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 why marriage is an important relationship choice for many couples and why it must be freely entered into. the characteristics and legal status of other types of long-term relationships.
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 and different family dynamics. Staff model appropriate interactions.
Explore a variety of inclusive LBTQ+ stories with varied relationships dynamics.
Offer opportunities to explore different types of relationships between adults and how everyone’s lives are made up of similar but different values.
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.
. You could use TV programmes that include marriage or this episode on Cbeebies My First Wedding
Teach about rules and social expectations about law, consent, bullying, marriage, criminal behaviours in relationships.
Offer opportunities to explore different types of relationships between adults and how everyone’s lives are made up of similar but different values.
Use the relationship timeline and doll sensory stories to model diffrent relationships.
Teach about rules and social expectations about law, consent, bullying, marriage, criminal behaviours in relationships.
Offer opportunities to explore different types of relationships between adults and how everyone’s lives are made up of similar but different values.
.
Mental wellbeing how to recognise the early signs of mental wellbeing concerns. • common types of mental ill health (e.g. anxiety and depression)
Offer regulation techniques when pupils begin to feel dysregulated and overwhelmed.
Staff to support pupils to regulate and access communication aids to request items or activities.
Discuss who they could come to if they need help or feeling sad. Use PELICAN, sensory stories and dolls to model this.
Talk about who can help. (Trusted adults, family, doctors)
Discuss extreme emotions and that we might need help to deal with them at times such as triggers, events or continuously feeling an emotion. Use PELICAN, sensory stories and dolls to model this.
Talk about who can help. (Trusted adults, family, doctors)
Discuss mental illness and that this is common to experience (depression [search the big black dog] , anger, anxiety).
Discuss what you can do if you need help, how to get help (doctors, trusted adult, family) and how to spot signs in others.
Physical health and fitness about the science relating to blood, organ and stem cell donation.
Staff will support pupils to engage in medical appointments such as blood tests.
Discuss that blood and organs can be donated to support others in need.
Discuss that blood and organs can be donated to support others in need.
Discuss that blood, cells and organs can be donated to support others in need. You can also decide to go on the donor list when you pass away.
Health and prevention the importance of sufficient good quality sleep for good health and how 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.
Talk about disability health checks and meet nurses to support this life long entitlement of this.
Provide opportunities for pupils to exercise and recognise when they are tired and need a rest.
Discuss the benefits of sleep and energy it gives you.
Talk about the what happens if you don’t have enough sleep.
Talk about disability health checks and meet nurses to support this life long entitlement of this.
Respectful relationships, including friendships about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help.
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.
Use social stories and RSHE resources/props to explore simple scenarios around bullying, real life and online, how and where to get help and responsibilities of bystanders.
Use drama and role play to act out responses to bullying.
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 social stories and RSHE resources/props to explore simple scenarios around bullying, real life and online, how and where to get help and responsibilties of bystanders.
Use drama and role play to act out responses to bullying.
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 social stories and RSHE resources/props to explore simple scenarios around bullying, real life and online, how and where to get help and responsibilties of bystanders.
Use drama and role play to act out responses to bullying.
Intimate and sexual relationships, including sexual health that there are a range of strategies for identifying and managing sexual ** pressure, including understanding peer pressure, resisting pressure and not pressurising others. That they have a choice to delay sex or to enjoy intimacy without sex **.
Support pupils to play and interact with others.
Support pupils to develop an understanding of boundaries and consent to things.
.
.
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 develop an understanding of boundaries such as private parts, personal space, no means no and consent to things.
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. Discuss different relationships including intimate and sexual* (if appropriate).
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 ways of having children and fertility of men and women can be different.
Talk about disability health checks and meet nurses to support this life long entitlement of this.
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 intimacy is possible without sex* and how to manage intimate pressure and sexual pressure*.
Teach pupils boundaries such as private parts, personal space, no means no and consent to things. This can be modelled throughout the day and using sensory stories with dolls.
Talk about intimate and sexual * relationships, what sex is and the law *, contraception *, STIs *, facts and choices related to pregnancy *, 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.
Talk about disability health checks and meet nurses to support this life long entitlement of this.
There is a what is Sex book by Kate E. Reynolds on TEAMS.
Online and media the impact of viewing harmful content. that specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.
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.
Compare real and obviously photoshopped photos to support recognition that not everything they see is real.
Work with family network to ensure they know how to restrict content and are aware of the risks online.
Compare real and obviously photoshopped photosto support recoginition that not eveyrthing they see is real.
Begin by discussing how all types of media, not just pornography, can shape people’s perceptions. This could include how advertisements, movies, and social media portray relationships, body image, and behaviors in exaggerated or unrealistic ways.
Define pornography and other forms of explicit sexual content in simple terms. Explain that it includes videos, pictures, or other media that show sexual acts or naked bodies, often in a highly exaggerated or unrealistic way.
Begin by discussing how all types of media, not just pornography, can shape people’s perceptions. This could include how advertisements, movies, and social media portray relationships, body image, and behaviors in exaggerated or unrealistic ways.
For example, discuss why certain images or behaviours are shown in movies or music videos and how they compare to real life.
Define pornography and other forms of explicit sexual content in simple terms. Explain that it includes videos, pictures, or other media that show sexual acts or naked bodies, often in a highly exaggerated or unrealistic way.
Make clear that there’s a difference between learning about sex in a healthy, informed way through educational materials and what is portrayed in pornography, which is created for entertainment rather than education.
Internet safety and harms how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.
Work with family network to ensure they know how to restrict content and are aware of the risks online, especially on apps their children use regularly and can be used to communicate (Roblox, Youtube, Youtube Kids, WhatsApp).
Work with family network to ensure they know how to restrict content and are aware of the risks online, especially on apps their children use regularly and can be used to communicate (Roblox, Youtube, Youtube Kids, WhatsApp).
Use iVengers scheme to support pupils’ understanding of different forms of harmful behaviors:
Provide clear examples of harmful behaviors online, including-
Cyberbullying: Repeatedly sending mean, threatening, or hurtful messages to someone online.
Harassment: Targeting someone with offensive, rude, or threatening content in a sustained manner.
Abuse: Using digital tools (such as social media, texting, or emails) to manipulate, threaten, or control someone.
Doxxing: Sharing someone’s private information (like their address, phone number, or private messages) without their consent.
Use clear examples and ask pupils to identify when to seek support, and who from.
Use iVengers scheme to support pupils’ understanding of different forms of harmful behaviors:
Provide clear definitions and examples of harmful behaviors online, including:
Cyberbullying: Repeatedly sending mean, threatening, or hurtful messages to someone online.
Harassment: Targeting someone with offensive, rude, or threatening content in a sustained manner.
Abuse: Using digital tools (such as social media, texting, or emails) to manipulate, threaten, or control someone.
Doxxing: Sharing someone’s private information (like their address, phone number, or private messages) without their consent.
Use role play and freeze frames to get pupils to highlight the warning signs of negative and harmful online behaviour such as repeated negative messages targeting one person, harassment based on someone’s identity, such as their race, gender, or sexual orientation,
public shaming or spreading false information,
attempts to isolate or socially exclude someone online.
Drugs, alcohol and tobacco the physical and psychological risks associated with alcohol consumption and what constitutes low risk alcohol consumption in adulthood.• the physical and psychological consequences of addiction, including alcohol dependency.
Staff to support pupils to take medicine when needed.
Staff to support pupils to take medicine when needed.
Discuss the difference between a soft drink and alcoholic drink (make you sick, sleepy or dizzy).
Discuss the use of medicines and that they can come in different forms (tablets, liquid, inhalers, injections and creams) and why it might be prescribed.
Talk the dangers of taking medicine that are not yours, hazardous chemical, smoking/ vaping and drugs including drug misuse. Explain using simple language that some drugs are illegal and should not be owned, consumed or shared.
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.
Discuss the dangers of smelling deodorants, chemicals or other scents like paint and that these can be harmful if done in excess.
Discuss the use of medicines and that they can come in different forms (tablets, liquid, inhalers, injections and creams)and why it might be prescribed.
Talk about the fact of illegal drug and the consequences of drug misuse including dependency, addiction and links with metal health conditions.
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.
Talk the dangers of taking medicine that are not yours, illegal drugs, hazardous chemical, smoking/ vaping and drugs including drug misuse.
Discuss the dangers of smelling deodorants, chemicals or other scents like paint and that these can be harmful if done in excess.
