KEY
GOOD HEALTH
FRIENDS, RELATIONSHIPS & COMMUNITY
Content marked ** is Sex Education Content
B0 – B7
Encountered
B8 – B14
Engaged
B15 – B21
Developing
B22+
Independent
Families and people who care for me the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
Offer opportunities for pupils to learn to recognise their family, through photos of them with their family, and staff interactions with family – “it’s MUMMY!”.
Communication aids showing family at home and friends/staff at school.
Offer opportunities for pupils to learn to recognise their family, through photos of them with their family, and staff interactions with family – “it’s MUMMY!”.
Communication aids showing family at home and friends/staff at school.
Plan family themed role play and small world play to show different family dynamics.
Plan family themed call and response and sensory story sessions.
Provide access to family photos in the classroom.
Plan family themed role play and small world play.
Provide access to a variety of books that show different family dynamics.
Plan narrative, call and response and sensory story sessions based on different families and carers.
Encourage pupils to name people who they love and love them.
Provide access to family photos in the classroom
Plan family themed role play and small world play show different family dynamics.
Encourage discussions around the weekends and holidays when pupils see extended family – reflect on time spent together.
Encourage pupils to name people who they love and love them. Have pupils identify ways their loved ones care for them.
Provide opportunities for pupils to think of difficult times that their loved ones have helped them through (changing classes/school, moving house, being poorly).
Science identify, name, draw and label the parts of the human body and say which part of the body is associated with each sense. (and personal hygiene)
Have communication aids and classroom symbols with body parts on.
Label body parts when supporting with personal care and dressing. Support pupils with personal/ intimate care with care plans, promoting independence as much as possible.
Ensure hand washing is part of a regular routine throughout the day. Support pupils to wash their hands and develop independence in this skill. Support pupils to keep their body and clothes clean.
Use call and response, Attention Autism, songs and Sensology sessions to explore senses and link to body parts. “I have a body, a very busy body and it goes everywhere with me . . .”
Use doll and encourage them to label/ match PECS symbols to their body parts. (Hands, mouths, ears, nose, eyes, head, shoulders, knees, toes)
Have communication aids and classroom symbols with body parts on.
Label body parts when supporting personal care/ hygiene and dressing. Support pupils with toileting personal/ intimate care with care plans, promoting independence as much as possibilities such as going to the toilet, carrying a pad, washing hands and face.
Ensure hand washing is part of a regular routine throughout the day. Pupils should develop independence in this skill.
Talk about dirty and clean hands and clothes to avoid being ill or smell. Pick an activity such as painting and then encourage pupils to wash their hand free of paint. Use sensory stories and dolls to model personal hygiene routine.
Use sensory stories, call and response, Attention Autism, songs and Sensology sessions to explore senses and link to body parts. “I have a body, a very busy body and it goes everywhere with me . . .” Pantosaurus song
Directed pupils to withdraw from touching genitalia for stimulation at school- noting that as puberty hits this will be an increasing desire for some and will likely impact behaviour (see RSHE policy for guidance)
Use a photo of pupil and encourage pupils to label/ match to name a wider range of body parts and which body part is associated with each sense.
Have communication aids and classroom symbols with body parts on.
Encourage pupils to name body parts when supporting personal and dressing. Where needed support with personal/ intimate care with care plans, promoting independence as much as possible. e.g. carrying PC items/ change of clothes, washing hands and face, brushing teeth, putting on suncream.
Pupils should be able to identify when to wash their hands. Ensure hand washing is part of a regular routine throughout the day. Talk about dirty and clean hands and how germs can’t always be seen. Discuss that germs can make you ill. Do a demonstration of how easy germs can spread with glitter or paint and hand shaking. ask the pupils to wash their hands after to remove the pretend germs. Talk about washing clothes regularly to avoid them smelling.
Use sensory stories and dolls to label and discuss personal hygiene including how to wash their body.
Use sensory stories, call and response, Attention Autism, songs and Sensology sessions to explore senses and link to body parts. “I have a body, a very busy body and it goes everywhere with me . . .”
Use a blank body outline and encourage pupils to label/ match to name a wider range of body parts and which body part is associated with each sense. Encourage pupils to name body parts when supporting personal and dressing.
Pupils should be able to identify when to wash their hands. Ensure hand washing is part of a regular routine throughout the day. Discuss that germs can make you ill. Do a demonstration of how easy germs can spread with glitter or paint and hand shaking. ask the pupils to wash their hands after to remove the pretend germs. Talk about washing clothes regularly to avoid them smelling.
Use sensory stories, call and response, Attention Autism, songs and Sensology sessions to explore senses and link to body parts. “I have a body, a very busy body and it goes everywhere with me . . .” Encourage pupils to express preferences for the senses.
Use sensory stories and dolls to label and discuss personal hygiene including how to wash their body . Can they model and sequence how to wash?
Have communication aids and classroom symbols with body parts on.
Respectful relationships practical steps they can take in a range of different contexts to improve or support respectful relationships. The conventions of courtesy and manners.
Staff to model positive interactions and set clear boundaries for socially inappropriate behaviours that are shown.
Regular access to intensive interaction and motivators.
Staff to be person of trust and show kindness and support through problems and difficulties
Staff to highlight when kindness is shown and verbalise this, using terms like ‘friends’ and ‘good sharing’.
Ensure there are opt out activities and choice making.
Class team to advocate for pupils’ regulators and motivators, including people, to ensure pupils feel safe with the adults supporting them and can tolerate the peers around them.
Plan lots of opportunities for varied levels of play – see play LTP.
Provide opportunities for pupils to develop communication skills to set boundaries with peers and ask for help.
Explore shared spaces and local community and encourage/model polite and socially appropriate interactions.
Staff to support through conflict and with problem solving.
Plan lots of opportunities for varied levels of play – see play LTP.
Provide opportunities for pupils to develop communication skills to set boundaries with peers and ask for help.
Explore shared spaces, local community, use public transport etc and encourage/model polite and socially appropriate interactions.
Staff to allow time for pupil led problem solving whilst supporting through conflict and with problem solving.
Use RSHE stories and props to explore different scenarios.
Plan lots of opportunities for varied levels of play – see play LTP.
Explore shared spaces, local community, use public transport etc and encourage/model polite and socially appropriate interactions.
Staff to allow time for pupil led problem solving whilst supporting through conflict and with problem solving.
Being safe what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
Staff to model positive interactions and set clear boundaries for socially inappropriate behaviours that are shown.
Regular access to intensive interaction and motivators.
Staff to be person of trust and show kindness and support through problems and difficulties
Staff to highlight when kindness is shown and verbalise this, using terms like ‘friends’ and ‘good sharing’.
Ensure there are opt out activities and choice making.
Class team to advocate for pupils’ regulators and motivators, including people, to ensure pupils feel safe with the adults supporting them and can tolerate the peers around them.
Encourage autonomy by supporting pupils to make personalised choices and to say no/opt out of play.
Provide opportunities to spend time with older pupils where appropriate boundaries and behaviours can be modelled, or inappropriate interactions to be highlighted and modified.
Encourage autonomy by supporting pupils to make personalised choices and to say no/opt out of play.
Use RSHE stories and props to explore different scenarios.
Use iVengers Special Agents to provide peer led sessions on internet safety and harms – see computing SoW.
Provide opportunities to spend time with older pupils where appropriate boundaries and behaviours can be modelled, or inappropriate interactions to be highlighted and modified.
Encourage autonomy by supporting pupils to make personalised choices and to say no/opt out of play.
Use RSHE stories and props to explore different scenarios.
Provide opportunities to spend time with older pupils where appropriate boundaries and behaviours can be modelled, or inappropriate interactions to be highlighted and modified.
Mental wellbeing that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.• how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.
Staff to model and support pupils to explore different relaxation techniques and offer preferred ones to pupils when becoming dysregulated.
Using sensory profiles from the sensory toolkit, pupils develop regulation skills promoting happiness and contentment. Pupils have access to their regulators and motivators and staff facilitate widening these preferences to support wellbeing, engagement and tolerance.
Have communication aid with motivators and relaxation techniques bespoke to the pupils interests.
Explore some of the PELICAN I can relax techniques.
Use narrative, call and response and sensory story sessions based on happy and sad.
Staff to support pupils to acknowledge/model emotions the pupils are displaying.
Use Makaton signs and PEC to model and label emotions and relaxation techniques.
Explore the PELICAN I can relax and I can feel techniques.
Provide photos and video clips of different emotions for children to identify them.
Use narrative, call and response, role play and sensory story sessions based on simple emotions.
Encourage pupils to identify and express their emotions.
Explore the PELICAN I can relax and I can feel techniques.
Encourage pupils to identify and express their emotions.
Ensure pupils can identify different emotions from photos and video clips.
Use narrative, call and response and sensory story sessions based on a wider range of emotions and feelings.
Role play different scenarios for emotions and how to deal / react to them where to get help.
Internet safety and harms about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
Provide access to technology and model safe use.
Set limits where possible and ensure iPad content is restricted – report when unsafe material is access. Ensure familiar adults are regularly checking and interacting with pupils whilst using technology.
Introduce different apps and invitations to explore various devices – See Use of Technology tab in Independent living LTP.
Provide opportunities for pupils to use the internet to find pictures/ videos of their interests.
Provide access to technology and model safe use.
Use internet as part of daily lessons – model use of internet to get answers, information, images, videos etc.
Introduce different apps and invitations to explore various devices – See Use of Technology tab in Independent living LTP.
Set limits where possible, ensure iPad content is restricted. Work with pupils to report when something is wrong.
Provide access to technology and model safe use.
Use internet as part of daily lessons – model use of internet to get answers, information, images, videos etc.
Use RSHE resources and stories to begin to explore negative impacts on mental and physical wellbeing when used in excess.
Turn off internet and see how this restricts access to things like apps, google, emails etc.
Use iVengers Special Agents to provide peer led sessions on internet safety and harms – see computing SoW.
Set limits where possible, ensure iPad content is restricted. Work with pupils to report when something is wrong.
Provide access to technology and model safe use.
Use internet as part of daily lessons – model use of internet to get answers, information, images, videos etc.
Use RSHE resources and stories to begin to explore negative impacts on mental and physical wellbeing when used in excess.
Turn off internet and see how this restricts access to things like apps, google, emails etc.
Set limits where possible, ensure iPad content is restricted. Work with pupils to report when something is wrong.
Use iVengers Special Agents to provide peer led sessions on internet safety and harms – see computing SoW.
