A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | AA | AB | AC | AD | AE | |
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1 | Health | Where covered? | WHEN COVERED? | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 | Year Group Focus/Overlap/SLT assembly/Citizenship Leaders - Explorer Sessions (PPA) | Opportunity for House collaboration - Year Group 6/4 5/3 | ||||||||||||||||||||||
2 | Mental Wellbeing Pupils should know: | ||||||||||||||||||||||||||||||
3 | that mental wellbeing is a normal part of daily life, in the same way as physical health | Feeling Good Week, World Mental Health Week, Pastoral Support, SLT Assemblies - the culture of the school - Zones of Regulation, Emotional Literacy Support | All / Year 6 Positive Minds | ||||||||||||||||||||||||||||
4 | that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations | Zones of Regulation | All / Year 6 Positive Minds | ||||||||||||||||||||||||||||
5 | how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings | Zones of Regulation - Emotion Coaching | All / Year 6 Positive Minds | ||||||||||||||||||||||||||||
6 | how to judge whether what they are feeling and how they are behaving is appropriate and proportionate | Zones of Rgulation and Support Network - September Wellbeing Assemblies and Hand Network action | ALL | ||||||||||||||||||||||||||||
7 | the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness | PE lessons / Daily Mile | All / Year 6 Positive Minds / Healthy Heroes | ||||||||||||||||||||||||||||
8 | simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests | Zones of Regulation; SLT Assemblies; Buddy Assemblies | Y3, Y4, Y5, Y6 Science. Year 6 Positive Minds. | ||||||||||||||||||||||||||||
9 | isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support | Zones of Regulation; SLT Assemblies | Jigsaw | ||||||||||||||||||||||||||||
10 | that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing | Legacy - focus on kindness assembly - On going - SLT assemblies, House Assemblies, Newswebs, | Jigsaw. Yr 6 Positive Minds. | ||||||||||||||||||||||||||||
11 | where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online) | Zones of Regulation, Hand Network Support (make sure there uis someone in school and someone at home.) | Ongoing revisiting of safe hands. | ||||||||||||||||||||||||||||
12 | it is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough | Therapeutic Approach to School - See Behaviour Policy, Staff Training, Anna Freud Centre Support and Videos. | All / Year 6 Positive Minds | ||||||||||||||||||||||||||||
13 | Internet Safety and Harms Pupils should know: | ||||||||||||||||||||||||||||||
14 | that for most people the internet is an integral part of life and has many benefits | Not covered explicitly | |||||||||||||||||||||||||||||
15 | about the benefits of rationing time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing | Year 6 Positive Minds | |||||||||||||||||||||||||||||
16 | how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private | SLT Assembly, House assembly - kindness and safety, Computing, Esafety, safer Internet day | Year 6 Positive Minds. Computing? | ||||||||||||||||||||||||||||
17 | why social media, some computer games and online gaming, for example, are age restricted | See Newsweb, Esafety, Computing | Year 6 Positive Minds. Computing? | ||||||||||||||||||||||||||||
18 | that the internet can also be a negative place where online abuse, trolling, bullying and harassment can take place, which can have a negative impact on mental health | ESafety - Dr. Buzzi work SLT Assembly | Year 6 Positive Minds. Computing? | ||||||||||||||||||||||||||||
19 | how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted | History and Computing and Esafety SLT Assembly | Year 6 Positive Minds. Computing? | ||||||||||||||||||||||||||||
20 | where and how to report concerns and get support with issues online | Hand network | Year 6 Positive Minds. Computing? | ||||||||||||||||||||||||||||
21 | Physical Health and Fitness Pupils should know: | ||||||||||||||||||||||||||||||
22 | the characteristics and mental and physical benefits of an active lifestyle | PE / Daily Mile / Sports Teams | Healthy Heroes / Positive Minds / Swimming | ||||||||||||||||||||||||||||
23 | the importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise | PE / Daily Mile / Sports Teams | Healthy Heroes / Positive Minds / Swimming / Bikeability | ||||||||||||||||||||||||||||
24 | the risks associated with an inactive lifestyle (including obesity) | PE / Daily Mile / Sports Teams | Healthy Heroes / Positive Minds | ||||||||||||||||||||||||||||
25 | how and when to seek support including which adults to speak to in school if they are worried about their health | PE / Daily Mile / Sports Teams | Healthy Heroes / Positive Minds | ||||||||||||||||||||||||||||
26 | Healthy Eating Pupils should know: | ||||||||||||||||||||||||||||||
27 | what constitutes a healthy diet (including understanding calories and other nutritional content) | PE & Science; DT | Covered in Y3/4/6 Science. ALL Jigsaw. | ||||||||||||||||||||||||||||
28 | the principles of planning and preparing a range of healthy meals | PE, DT & Science | Covered in Y3/4/6 Science. ALL Jigsaw. | ||||||||||||||||||||||||||||
29 | the characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health) | PE, DT & Science | Covered in Y3/4/6 Science. ALL Jigsaw. Positive Minds. | ||||||||||||||||||||||||||||
30 | Drugs, Alcohol and Tobacco Pupils should know: | ||||||||||||||||||||||||||||||
31 | the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking | WHEN and where? Science? Which years? Year 6 Summer Term | Jigsaw All Years. | ||||||||||||||||||||||||||||
32 | Health and Prevention Pupils should know: | ||||||||||||||||||||||||||||||
33 | how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body | Year 3 Jigsaw. | |||||||||||||||||||||||||||||
34 | about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer | Year 3 Science. | |||||||||||||||||||||||||||||
35 | the importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn | Science? | Year 6 Positive Minds | ||||||||||||||||||||||||||||
36 | about dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist | Year 4 Teeth Science | Year 4 Science | ||||||||||||||||||||||||||||
37 | about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing | Whole School approach? | Year 6 Science | ||||||||||||||||||||||||||||
38 | the facts and science relating to allergies, immunisation and vaccination | Whole School approach? | Year 6 Science | ||||||||||||||||||||||||||||
39 | Basic First Aid Pupils should know: | ||||||||||||||||||||||||||||||
40 | how to make a clear and efficient call to emergency services if necessary | Explorer sessions - workshop/visitors | |||||||||||||||||||||||||||||
41 | concepts of basic first-aid, for example dealing with common injuries, including head injuries | Explorer sessions - workshop/visitors | |||||||||||||||||||||||||||||
42 | Changing Adolescent Body Pupils should know: | ||||||||||||||||||||||||||||||
43 | key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes | Science? | |||||||||||||||||||||||||||||
44 | about menstrual wellbeing including the key facts about the menstrual cycle | Science? | |||||||||||||||||||||||||||||
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49 | Questions: | PSHE RSE Lead ANSWERS | |||||||||||||||||||||||||||||
50 | What is our sequence approach? How is this clearly mapped - (Like the Calculation Policy) The learning journey year on year? ie - What assures learning builds each year? | ||||||||||||||||||||||||||||||
51 | How does Curriculum Map match to DfE RSE Requirements? | ||||||||||||||||||||||||||||||
52 | How do you identify the MUSTS from the shoulds or coulds? to ensure a child can understand the next element of learning? | ||||||||||||||||||||||||||||||
53 | Show me how | ||||||||||||||||||||||||||||||
54 | What do you expect children to know and remember? | ||||||||||||||||||||||||||||||
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