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: what marriage is, including their legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.
Continue to support the development of safe and respectful relationships.
Model interactions through intensive interaction and have PECS photos or symbols available when talking about people such as you are going home to see Mum.
Explore a variety of stories that show a variety of relationship dynamics and highlight these where possible and appropriate.
Explore relationships with dolls and within their own families such as parents, grandparents, aunts and uncles. You could use TV programmes that include marriage or this episode on Cbeebies My First Wedding
Discuss the variety of family structures: Start by exploring different types of families (nuclear families, single-parent families, same-sex parents, cohabiting couples, etc.) to provide context and show that families come in many forms. This creates an inclusive atmosphere.
Introduce the concept of marriage: Explain that marriage is a type of committed relationship that many people choose to formalise through a legal process. It is one of many ways people form families.
Use stories and dolls to act out these scenarios and get pupils to highlight what is different between certain couples (ie, John and Peter live together, does this mean they are married?)
Discuss the variety of family structures: Start by exploring different types of families (nuclear families, single-parent families, same-sex parents, cohabiting couples, etc.) to provide context and show that families come in many forms. This creates an inclusive atmosphere.
Introduce the concept of marriage: Explain that marriage is a type of committed relationship that many people choose to formalise through a legal process. It is one of many ways people form families.
Make it clear that while marriage laws and customs differ globally, the respect and rights of individuals within relationships are essential and universal.
Discuss the specific rights and protections that legally married couples enjoy compared to couples who are cohabiting or have an unregistered religious ceremony such as inheritance and property rights, financial support, medical and legal decisions etc.
Discuss that in some cases, people may have religious wedding ceremonies that are not legally recognised unless they also register the marriage with the government. This means that the couple may not have the legal rights and protections associated with a legally recognised marriage.
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Mental wellbeing: that happiness is linked to being connected to others
Support pupils to build a variety of relationships with peers and staff through motivators, play and intensive interaction.
Support pupils to build a variety of relationships with peers and staff through motivators, cooperative play, turn taking play, outdoor play.
Support pupils to develop respectful friendships and highlight when they show happiness around them.
Discuss and describe people we love and enjoy being around. Explore how these people make us feel and how we can meet new people to build these friendships with.
Continue to provide lots of shared play opportunities and access to activities that evoke joy in pupils where they can experience happiness alongside others.
Discuss and describe people we love and enjoy being around. Explore how these people make us feel and how we can meet new people to build these friendships with.
Continue to provide lots of shared play opportunities and access to activities that evoke joy in pupils where they can experience happiness alongside others.
Physical health and fitness: the characteristics and evidence of what constitutes a healthy lifestyle, maintaining a healthy weight, including the links between an inactive lifestyle and ill health, including cancer and cardiovascular ill-health.
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 and which 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. Discuss the risks of cancer and cardiovascular ill-health.
Pupils should keep a diary, plan and track how much physical activity 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.
Health and prevention: about dental health and the benefits of good oral hygiene and dental flossing, including healthy eating and regular check-ups at the dentist
Support pupils to use a toothbrush and toothpaste to develop their independence.
Use big teeth model and sensory stories to model brushing teeth.
Practice brushing their own teeth (gain permission first and ask Health care about the smile award).
Explore the dentist role play.
Use big teeth model and sensory stories to model brushing teeth including flossing and gum health.
Practice brushing their own teeth (gain permission first and ask Health care about the smile award).
Talk about the benefits of good dental hygiene and brushing twice a day for 2 minutes.
Use the dentist role play to model check ups.
Use the models and stories to demonstrate how to clean, floss use mouth wash.
Discuss the importance of good dental hygiene and what happens if there is poor dental hygiene (plaque and cavities) use disclosure tablets (with parents permission to show where needs brushing and to identify if they have missed an area when brushing).
Use the role play to model what happens at check ups.
Respectful relationships: including friendships practical steps they can take in a range of different contexts to improve or support respectful relationships; how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice); 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 people in positions of authority and due tolerance of other people’s beliefs.
Provide opportunities for pupils to explore different activities and resources to identify and record a range of preferences, likes and dislikes. Add the likes and preferences to the communication aids.
Provide opportunities for pupils to explore the community and come into contact with a variety of members of the public like places of worship, galleries, cafes. Staff to model and support pupils to be respectful.
Provide opportunities for pupils to explore different activities and resources to identify and record a range of preferences, likes and dislikes. Add the likes and preferences to the communication aids.
Ensure pupils are treating each other with respect and kindness and challenge stereotyping behaviours – dicuss this with phone calls home.
Provide opportunities for pupils to explore the community and come into conatct with a variety of members of the public like places of worship, galleries, cafes. Staff to model and support pupils to be respectful.
Provide opportunities for pupils to explore different activities and resources to identify and record a range of preferences, likes and dislikes. Add the likes and preferences to the communication aids.
Ensure pupils are treating each other with respect and kindness and challenge stereotyping behaviours – dicuss this with phone calls home.
Use stories, role play and drama to explore how stereotyping can be unfair, negative or destructive.
Provide opportunities for pupils to explore the community and come into conatct with a variety of members of the public like places of worship, galleries, cafes. Staff to model and support pupils to be respectful.
Discuss how setting personal boundaries is important, and encourage students to respect others’ boundaries in different contexts (e.g., at home, school, or in relationships).
Emphasise the importance of open dialogue, where individuals feel safe expressing their feelings and needs without fear of judgment or backlash.
Provide opportunities for pupils to explore different activities and resources to identify and learn about themselves including their preferences, likes and dislikes.
Ensure pupils are treating each other with respect and kindness and challenge stereotyping behaviours – dicuss this with phone calls home.
Use stories, role play and drama to explore how stereotyping can be unfair, negative or destructive.
Discuss in more detail what stereotyping is and explore how we could be stereotyped – explore how it would make us feel if people made assumptions about use based on how we look, the colour of our skin, religion etc.
Support pupils to develop empathy and put themselves in others’ shoes, understanding and valuing diverse perspectives and experiences.
Develop pupils’ skills to calmly and assertively address disrespectful behavior when they witness it, whether in-person or online, without escalating conflict.
Science: reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta.
Use mirrors to explore reflections and recognise themselves.
Provide photos or videos of familiar people of different ages (siblings, parents, grandparents).
Visit petting farms to see animals and offspring.
Provide access to communication aids.
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Show videos and pictures of younger self and talk about changes.
Provide pictures of familiar adults as a baby, child teenager and adult.
Talk about what pregnancy and carrying a baby using the social story on TEAMS.
Visit petting farms to see animals and offspring.
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Show videos and pictures of younger self and talk about similarities and differences.
Provide pictures of familiar adults as a baby, child teenager and adult.
Talk about what pregnancy and carrying a baby using the social story on TEAMS. Use photos to support understanding.
Visit petting farms to see and name animals and offspring.
Talk about what pregnancy and carrying a baby using the social story or What is pregnancy book by Kate E. Reynolds on TEAMS. Use photos to support understanding.
Use the cross section models to aid the discussion of where the sperm and eggs are located and where conception takes place. (Science national curriculum not sex education)
Intimate and sexual relationships: including sexual health that all aspects of health can be affected by choices they make in ** sex and relationships, positively or negatively, e.g. physical, emotional, mental, ** sexual and reproductive health and wellbeing; the facts about reproductive health, including fertility, and the potential impact of lifestyle on fertility for men and women and menopause.
Support pupils to play and interact with others.
Use the dolls and sensory stories to model health and unhealth relationships. There are a sequence of sensory stories that show the progression of a romantic relationships on TEAMS.
Support pupils to seek out and request interactions with other and to develop healthy relationships.
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Use the dolls and sensory stories to model health and unhealth relationships. There are a sequence of sensory stories that show the progression of a romantic relationships on TEAMS and intimate and sexual* relationships if appropriate.
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.
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.
** Talk about intimate and sexual relationships, what sex is and the law, contraception, STIs, facts and choices related to pregnancy, how to manage intimate pressure and sexual pressure, reproductive health and where to get further advice.
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 the impact of puberty, periods, fertility and menopause on mental health and the impact on wellbeing- and how to self-help/ get help.
Discuss ways of having children and fertility of men and women including menopause and age.
There is a what is Sex book by Kate E. Reynolds on TEAMS.
Online and media: not to provide material to others that they would not want shared further and not to share personal material which is sent to them; what to do and where to get support to report material or manage issues online.
Continue to offer exploration of tehcnology and applications. – See Use of Technology tab in Independent Living LTP.
Allow pupils to use devices to support regulation and joy in living; accessing content like YouTube, TikTok, videos of themselves/ photos of themselves, facial recognition apps, increasing online exposure. Online safety should be modelled and content restricted.
Encourage pupils to respect their peers and staff by asking for consent before taking photos or videos.
Support pupils to ask for help or report to a teacher if they receive something via airdrop or email/teams.
Use iVengers Special Agents to lead peer to peer sessions and refer pupils that are particularly susceptable to becomde a Special Agent so they can help teache their peers.
Discuss ways of sharing photos (social media, whatsapp, email) and who we can tell if we recieve or share something and are worried about it – a trusted adult, teacher, police.
Support pupils to recognise online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.
Support pupils to recognise not to provide material to others that they would not want shared further and not to share personal material which is sent to them.
Teach what to do and where to get support to report material or manage issues online.
Use scenarios where students must decide what to do when they receive personal material from a friend or when they’re tempted to share something. For example: “A friend sends you a funny but embarrassing picture of themselves. What do you do?” Have students discuss what responsible behavior looks like in these situations.
Use iVengers Special Agents to lead peer to peer sessions and refer pupils that are particularly susceptable to becomde a Special Agent so they can help teache their peers.
Support pupils to recognise online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.
Support pupils to recognise not to provide material to others that they would not want shared further and not to share personal material which is sent to them.
Teach what to do and where to get support to report material or manage issues online.
Use scenarios where students must decide what to do when they receive personal material from a friend or when they’re tempted to share something. For example: “A friend sends you a funny but embarrassing picture of themselves. What do you do?” Have students discuss what responsible behavior looks like in these situations.
Legal consequences: Teach students about the potential legal ramifications of sharing private or explicit content, especially if it involves minors (even if they are minors themselves).
Emotional consequences: Discuss the emotional harm that can result from violating someone’s trust by sharing their personal content without permission, such as humiliation, damaged relationships, or even mental health issues like anxiety or depression.
Social consequences: Help students understand how sharing personal material can affect their reputation, both short-term and long-term, impacting friendships, future job prospects, and their online presence.
Being safe: the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships
Support pupils to develop an understanding of boundaries and consent to things.
Support pupils to develop an understanding of boundaries such as private parts, personal space, no means no and consent to things.
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.
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.
Discuss the law around sex, consent and abuse.
Drugs, alcohol and tobacco: the law relating to the supply and possession of illegal substances.
Support pupils to recognise what is safe and unsafe items to consume.
Staff to move pupils away from smokers or drinkers out in the community and use simple language
Support pupils to recognise what is safe and unsafe items to consume.
Discuss the difference between a soft drink and alcoholic drink (make you sick, sleepy or dizzy).
Model moving away from some or vape fumes as these could be harmful. Use a perfume if appropriate and none in the group has asthma to practice this skill.
Support pupils to recognise what is safe and unsafe when out in the community. Discuss the age limits for drinking alcohol and the law around this. Explain what happens when the law is broken.
Explain using simple language that some drugs are illegal and should not be owned, consumed or shared.
Discuss the dangers of smelling deodorants, chemicals or other scents like paint and that these can be harmful if done in excess.
Support pupils to recognise what is safe and unsafe when out in the community. Discuss the age limits for drinking alcohol and the law around this. Explain what happens when the law is broken.
Explain using simple language that some drugs are illegal and should not be owned, consumed or shared. Discuss that medicines are also drugs and can be dangerous if using someone else’s or taking too many. Use the drugs/ alcohol resources and goggles.
Discuss the dangers of smelling deodorants, chemicals or other scents like paint and that these can be harmful if done in excess.
Basic first aid: basic treatment for common injuries.
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). Discuss what medicines and medical resources that might be needed at home.
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).
Talk about what medicines and medical resources that might be needed at home.
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.
