KEY
GOOD HEALTH
FRIENDS, RELATIONSHIPS & COMMUNITY
Content marked ** in Italic is Sex Education Content
B0 – B7
Encountered
B8 – B14
Engaged
B15 – B21
Developing
B22+
Independent
Families: the roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting.
Have photos of family members in the communication aids to support understanding and recognising family such as you are going home to see dad.
Ensure communication aids are always relevant and available. Staff to be advocates for pupils and obvserve changes in behaviour closely.
Explore a variety of books/videos with different family dynamics.
Use role play opportunities like dolls and baby related toys to develop understanding of caring for others and home corners to role play familiar home occurrences. Staff model appropriate interactions.
Explore a variety of books/videos with different family and relationship dynamics.
Use RSHE dolls and resources to explore various relationship timelines and examples. Get pupils to explain what makes good parents and when two people in a relationship should plan to have a child.
Explore a variety of books/videos with different family and relationship dynamics.
Use RSHE dolls and resources to explore various relationship timelines and examples. Get pupils to explain what makes good parents and when two people in a relationship should plan to have a child.
Use RSHE ‘real’ baby to practice the roles and responsibilities that come with being a parent. Practice these caring skills by working with the younger pupils.
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Mental wellbeing: how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others’ mental health.
Explore how different activities make them feel and which they prefer. Ensure communication aids are in place to support with this.
Explore how different activities make them feel and discuss what the benefits of exercise are for the mind and body. Ensure communication aids are in place to support with this.
Allow opportunities to explore a range of physical activities to show a variety of hobbies that are available to them and develop preferences.
Allow opportunities to explore a range of physical activities to show a variety of hobbies that are available to them and develop preferences. Pupils should be able to identify suitable activities to access in the community based on their hobbies and interests.
Health and prevention: the benefits of regular self-examination and screening.
Staff to signpost parents and carers for pupils to access screening and complete examinations.
Use models to demonstrate how to check for lumps on breasts and testicles.
Staff to signpost parents and carers for pupils to access screening and complete examinations.
Use models to demonstrate how to check for lumps on breasts and testicles.
Staff to signpost parents and carers for pupils to access screening and complete examinations.
Use models to demonstrate how to check for lumps on breasts and testicles. Discuss the benefits of checking regularly and attending screenings.
Staff to signpost parents and carers for pupils to access screening and complete examinations.
Basic first aid: life-saving skills, including how to administer CPR. the purpose of defibrillators and when one might be needed.
Provide personal and classroom communication aids to support pupils to express if they feel unwell or if something hurts.
Use sensory stories and dolls with pupils to show what to do if you are hurt and who can help.
Discuss emergency services and what they do. Use role play to model this.
Teach what to do if they get hurt. Model to pupils basic first aid (pressure on bleeding, how to clean a wound and use a plaster, how to deal with burns).
Demonstrate and teach how to prevent choking. How to ask for help if someone is not unconscious or not breathing.
Use sensory stories and dolls with pupils to show what to do if you are hurt and who can help.
Discuss emergency services and what they do. Use role play to model this. Practice emergency calls and asking for help.
Teach what to do if they get hurt. Model to pupils basic first aid (bleeding, burns, sprains and suspected broken bones).
Demonstrate and teach lifesaving skills such as how to prevent choking, CPR and how to use a deliberator.
Use sensory stories and dolls with pupils to show what to do if you are hurt and who can help.
Discuss emergency services and what they do. Use role play scenarios and how to respond.
Respectful relationships, including friendships: that some types of behaviour within relationships are criminal, including violent behaviour and coercive control. What constitutes sexual harassment and sexual violence and why these are always unacceptable.
Invite pupils to take part in activities with adults to establish trusting relationships through intensive interaction, call and response, exploratory play.
Support development of tolerance of peers through play offer – see Play LTP.
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.
Provide opportunities for pupils to develop communication skills to set boundaries with peers and ask for help.
Create a fair and pupil centred safe space where all pupils are free to be themselves and staff continuously develop their knowledge of each pupil.
Ensure communication aids are always relevant and available. Staff to be advocates for pupils and observe changes in behaviour closely.
Continue to link back to consent and building their confidence to say no, and recognise their body belongs to them.
Run through some stories, scenarios, picture examples of clear criminal behaviours (where appropriate), and get pupils to think about when and how they would report this and who to.
Talk about who their trusted people are and how to approach the police.
Continue to link back to consent and building their confidence to say no, and recognise their body belongs to them.
Have discussions about what criminal behaviour is and the forms it comes in such as –
Violent behavior: Explain that physical violence, such as hitting, punching, or threatening harm, is illegal in any relationship, whether romantic, familial, or between friends.
Coercive control: Define coercive control as a pattern of controlling behavior designed to make someone dependent or scared. This includes isolating someone from their friends and family, monitoring their activities, controlling their finances, or making threats.
Sexual harassment: Explain that sexual harassment includes any unwanted behavior of a sexual nature, such as inappropriate comments, touching, or sending explicit messages or images without consent.
Sexual violence: Define sexual violence as any sexual activity where one person does not or cannot give consent. This includes rape, sexual assault, and other forms of non-consensual sexual behavior.
Present real-life case studies (anonymised and age-appropriate) where someone was a victim of violence, coercion, or harassment. Discuss how they sought help and the legal consequences for the perpetrator.
Direct pupils to places to report criminal behaviours –
School policies: Educate students on the school’s policies for reporting bullying, harassment, or abusive behavior. Walk them through how to approach a trusted adult, counselor, or teacher.
Police: Explain how to report serious incidents to law enforcement, particularly in cases of violence or sexual harassment. Encourage students to collect evidence where appropriate, such as saving messages or screenshots.
Anonymous reporting: Make students aware of options for anonymous reporting, which may make them feel safer if they fear retaliation.
Intimate and sexual relationships: including sexual health; ** the facts about the full range of contraceptive choices, efficacy and options available. the facts around pregnancy including miscarriage. that there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help)• ** how the different sexually transmitted infections (STIs), including HIV/AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing.
Support pupils to play and interact with others.
Support pupils to develop an understanding of boundaries and consent to things.
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Teach pupils boundaries such as private parts, personal space, no means no and consent to things. This can be modelled throughout the day but sensory stories with dolls can also be used including healthy and unhealthy relationships.
Use the dolls and sensory stories to model healthy and unhealthy relationships. There are a sequence of sensory stories that show the progression of a romantic relationships on TEAMS.
Discuss ways of having children and fertility of men and women can be different.
Support pupils to seek out and request interactions with other and to develop healthy relationships.
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Teach pupils boundaries such as private parts, personal space, no means no and consent to things. This can be modelled throughout the day but sensory stories with dolls can also be used including healthy and unhealthy relationships. There are a sequence of sensory stories that show the progression of a romantic relationships on TEAMS. ** Discuss intimacy is possible without sex and how to manage intimate pressure and sexual pressure.
Teach the facts about reproduction and the different ways adults can have children- relating to different family circumstances’. ** heterosexual sex, adoption, same sex parents, fostering etc.
Discuss ways of having children and fertility of men and women including menopause and age.
** If appropriate, discuss what sex is and laws around this and how to have safe sexual relationships including protection methods for infections and where to seek further help and advice.
There is a **what is Sex book by Kate E. Reynolds on TEAMS.
Teach pupils boundaries such as private parts, personal space, no means no and consent to things. This can be modelled throughout the day but sensory stories with dolls can also be used including healthy and unhealthy relationships. There are a sequence of sensory stories that show the progression of a romantic relationships on TEAMS. Discuss intimacy is possible without sex and how to manage intimate pressure and sexual pressure.
Discuss what sex is and laws around this and how to have safe sexual relationships including protection methods for infections and where to seek further help and advice. Talk about STIs key facts, prevention and treatments.
There is a ** what is Sex book by Kate E. Reynolds on TEAMS.
Discuss ways of having children and fertility of men and women including menopause and age.
Talk about where to get further support and advice around sexual health.
Science Non communicable and communicable diseases including ** sexually transmitted infections in humans (including HIV/AIDs). Hormones in human reproduction, hormonal and non-hormonal methods of contraception. Sex determination in humans (chromosomes xx girl, xy boy)
Staff to support pupils to access medical advice when needed.
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Staff to support pupils to access medical advice when needed.
Have communication aids with body parts and symptoms to support pupils to communicate when they feel unwell.
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Discuss ways of having children and fertility of men and women including menopause and age.
If appropriate, ** discuss what sex is and laws around this and ** how to have safe sexual relationships including protection methods for infections and where to seek further help and advice.
There is a ** What is Sex book by Kate E. Reynolds on TEAMS.
Talk about disability health checks and meet nurses to support this life long entitlement of this.
Discuss ** safe sexual relationships including protection methods and where to seek further help and advice. Talk about STIs key facts, prevention and treatments.
Discuss ways of having children (heterosexual ** sex, surrogacy, adoption) and different ways of conception (hormonal and non hormonal fertility methods) and fertility of men and women including menopause and age. Talk about chromosomes are responsible for determining the gender of the baby.
Talk about where to get further support and advice around sexual health.
There is a ** What is Sex book by Kate E. Reynolds on TEAMS.
Talk about disability health checks and meet nurses to support this life long entitlement of this.
Science: body defences against pathogens and the role of the immune system against disease; reducing and preventing the spread of infectious diseases in animals and plants
Encourage pupils to wash hands regularly to prevent germs.
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Encourage pupils to wash hands regularly to prevent germs.
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Model how the immune system fight infections and how vaccinations work.
Model how the immune system fight infections and how vaccinations work.
Online and media: that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.
Work with family network to ensure they know how to restrict content and are aware of the risks online.
Work with family network to ensure they know how to restrict content and are aware of the risks online, especially the severe penalties for possessing, sharing or viewing indecent images.
Compare real and obviously photoshopped photos to support recoginition that not eveyrthing they see is real.
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Explain the law clearly and define what “indecent images” are. Explain the severe punishments for sharing, posessing or viewing indecent images.
Keep explanations simple and focus on the importance of online safety and respect for others. Where comprehension is higher, you can provide more detailed information about the legal consequences.
Use clear examples: Explain using scenarios that are relevant to their everyday lives, such as receiving or sharing inappropriate images through social media or group chats. Avoid dramatising the issue, but make the legal consequences very clear.
Explain the law clearly and define what “indecent images” are. Explain the severe punishments for sharing, posessing or viewing indecent images.
Keep explanations simple and focus on the importance of online safety and respect for others. Where comprehension is higher, you can provide more detailed information about the legal consequences.
Use clear examples: Explain using scenarios that are relevant to their everyday lives, such as receiving or sharing inappropriate images through social media or group chats. Avoid dramatising the issue, but make the legal consequences very clear.
Drugs, alcohol and tobacco: awareness of the dangers of drugs which are prescribed but still present serious health risks.
Staff to support pupils to take medicine when needed.
Staff to support pupils to take medicine when needed.
Discuss the use of medicines and that they can come in different forms (tablets, liquid, inhalers, injections and creams)
Talk the dangers of taking medicine prescribed but still has health risks.
Discuss the use of medicines and that they can come in different forms (tablets, liquid, inhalers, injections and creams)
Talk the dangers of taking medicine prescribed but still has health risks including dependency, addiction and organ damage in some cases.
