| A | B | C | |
|---|---|---|---|
1 | Health Curriculum Map | ||
2 | Topic | Learning opportunities | Year group |
3 | Me | how we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing | 7 |
4 | how to identify and articulate a range of emotions accurately and sensitively, using appropriate vocabulary | 7 | |
5 | to understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment) | 8 | |
6 | the characteristics of mental and emotional health and strategies for managing these | 8 | |
7 | strategies to understand and build resilience, as well as how to respond to disappointments and setbacks | 8 | |
8 | how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this | 10 | |
9 | strategies to develop assertiveness and build resilience to peer and other influences that affect both how they think about themselves and their health and wellbeing | 10 | |
10 | about change and its impact on mental health and wellbeing and to recognise the need for emotional support during life changes and/or difficult experiences | 10 | |
11 | a broad range of strategies — cognitive and practical — for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns | 10 | |
12 | to recognise warning signs of common mental and emotional health concerns (including stress, anxiety and depression), what might trigger them and what help or treatment is available | 10 | |
13 | Friendship and relationship | to recognise and manage internal and external influences on decisions which affect health and wellbeing | 8 |
14 | about the purpose, importance and different forms of contraception; how and where to access contraception and advice (see also Relationships) | 9 | |
15 | that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs) | 9 | |
16 | about specific STIs, their treatment and how to reduce the risk of transmission | 10 | |
17 | how to respond if someone has, or may have, an STI (including ways to access sexual health services) | 10 | |
18 | to overcome barriers, (including embarrassment, myths and misconceptions) about sexual health and the use of sexual health services | 10 | |
19 | the different types of intimacy — including online — and their potential emotional and physical consequences (both positive and negative) | 11 | |
20 | about healthy pregnancy and how lifestyle choices affect a developing foetus | 11 | |
21 | that fertility can vary in all people, changes over time (including menopause) and can be affected by STIs and other lifestyle factors | 11 | |
22 | about the possibility of miscarriage and support available to people who are not able to conceive or maintain a pregnancy | 11 | |
23 | about choices and support available in the event of an unplanned pregnancy, and how to access appropriate help and advice | 11 | |
24 | Health body, healthy mind | the impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health | 7 |
25 | the importance of, and strategies for, maintaining a balance between school, work, leisure, exercise, and online activities | 7 | |
26 | the benefits of physical activity and exercise for physical and mental health and wellbeing | 7 | |
27 | the importance of sleep and strategies to maintain good quality sleep | 7 | |
28 | strategies for maintaining personal hygiene, including oral health, and prevention of infection | 7 | |
29 | the risks and myths associated with female genital mutilation (FGM), its status as a criminal act and strategies to safely access support for themselves or others who may be at risk, or who have already been subject to FGM | 7 | |
30 | the positive and negative uses of drugs in society including the safe use of prescribed and over the counter medicines; responsible use of antibiotics | 7 | |
31 | strategies to manage the physical and mental changes that are a typical part of growing up, including puberty and menstrual wellbeing | 7 | |
32 | a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support | 8 | |
33 | the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders, and the need to seek help for themselves or others as soon possible | 8 | |
34 | how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need | 8 | |
35 | the role of a balanced diet as part of a healthy lifestyle and the impact of unhealthy food choices | 8 | |
36 | to evaluate myths, misconceptions, social norms and cultural values relating to drug, alcohol and tobacco use | 8 | |
37 | information about alcohol, nicotine and other legal and illegal substances, including the short-term and long-term health risks associated with their use | 8 | |
38 | what might influence decisions about eating a balanced diet and strategies to manage eating choices | 9 | |
39 | the importance of taking increased responsibility for their own physical health including dental check-ups, sun safety and self-examination; the purpose of vaccinations offered during adolescence for individuals and society | 9 | |
40 | how to access health services when appropriate | 9 | |
41 | how different media portray idealised and artificial body shapes; how this influences body satisfaction and body image and how to critically appraise what they see and manage feelings about this | 10 | |
42 | the importance of and ways to pre-empt common triggers and respond to warning signs of unhealthy coping strategies, such as self-harm and eating disorders in themselves and others | 10 | |
43 | how to recognise when they or others need help with their mental health and wellbeing; to explore and analyse ethical issues when peers need help; strategies and skills to provide basic support and identify and access the most appropriate sources of help | 10 | |
44 | to make informed lifestyle choices regarding sleep, diet and exercise | 10 | |
45 | the benefits of having a balanced approach to spending time online | 10 | |
46 | the consequences of substance use and misuse for the mental and physical health and wellbeing of individuals and their families, and the wider consequences for communities | 10 | |
47 | to identify, manage and seek help for unhealthy behaviours, habits and addictions including smoking cessation | 10 | |
48 | about the health services available to people; strategies to become a confident user of the NHS and other health services; to overcome potential concerns or barriers to seeking help | 11 | |
49 | how to take increased personal responsibility for maintaining and monitoring health including cancer prevention, screening and self-examination | 10 | |
50 | the purpose of blood, organ and stem cell donation for individuals and society | 10 | |
51 | Equality and diversity | the link between language and mental health stigma and develop strategies to challenge stigma, myths and misconceptions associated with help-seeking and mental health concerns | 9 |
52 | Safety and risk | how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators | 7 |
53 | the personal and social risks and consequences of substance use and misuse including occasional use | 8 | |
54 | the law relating to the supply, use and misuse of legal and illegal substances | 8 | |
55 | about the concepts of dependence and addiction including awareness of help to overcome addictions | 9 | |
56 | how to identify risk and manage personal safety in increasingly independent situations, including online | 9 | |
57 | wider risks of illegal substance use for individuals, including for personal safety, career, relationships and future lifestyle | 10 | |
58 | ways to identify risk and manage personal safety in new social settings, workplaces, and environments, including online | 10 | |
59 | to increase confidence in performing emergency first aid and life-saving skills, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators | 10 | |
60 | strategies for identifying risky and emergency situations, including online; ways to manage these and get appropriate help, including where there may be legal consequences (e.g. drugs and alcohol, violent crime and gangs) | 11 | |
61 | Preparing for the future | the risks associated with gambling and recognise that chance-based transactions can carry similar risks; strategies for managing peer and other influences relating to gambling | 9 |
62 | to understand and build resilience to thinking errors associated with gambling (e.g. ‘gambler’s fallacy’) the range of gambling-related harms, and how to access support for themselves or others | 9 | |