what they could do if they saw others being teased or bullied, using Chase the Cheetah if necessary? Can they Work as a group to sort thoughts given into helpful and not-so-helpful thought categories? Can they Sort images of behaviours into good and not-so-good choices? |
Can they use pictures to express their thoughts, feelings and worries? Can they plan and create a role play about a team scenario? Can they with support, read clues and work as a team to solve a crime? Can they with support, identify a feeling and how it is being expressed? Can they show the resolution to a dispute through pictures and with the key words given? Can they use a word mat to create a list of ‘Pass It On’ ideas? |
Do they understand what successful teamwork skills are? Can they express opinions respectfully? Can they explain what collaborative working is? Can they discuss what a compromise is? Can they identify ways of showing care to others in their team? Can they list shared responsibilities within the class team? |
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| Growing Up | Can they use the scientific names introduced to name male and female body parts? Can they identify some differences between males and females? Can they identify the body parts that we keep private? Do they understand the words ‘no’ and ‘stop’? Do they understand that people’s bodies and feelings can be hurt? Can they identify an adult they can talk to if they are concerned about inappropriate touch? Can they talk about their own likes and dislikes? Do they understand that different people like different things? Do they understand that girls and boys can like different things, or the same things? Can they describe how they have changed since they were a baby? Do they understand that peoples’ needs change as they grow older? Can they talk about things they would like to do when they are older? Can they discuss some changes that people might go through in life? |
Can they name the main male and female body parts needed for reproduction? Can they describe some of the changes boys go through during puberty? Can they describe some of the changes girls go through during puberty? Can they describe some feelings young people might experience as they grow up? Can they talk about their own family and the relationships within it? Do they understand that there are many different types of families? Can they identify similarities and differences in different loving relationships? Can they explain in simple terms how babies are made and how they are born? |
Can they name physical changes young people will experience during puberty? Can they describe emotional changes young people might experience during puberty? Can they appreciate that there is no such thing as a perfect body? Can they list things that all loving relationships have in common? Can they explain what a sexual relationship is? Do they understand that some infections can be passed on during sexual intercourse, but that contraception can prevent this? Can they explain how babies are conceived and how they are born? |
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| VIPs | Can they explain who the special people in their lives are? Can they talk about the importance of families? Can they describe what makes a good friend? Do they know how to resolve an argument in a positive way? Can they who the skills involved in successful cooperation? Can they identify a way to show others that they care? |
Can they with support, discuss how the impact of our attitudes affects us when trying to make new friendships? Can they with support, plan out how they will be an anonymous friend over the week? Can they use a support sheet to discuss the dares within a story? Can they use a support sheet to create a role play about positive resolution techniques? Can they create a poster with ideas to help someone who is being bullied, ideas support sheet? |
Can they share ideas for ways we can care for our VIPs? Can they create a poster to show a calming technique with support? Can they discuss how a disagreement could be handled with support? Can they explain ways to resist pressure with support? Can they identify which secrets are OK to keep and which need to be shared with support? Can they identify some aspects of healthy and unhealthy relationships |
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| Living In The Wider World |
Britain | Can they identify groups and communities that they belong to? Can they explain how to be a good neighbour? Can they pick out things that harm and things that help a neighbourhood? Can they describe what it is like to live in Britain? Can they identify similarities and differences between British people? Can they talk about what makes them feel proud of being British? |
Can they describe what it is like to live in Britain? Can they talk about what democracy is? Can they talk about what rules and laws are? Can they talk about what liberty means? Can they describe a diverse society? Can they describe what being British means to them? |
Can they talk about the range of faiths and ethnicities in Britain? Can they explain how and why laws are made? Can they explain what a community is? Can they discuss some roles of local government? Can they describe the basic structure of national government? Can they talk about the role of charities and voluntary groups in the community? |
| Money Matters | Can they discuss things they can buy in the shops? Can they talk about different sources that money can come from? Can they identify things they want? Can they identify things they need? Can they talk about ways we can keep track of what we spend? Can they discuss ways they can keep money safe? Can they talk about ways they keep their belongings safe? |
Can they discuss where money comes from? Can they talk about reasons people go to work? Can they discuss payment resources we can use to spend money? Can they consider why and how people might get into debt? Can they identify things they want and need? Can they explain ways we can keep track of what we spend? |
Can they talk about what financial risk is? Can they discuss ways advertisers try to influence us? Can they identify what it means to be a ‘critical consumer’? Can they describe what ‘value for money’ means? Can they explain what ‘interest’ is? Can they talk about what ‘tax’ is? |
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| One World | Can they talk about special people in their life and say why they are special? Can they talk about different homes around the world and identify how they are the same as and different from their own? Can they describe what their school is like? Can they explain what an environment is? Can they explain what natural resources are and identify how people use them? Can they say what they love about the world in which they live and describe how they would feel if these things disappeared? |
Can they describe similarities and differences between people’s lives? Can they identify opinions that are different from their own? Can they express their own opinions? Do they recognise that their actions impact on people in different countries? Do they know what climate change is? Do they know there are organisations working to help people in challenging situations in other communities? |
Can they explain what a global citizenship is? Can they say what global warming is? Do they understand that human energy use can harm the environment? Do they understand the importance of not wasting water? Do they understand what biodiversity is? Do they understand that their choices can have far-reaching consequences? |
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| Respecting Rights | Do they know that all people have rights? Do they understand that there are people who protect their rights? Do they know what to do if they don’t feel safe? Can they talk about what respect means and how to show it? Can they identify ways in which people can be different? Can they explain what being fair means? Do they recognise that making a positive difference in school is important? |
Do they know what human rights are? Do they understand that all people share the same rights? Do they know about The Universal Declaration of Human Rights and the Declaration of the Rights of the Child? Do they know why we have rules and how they help us? Do they understand that no one should take away our human rights? Can they explain what respect means and understand how they can respect the rights of others? Can they describe what a stereotype is and understand how stereotypes can be harmful? |
Can they explain that there are basic human rights that all people share? Do they understand that children have their own rights? Do they understand that human rights are universal and cannot be taken away? Do they recognise that there are people across the world whose rights are not met? Do they understand the importance of being rights-respecting citizens? Can they identify that ideas about human rights change? Can they explain what a human rights activist is and does? |
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