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)

• Prior year group content
• Consolidation of previously taught material

(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)

There is only one unit for Year 5 as internet safety is taught through the computing curriculum and some other lessons have been removed post-consultation with parents.

Lessons 2, 3 are single sex, learning about puberty for their own sex as well as learning about puberty in the opposite sex. The boys should be taught lesson 2 then 3; for girls, they should be taught lesson 3 then 2 (in both cases, puberty in own sex before puberty in opposite sex)

When planning, forward think how these lessons will be delivered so that male teachers are used for boys and female teachers are used for girls where possible.

How many weeks?

How many lessons?

6

Duration of each lesson?

Lesson Number

 What?

Key learning

Why?

Purpose

LIHT Skills Progression document 

How?

Activity / Product / Written outcome

1

Self and Body Image

LI: We are learning to be aware of self image and how body images fits into that

We are learning develop their own self esteem.

Context:

• Chn can compliment others specifically.
• Chn understand that self image can be negative or positive.
• Chn understand that their self image has an effect on their self esteem.
• Chn use techniques to transform negative self image into positive self image.
• Chn can self reflect.

To understand how friends and family communicate; and how the internet and social media can be used positively.

To understand how knowing someone online differs from knowing someone face-to-face.

Learning Sequence

1. Jigsaw charter
2. Connect us See agreed self-image cards
3. Calm me
4. Open my mind Be mindful of pictures used of celebrities. Don’t use photos in underwear/swimwear.
5. Tell me or show me
6. Let me learn
7. Help me reflect

Key Vocabulary children will be using in the lesson:

• Self, self image, body image, self esteem, perception, characteristics, aspects, affirmation

Outcome

Resources

• Agreed self image cards
• Airbrushed image powerpoint cards
• Picture frame card template

Support

Extension

2

Puberty for Boys SINGLE SEX

Note: Is lesson 3 on Jigsaw

LI: We are learning to describe how boys’ bodies change during puberty.

Context:

• Chn can explore statements about growing up and puberty and give reasons for their responses.
• Chn can match words with their appropriate definitions.
• Chn can collate all that they have learnt about puberty.
• Chn can present information about puberty in a variety of ways: using facts they have learnt.

To know about puberty and how bodies change during puberty (Y4)

Learning Sequence

1. Jigsaw charter
2. Calm me
3. Open my mind Use agreed statements - some removed. Not talking about fancying each other.
4. Tell me or show me Not using images, see agreed script. Quiz has been agreed - words and definitions removed
5. Let me learn
6. Help me reflect

Note: we are not teaching Connect us

Key Vocabulary children will be using in the lesson:

• Puberty, sperm, testicles, erection, larynx, facial hair, growth spurt, hormones.

Outcome

Resources

• Puberty: Points of view statements Agreed statements
• Agree/Disagree labels
• Male reproductive system resources Agreed script & agreed quiz (words and definitions)

Support

Extension

3

Puberty for Girls SINGLE SEX

Note: Is lesson 2 on Jigsaw

LI: We are learning to explain how a girl’s body changes during puberty and understanding the importance of looking after yourself physically and emotionally.

Context:

• Chn can reflect what kind of things make them feel embarrassed
• Chn understand how the female body prepares to have a baby and this results in menstruation.
• Chn can explore a range of growing up/menstruation focus tasks.
• Chn can express concerns and questions in regards to what they have learnt.

To know about puberty and how bodies change during puberty (Y4)

Learning Sequence

1. Jigsaw charter
2. Connect us
3. Calm me
4. Open my mind/tell me or show me Not using pictures, slides 1-4 or the animations. Use the agreed script (this mirrors the task in let me learn)
5. Let me learn Do not do Part 1. Part 2: Use agreed menstruation cards. Do not do ‘The Great Growing up Adventure’ worksheet. Worry cards have been edited and agreed. Do not do D.
6. Help me reflect

Key Vocabulary children will be using in the lesson:

• Puberty, menstruation, periods, sanitary towels, sanitary pads, tampons, ovary, vagina, womb/uterus

Outcome

Resources

• Menstruation card (girls only)
• Great growing up adventure resources sheet
• Menstruation worries cards

Support

Extension

4

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:

• Chn can label a body with body parts
• Chn came name the PANTS rules
• Chn can define ‘Good’ and ‘bad’ touch
• Chn can identify people they trust

To know how to ask for help or advice and respond to pressure, inappropriate contact or concerns about personal safety.

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 Jigwsaw can be used at the beginning of this lesson.

Key Vocabulary children will be using in the lesson:

• Boy/male/girl/female/pubic/ private/vulva/penis/testicles

Outcome

Resources

• PANTS lesson plan
• PANTS presentation - for reference
• Body parts cards
• Collection of boys and girls clothing including underwear and swimsuits (could be pictures)
• Flipchart paper

Support

Extension

5

Looking ahead

LI: We are learning to identify what we are looking forward to about becoming a teenager and understanding this brings growing responsibilities.

Context:

• Chn can state what counts as a significant milestone.
• Chn know that bodies change during puberty and this can be challenging but they have a realistic and positive outlook on becoming a teenager.
• Chn understand that growing up comes with responsibilities.

To know how puberty relates to growing from childhood to adulthood (Y6)

To know how growing up and becoming more independent comes with increased opportunities and responsibilities (Y6)

Learning Sequence

1. Jigsaw charter
2. Calm me
3. Open my mind Be mindful of headlines and pictures of magazines. Avoid those with pictures of adults with underwear/swimwear. Avoid those with headlines about boyfriends/girlfriends.
4. Tell me or show me Do not discuss age of consent for intercourse.
5. Let me learn
6. Help me reflect

Note: Not teaching Connect us

Key Vocabulary children will be using in the lesson:

• Teenager, milestone, perceptions, puberty, responsibilities

Outcome

Resources

• Birthday cake and candles image
• Selection of age 13 birthday cards
• Flip chart paper

Support

Extension

6

Looking ahead to Year 6

LI: We are learning to identify what they are looking forward to in Year 6 and start to think about what changes they will make.

Context:

• Chn can express what they are looking forward to.
• Chn can express feelings towards change and how these feelings could be addressed or managed.
• Chn can make suggestions to others on how to manage/accept changes.

To know how friendships may change as they grow and how to manage this (Y6)

To know how to manage change, including moving to secondary school and how to ask for support or where to seek further information and advice regarding growing up and changing (Y6)

Learning Sequence

1. Jigsaw charter
2. Connect us
3. Calm me
4. Tell me or show me
5. Let me learn
6. Help me reflect

Key Vocabulary children will be using in the lesson:

• Change, hope, manage, cope, opportunities, emotions, fear, excitement, anxious

Outcome

Resources

• Spinning top template
• Circle of change template
• Pot of bubbles

Support

Extension