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 and people who care for me: that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up.
Provide access to family photos in the classroom.
Encourage staff to model during parent interactions or taxi time, “home time to dad”, “hello mum!”.
Communication aids showing family at home and friends/staff at school, emotions linked to seeing family members etc.
Invite pupils to take part in activities with adults to establish trusting relationships through intensive interaction, call and response, exploratory play.
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 families and carers.
Provide opportunities for family to come into school.
Invite pupils to take part in activities with adults to establish trusting relationships through intensive interaction, call and response, exploratory play.
Provide access to a variety of books and stories that examples of different family dynamics, stable and caring relationships.
Plan narrative, call and response and sensory story sessions based on families and carers.
Provide opportunities for family to come into school.
Provide access to a variety of books and stories that examples of different family dynamics, stable and caring relationships.
Plan narrative, call and response and sensory story sessions based on families and carers.
Provide opportunities for family to come into school.
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Caring friendships: that most friendships have ups and downs, and th at these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
Staff to model positive interactions and set clear boundaries for socially inappropriate behaviours that are shown
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’.
Plan opportunities for teamwork through play and sports activities.
Staff to model positive interactions and set clear boundaries for socially inappropriate behaviours that are shown.
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 problem solving and conflict resolution – chill skills, signs of emotions and lines between thoughts and feelings.
Plan Pelican sessions around chill skills and dealing with emotions when they get ‘too big’.
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.
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 problem solving and conflict resolution – chill skills, signs of emotions and lins between thoughts and feelings.
Use RSHE stories and props to represent friends and show examples of repairing friendships, impacts and consequences of violence.
Plan Pelican sessions around chill skills and dealing with emotions when they get ‘too big’.
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.
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 problem solving and conflict resolution – chill skills, signs of emotions and lins between thoughts and feelings.
Use RSHE stories and props to represent friends and show examples of repairing friendships, impacts and consequences of violence.
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Healthy eating: the principles of planning and preparing a range of healthy meals.
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. Support pupils to 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). Use a blank ‘eat well’ chart and add ask the pupils to fill it in with food they like to eat.
Encourage pupils to make simple meals, request food and drink using their preferred communication method.
Discuss nutrition, identify food groups with a range of meals use the ‘Eat well chart’.
Keep a food diary and see if they have a healthy balanced diet.
Encourage pupils to make a range of healthy snacks and meals.
Science: describe the simple functions of the basic parts of the digestive system in humans; identify the different types of teeth in humans and their simple functions
Have communication aids and classroom symbols with body parts on.
Label body parts when supporting with personal care and dressing.
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 a photo of pupil and encourage pupils to label/ match to name a wider range of body parts.
Use sensory stories, call and response, Attention Autism, songs and Sensology sessions to explore what happens when food is eaten and what teeth do and how to look after them.
Have communication aids and classroom symbols with body parts on.
Ensure pupils know the names of their body parts.
Support pupils to understand what teeth do and how to look after them.
Use sensory stories and dolls to label and discuss what happens when food is eaten and how it is digested.
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 digestion.
Support pupils to understand what the different types of teeth do and how to look after them.
Use sensory stories and dolls to label and discuss what happens when food is eaten and how it is digested.
Use sensory story to help model digestion and how each part functions: using bread, hands rip up bread like teeth, cardboard tube for throat, plastic bag for the stomach, orange juice (stomach acid), tights for the intestines.
Respectful relationships: about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
Staff to model positive interactions and set clear boundaries for socially inappropriate behvaiours that are shown
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’.
Staff use simple language to acknowledge peers of pupils and restoring conflicts i.e. Jack is upset because he can’t join in, can we try and make him feel better?
Support pupils to communicate concerns through communication aids and direct to wider group of adults to seek out for support.
Offer social stories about appropriate interactions to create narratives to reflect on events in their own lives and the ability to identify anything in their lives which is not safe/ kind.
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.
Teach about rules and social expectations about law, consent, bullying, sharing stories to support problem solving if these situations happen to them – See SMSC LTP.
Provide use of online platforms to communicate and establish online relationships, developing online etiquette and the impact of negative behaviours online.
Teach about rules and social expectations about law, consent, bullying, sharing stories to support problem solving if these situations happen to them – See SMSC LTP.
Provide use of online platforms to communicate and establish online relationships, developing online etiquette and the impact of negative behaviours online.
Online relationships: the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
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 online platforms to communicate and establish online relationships, developing online etiquette and the impact of negative behaviours online.
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 online platforms to communicate and establish online relationships, developing online etiquette and the impact of negative behaviours online.
Use iVengers Special Agents to provide peer led sessions on keeping safe online and how to report harmful content – 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.
Provide access to online platforms to communicate and establish online relationships, developing online etiquette and the impact of negative behaviours online.
Use iVengers Special Agents to provide peer led sessions on keeping safe online and how to report harmful content – 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 recognise and report feelings of being unsafe or feeling bad about any adult.
Staff to model positive interactions and set clear boundaries for socially inappropriate behvaiours that are shown
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 communication aids are relenvant and always available.
Support pupils to communicate concerns through communication aids and direct to wider group of adults to seek out for support.
Offer social stories about appropriate interactions to create narratives to reflect on events in their own lives and the ability to identify anything in their lives which is not safe/ kind.
Teach consent through maximising pupil voice and their opportunities to make choices throughout their timetable.
Offer social stories about appropriate interactions to create narratives to reflect on events in their own lives and the ability to identify anything in their lives which is not safe/ kind.
Ensure pupils are aware of the safeguarding leads in school and know how to report any concerns.
Offer social stories about appropriate interactions to create narratives to reflect on events in their own lives and the ability to identify anything in their lives which is not safe/ kind.
Ensure pupils are aware of the safeguarding leads in school and know how to report any concerns.
Health and prevention: the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
Support pupils to recognise if they need a rest from an activity.
Use pictures of own bedroom can they recognise their own room where they sleep.
Exercise and support pupils to recognise when they are tired and need a rest.
Discuss that you will feel tired if you don’t have enough sleep. Discuss the importance of sleep.
Exercise and support pupils to recognise when they are tired and need a rest.
Discuss that you will feel tired if you don’t have enough sleep as sleep gives you energy.
Talk about the what happens if you don’t have enough sleep.
Provide opportunities for pupils to excerise and recognise when they are tired and need a rest.
Discuss the bennifts of sleep and energy it gives you.
Talk about the what happens if you don’t have enough sleep.
Changing adolescent body: key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes. Including hygiene
Have communication aids and classroom symbols with body parts on and puberty changes.
Label body parts and changes when supporting with personal care and dressing.
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 . . .”
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). Have a picture of pupils bedroom and bathroom at home.
Discuss which areas of the body are private and when can we be naked or who can help/ show our privates to. Model public and private places using dolls. Have a picture of pupil’s own bedroom and bathroom at home. The Pantosaurus NSPCC resources are useful – pants cover up your private parts.
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 the dolls to compare and identify changes during puberty. Look at photos of themselves when they were younger and discuss changes in self and how they have changed growing up.
Explore the changes their body will go through as they reach puberty and what to do using sensory stories, dolls and models to facilitate teaching the changes and personal hygiene.
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)
Encourage pupils to name body parts when supporting personal and dressing. Ensure puils know where their private parts are, who can see them or help, what public and private parts are and where you can be naked. Pantosaurus NSPCC resources are useful – pants cover up your private parts.
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.
Look at photos of younger self and examine changes in self and how they have changed growing up. Look at photos of familiar adults (as a baby, child, teenager and adult) and explore how they have changed.
Explore the changes their body will go through as they reach puberty and what to do using sensory stories, dolls and models to facilitate teaching the changes and personal hygiene.
Ensure Pupils know the correct terms for their body parts and which parts are private including public and private spaces.
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.
Explore the changes their body will go through as they reach puberty and what to do using sensory stories, dolls and models to facilitate teaching the changes and personal hygiene including the importance of personal hygiene routines (hair, hand, body and teeth)..
Use photos of self and blank outline to label changes that happen during puberty.
Mental wellbeing: isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. • that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
Staff to model positive interactions and set clear boundaries for socially inappropriate behaviours that are shown
Staff to be person of trust and show kindness and support through problems and difficulties.
Staff to be vigiliant and aware of behaviour changes like pupil becoming withdrawn, less regulated, more emotional, report on MyConcern.
Staff to provide access to personalised learning that is inclusive of all, using motivators to include more withdrawn and isolated characters.
Ensure communication aids are relevant and always available.
Provide access to regular, consistent Pelican sessions where pupils can improve their emotional literacy and practice chill skills to aid regulation.
Use RSHE resources and social stories to explore scenarios including lonliness and support pupils to express their feelings.
** Use sensory stories with dolls to model moods and unkind behaviours.
Ensure pupils know how to report unkind behaviours.
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.
Provide access to regular, consistent Pelican sessions where pupils can improve their emotional literacy and practice chill skills to aid regulation.
Provide use of online platforms to communicate and establish online relationships, developing online etiquette and the impact of negative behaviours online.
Facilitate scenarios to allow pupils to use these skills and model how to report/ keep themselves safe on and offline.
Discuss the concept of peer pressure through scenarios and role play/ freeze frames/ social stories and problem solve/ explore resolves, including seeking advice i.e. alcohol, drugs, risky behaviour, racist/ sexist/ bullying, theft etc.
Use sensory stories with dolls to model moods (such as Matt’s moods, Daz’s distavorous day) and unkind behaviours from others.
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.
Internet safety and harms: that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health.
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.
Ensure pupils know how to report unkind behaviour.
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.
Provide access to regular, consistent Pelican sessions where pupils can improve their emotional literacy and practice chill skills to aid regulation.
Provide use of online platforms to communicate and establish online relationships, developing online etiquette and the impact of negative behaviours online.
Facilitate scenarios to allow pupils to use these skills and model how to report/ keep themselves safe on and offline.
Discuss the concept of peer pressure through scenarios and role play/ freeze frames/ social stories and problem solve/ explore resolves, including seeking advice i.e. alcohol, drugs, risky behaviour, racist/ sexist/ bullying, theft etc.
Use sensory stories with dolls to model moods (such as Matt’s moods, Daz’s distavorous day) and unkind behaviours from others.
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.
Physical health and fitness: the risks associated with an inactive lifestyle (including obesity).
Encourage pupils to engage in physical activity and have communication aids available to request them.
Provide opportunities to engage in a variety of physical activities during the day including sensory circuit and outdoor learning.
Discuss the importance of keeping active and the recommended exercise.
Identify different exercises and activities they like to do.
Identify different exercises and activities they like to do.
Discuss the importance of keeping active and the recommended exercise.
Pupils can track how much exercise the do each day to identify if they are doing enough.
