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
Caring friendships: that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.
Staff model turn taking, using manners and positive interactions i.e. thank you for helping, good morning, how are you.
Staff use simple language to acknowledge peers of pupils and restoring conflicts i.e. that’s Jack’s book, lets give it back.
Staff to model positive interactions and set clear boundaries for socially inappropriate behvaiours that are shown.
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.
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’.
Provide opportunities for pupils to develop communication skills to set boundaries with peers and ask for help.
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.
Facilitate the learning of consent through maximising pupil voice and their opportunities to make choices throughout their timetable.
Staff model turn taking, using manners and positive interactions i.e. thank you for helping, good morning, how are you.
Staff use simple language to acknowledge peers of pupils and restoring conflicts i.e. that’s Jack’s book, lets give it back.
Offer activities which promote respect, tolerance and safe relationships/ friendships i.e. call and response, attention autism, sensory stories, shared play, structured play, co-operative play.
Plan opportunities for teamwork through play and sports activities.
Staff to model positive interactions and set clear boundaries for socially inappropriate behvaiours that are shown
Support pupils to problem solve and encourage pupils to find ways to make games, play and activities inclusive for all.
Provide opportunities for different levels of play alongside varied pupils and highlight shared interests that arise
Plan narrative, call and response, sensory stories and Pelican sessions around friendships
Provide varied opportunities for social intertactions in the classroom, outside and offsite.
Encourage pupils to highlights similarities and differences between each other.
Plan opportunities for teamwork through play and sports activities.
Staff to model positive interactions and set clear boundaries for socially inappropriate behvaiours that are shown
Support pupils to problem solve and encourage pupils to find ways to make games, play and activities inclusive for all.
Provide opportunities for different levels of play alongside varied pupils and highlight shared interests that arise
Plan narrative, call and response, sensory stories and Pelican sessions around friendships
Provide varied opportunities for social intertactions in the classroom, outside and offsite.
Encourage pupils to highlights similarities and differences between each other.
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Physical health and fitness: the importance of building regular exercise 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, vigorous exercise.
Provide opportunities to explore a range of physical activities to develop preferences such as swimming/ water play, dance, outdoor spaces and equipment (throw, balance, climb, spin, swing, tilt, squeeze) .
Explore how different activities make them feel andwhich they prefer. Ensure communication aids are in place to support with this.
Provide opportunities to explore a range of physical activities to develop preferences and impact of how the activity makes them feel such as swimming/ water play, dance, outdoor spaces and equipment (throw, balance, climb, spin, swing, tilt, squeeze).
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.
Discuss the importance, benefits and the amount of physical activity that is recommended to stay healthy.
Discuss the importance, benefits and the amount of physical activity that is recommended to stay healthy.
Pupils should keep a diary, plan and track how much physical activitiy they are doing to see if they need to increase the amount they are doing.
Allow opportunities to explore a range of physical activities to show a variety of hobbies that are available to them.
Healthy eating: what constitutes a healthy diet (including understanding calories and other nutritional content).
Explore a variety of foods with the pupil as part of sensory cooking and Sensolgy.
Ensure communication aids are kept up to date with food and drink preferences.
Support pupils to manipulate fruit themselves i.e. peel a banana, open a yoghurt.
Explore a variety of foods with the pupil as part of sensory cooking and Sensolgy.
Encourage pupils to make preferences and request food and drink using their preferred communication method. They could manipulate fruit themselves i.e. peel a banana, open a yoghurt.
Ensure communication aids are kept up to date with food and drink preferences.
Explore a variety of foods with the pupil as part of cooking, dinner and Sensolgy.
Discuss foods that should be eaten less often (unhealthy) and more often (healthy foods) and discuss food groups.
Encourage pupils to make simple snacks, preferences and request food and drink using their preferred communication method.
Ensure communication aids are kept up to date with food and drink preferences.
Explore a variety of foods and discuss food groups with the pupil as part of cooking, dinner and Sensolgy.
Discuss food groups and talk about food that should be eaten less often (unhealthy) and more often (healthy foods).
Encourage pupils to make simple meals, request food and drink using their preferred communication method.
Ensure communication aids are kept up to date with food and drink preferences.
Science: identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat. Identify that humans and some other animals have skeletons and muscles for support, protection and movement.
Encourage requesting things that they need such as food and drinks.
Explore unhealthy / healthy food and amounts.
Look at own body and feel different bones and muscles on themselves.
Talk about what humans and animals need to survive use Teddy and themselves as examples, (food, water, air, shelter, exercise, sleep and hygiene).
Look at own body and feel different bones and muscles on themselves. Discuss the purpose of bones and muscles.
Visit petting farms to see and name animals, identify what they eat and if the have bones and muscles.
Explore what muscles do and discover that some animals do not have bones.
Explore food groups, unhealthy / healthy food and amounts needed to stay healthy.
Talk about what humans and animals need to survive use Teddy and themselves as examples, (food, water, air, shelter, exercise, sleep and hygiene).
Look at own body and feel different bones and muscles on themselves. name and discuss the purpose of bones and muscles.
Visit petting farms to see and name animals, identify what they eat and if the have bones and muscles.
Explore what muscles do and discover that some animals do not have bones.
Explore food groups, unhealthy / healthy food and amounts and what benefits they have to the body.
Talk about what humans and animals need to survive use Teddy and themselves as examples, (food, water, air, shelter, exercise, sleep and hygiene).
Respectful relationships: that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.
Build respectful and trusting relationships through intensive interaction, consistency, visual aids etc.
Support development of tolerance of peers through play offer – see Play LTP.
Staff to be consistent with boundaries and modelling of appropriate behaviours.
Plan transitions around school and trips offsite to the local community, swimming, cafes etc – see community LTP.
Go out into the community and around school so appropriate interactions can be modelled by staff.
Through stories and role play, teach simple rules and simple social expectations about law, consent, bullying, sharing stories to support problem solving if these situations happen to them. i.e. stealing, unkind people, when someone says no and what should happen when they say no.
Support pupils to communicate concerns through communication aids and direct to wider group of adults to seek out for support.
Staff to be consistent with boundaries and modelling of appropriate behaviours.
Provide opportunities for interactions with various staff members, including SLT.
Go out into the community and around school so appropriate interactions can be modelled by staff.
Staff to be consistent with boundaries and modelling of appropriate behaviours.
Provide opportunities for interactions with various staff members, including SLT.
Through stories and role play, teach simple rules and simple social expectations about law, consent, bullying, sharing stories to support problem solving if these situations happen to them. i.e. stealing, unkind people, when someone says no and what should happen when they say no.
Use RSHE stories and props (dolls) to represent respectful interactions.
** Model appropriate interactions with members of the community to express wants and needs and Identify people who can help us.
Go out into the community and around school so appropriate interactions can be modelled by staff.
Staff to be consistent with boundaries and modelling of appropriate behaviours.
Provide opportunities for interactions with various staff members, including SLT.
Through stories and role play, teach simple rules and simple social expectations about law, consent, bullying, sharing stories to support problem solving if these situations happen to them. i.e. stealing, unkind people, when someone says no and what should happen when they say no.
Plan visits from external visitors such as police.
** Model appropriate interactions with members of the community to express wants and needs and Identify people who can help us.
Online relationships: that the same principles apply to online relationships as to face-to face relationships, including the importance of respect for others online including when we are anonymous.
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.
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.
Where appropriate, offer use of phones or online platforms to communicate and establish online relationships, developing simple requests and responses .i.e. text messages, voice notes, phone calls, social media posts. See Safety in the Community Online tab in FRC LTP.
Use iVengers Special Agents to provide peer led sessions on internet safety and harms – see computing SoW. Invite those who are particularly susceptable to online risk to be an Special Agent to intensify their online safety learning.
Where appropriate, offer use of phones or online platforms to communicate and establish online relationships, developing simple requests and responses .i.e. text messages, voice notes, phone calls, social media posts. See Safety in the Community Online tab in FRC LTP.
Use iVengers Special Agents to provide peer led sessions on internet safety and harms – see computing SoW. Invite those who are particularly susceptable to online risk to be an Special Agent to intensify their online safety learning.
Where appropriate, offer use of phones or online platforms to communicate and establish online relationships, developing simple requests and responses .i.e. text messages, voice notes, phone calls, social media posts. See Safety in the Community Online tab in FRC LTP.
Being safe: how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
Go out into the community and around school so appropriate interactions can be modelled by staff.
Go out into the community and around school so appropriate interactions can be modelled by staff.
Through stories and role play, teach simple rules and simple social expectations about law, consent, bullying, sharing stories to support problem solving if these situations happen to them. i.e. stealing, unkind people, when someone says no and what should happen when they say no.
Support pupils to communicate concerns through communication aids and direct to wider group of adults to seek out for support.
Where appropriate, offer use of phones or online platforms to communicate and establish online relationships, developing simple requests and responses .i.e. text messages, voice notes, phone calls, social media posts. See Safety in the Community Online tab in FRC LTP.
Go out into the community and around school so appropriate interactions can be modelled by staff.
Use RSHE stories and props to explore different scenarios of encounters with strangers.
Role play and drama activities based in safety in the community.
Through stories and role play, teach simple rules and simple social expectations about law, consent, bullying, sharing stories to support problem solving if these situations happen to them. i.e. stealing, unkind people, when someone says no and what should happen when they say no.
Where appropriate, offer use of phones or online platforms to communicate and establish online relationships, developing simple requests and responses .i.e. text messages, voice notes, phone calls, social media posts. See Safety in the Community Online tab in FRC LTP.
Go out into the community and around school so appropriate interactions can be modelled by staff.
Use RSHE stories and props to explore different scenarios of encounters with strangers.
Role play and drama activities based in safety in the community.
Where appropriate, offer use of phones or online platforms to communicate and establish online relationships, developing simple requests and responses .i.e. text messages, voice notes, phone calls, social media posts. See Safety in the Community Online tab in FRC LTP.
Mental wellbeing: simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
Provide opportunities to explore physical activities, expressive arts, motivators, relaxation and regulation techniques. Ensure communication aids support this.
Allow pupils opportunities to engage in play with others.
Provide a range of opportunities to explore physical activities, expressive arts, motivators, relaxation and regulation techniques. Ensure communication aids are kept up to date to support requesting and expressing preferences.
Provide pupils with various opportunities to engage in play with others.
Allow opportunities to explore a range of physical activities, community experiences and expressive arts to show a variety of hobbies that are available to them.
Support pupils to identify things they do for self care, hobbies and how it makes them feel.
Allow opportunities to explore a range of physical activities, community experiences and expressive arts to show a variety of hobbies that are available to them.
Pupils should identify things they do for self care, hobbies and how it makes them feel.
Internet safety and harms: why social media, some computer games and online gaming, for example, are age restricted.
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.
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.
Use iVengers Special Agents to provide peer led sessions on internet safety and harms – see computing SoW. Invite those who are particularly susceptable to online risk to be an Special Agent to intensify their online safety learning.
Use images and videos to explore appropriate games and apps. Discuss age restrictions and where to find these on games.
Through stories and videos, show some of the impacts of too much social media and gaming.
Use iVengers Special Agents to provide peer led sessions on internet safety and harms – see computing SoW. Invite those who are particularly susceptable to online risk to be an Special Agent to intensify their online safety learning.
Use images and videos to explore appropriate games and apps. Discuss age restrictions and where to find these on games.
Through stories and videos, show some of the impacts of too much social media and gaming.
Health 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.
Support pupils to recognise when they are hot and cold and dress appropriately. Communication aids should be used to support understanding.
Encourage pupils to wear a sun hat and suncream when needed outside.
Encourage pupils to identify the weather each day and discuss appropriate clothing and sun protection.
Support pupils to recognise when they are hot and cold and dress appropriately.
Support pupils to recognise if they are feeling ill and what feels unwell.
Communication aids should be used to support understanding.
Identify the weather each day and discuss appropriate clothing and sun protection.
Support pupils to recognise and describe if they are feeling ill or if they have a temperature.
Communication aids should be used to support understanding.
Identify the weather each day and appropriate clothing.
Discuss the importance of sun protection when needed and the benefits.
Discuss how to recognise and describe if they are feeling ill or if they have a temperature.
Communication aids should be used to support understanding.
