RSHE MTP
Dates: Summer 2
Year 3 - Unit title: Leaf Mobiles
Why are girls’ and boys’ bodies different and which parts are private?
Teacher resources Parent PDF version
BEING READY Do any resources need to be located or ordered? Are there any timetabling implications? | KNOWING YOUR PUPILS Is a pre-assessment needed? Was there any missed or disrupted learning in 19/20 & 20/21? | PLANNING FOR GAPS Will additional teaching be needed? (lessons, or parts of lessons)
(This may need to be completed after plotting out the unit) | PLANNING FOR FUTURE LEARNING Which skills from the LIHT Skills Progression document were not covered in this unit? (This will need to be completed after plotting out the unit) |
Lessons 1-4 are consolidation of Y2 learning. You may find it helpful to look at the Y2 MTP (Leaf Mobiles unit) |
How many weeks? | How many lessons? | 6 | Duration of each lesson? |
Lesson Number | What? Key learning | Why? Purpose | How? Activity / Product / Written outcome |
1 | Growing from Young to Old - Y2 Note: Y2 lesson 2 on Jigsaw LI: We are learning to talk about the natural process of growing from young to old and can identify people they respect who are older than them. Context:
| To know some ways to manage big feelings and the importance of sharing their feelings with someone they trust (Y2) | Learning Sequence
Key Vocabulary children will be using in the lesson:
Outcome Resources
Support Extension |
2 | The Changing Me - Y2 Note: Y2 lesson 3 LI: We are learning to recognise how our bodies have changed as we’ve grown from younger to older. We are learning to feel proud at being independent. Context:
| To know how people grow and change and how people’s needs change as they grow from young to old (Y1). | Learning Sequence
Key Vocabulary children will be using in the lesson:
Outcome Resources
Support Extension |
3 | THIS IS A NSPCC PANTS LESSON LI: We are learning to: understand and learn the PANTS rules • name body parts and know which parts should be private • know the difference between appropriate and inappropriate touch • understand that they have the right to say “no” to unwanted touch • start thinking about who they trust and who they can ask for help. Context:
| To know that their body belongs to them and should not be hurt or touched without their permission; what to do and who to tell if they feel uncomfortable (Y3) | Learning Sequence Note: This is not a Jigsaw lesson. The agreed lesson is an NSPCC and must follow the tasks on the link below. Note the vocabulary that has been included that can be taught. (On the PANTS lesson plan, it uses vagina. This is incorrect and the correct term is vulva) Jigsaw and edited ‘Calm me’ script 1 from Jigsaw can be used at the beginning of this lesson. Key Vocabulary children will be using in the lesson:
penis/vulva/testicles Outcome Resources
Support Extension |
4 | Assertiveness - Y2 LI: We are learning to know there are different types of touch and can express which we like/dislike. We are learning to be confident to say what we like/dislike and to ask for help if needed. Context:
| To know that their body belongs to them and should not be hurt or touched without their permission; what to do and who to tell if they feel uncomfortable (Y3) | Learning Sequence
Key Vocabulary children will be using in the lesson:
Outcome Resources
Support Extension |
5 | Family Stereotypes - Year 3 LI: We are learning to recognise they may have stereotypical ideas about parenting and family roles. We are learning to express how I feel when my ideas are challenged and be willing to change my ideas sometimes Context:
| To know how families differ from each other, including that not every family has the same family structure e.g. single parents, same sex parents, step-parents, blended families, foster and adoptive parents (Y3) To know how to be respectful towards people who may live differently to them (Y3) To know about stereotypes and how they are not always accurate, and can negatively influence behaviours and attitudes towards others (Y5) To know how to challenge stereotypes and assumptions about others (Y5) | Learning Sequence
Key Vocabulary children will be using in the lesson:
Outcome Resources
Support Extension |
6 | Looking Ahead - Year 3 LI: We are learning to talk about what I am looking forward to in Year 4 and what changes I will make when they are in Year 4. Context:
| To understand how different things / times / experiences can bring about different feelings for different people (including loss, change and bereavement or moving on to a new class) (Y2) | Learning Sequence
Key Vocabulary children will be using in the lesson:
Outcome Resources
Support Extension |