Foundation Stage - Our Lives
1. Same and Different - To appreciate the similarities and differences between boys and girls including the correct names of body parts.
2. Our Day - To consider the routines and patterns of a typical day and to understand some areas in which children can look after themselves e.g. dressing and undressing.
3. Keeping Ourselves Clean - To understand why hygiene is important and explain why it is important to keep clean using some basic hygiene routines.
4. Families - To recognise that all families are different by identifying members of the family and understanding how they can help each other.
Year 1 - SRE
1. The importance of and how to maintain personal hygiene.
2. The process of growing from young to old and how people’s needs change.
3. The names for the main parts of the body (including external genitalia) the similarities and differences between boys and girls.
4. About the people who look after them, their family networks, who to go to if they are worried and how to attract their attention, ways that pupils can help these people to look after them.
PSCHE -Keeping Clean
1 Know your feelings, describe feelings and recognise how these can be changed.
2 The Smell Monster relate feelings to actions and realise the consequences of not keeping clean.
3 The Smell Monster- keeping our bodies clean.
4. Keeping Our Bodies Clean.
1. To know what makes a good friend.
2. To be aware of what bullying is.
3. To know what to do if they or someone else is being bullied.
1. To identify between males and females, describing differences between male and female babies.
2. To begin to understand the differences between males and females and to understand how this is part of the life cycle.
3. To describe the physical differences between males and females and name male and female body parts.
Your Feelings, Your Choice. (PSCHE)
1. Feelings - To recognise negative feelings and appreciate them.
2. Know your Feelings - To understand how to deal with negative feelings.
3. Someone to Tell - To be able to offer help and advice to people in difficult situations.
4. Making Decisions - To develop the skills needed to deal with different situations themselves.
Health and Wellbeing (SRE)
1. the names for the main parts of the body (including external genitalia) the similarities and
differences between boys and girls.
2. to recognise when and how to ask for help and use basic techniques for resisting pressure to do something
dangerous, unhealthy, that makes them uncomfortable, anxious or that they believe to be wrong.
1. to be aware of different types of relationship, including those between friends and families, civil partnerships and marriage.
2. to judge what kind of physical contact is acceptable or unacceptable and how to respond.
Year 4 - Relationships
Describe the main stages of the human lifecycle
Describe the body changes that happen when a child grows up
Discuss male and female body parts using the agreed words
Know some of the changes which happen to the body during puberty
Know about the physical and emotional changes that happen in puberty
Understand that children change into adults so they are able to reproduce
To understand that individuals and families may need or choose to spend their money in different ways
To know what happens to money in a savings account
Emergency Services Week
To understand the difference between an emergency and a non emergency
To know who to call during an emergency and a non emergency
To consider the implications of a decision.
To understand the need for rules.
To be aware of dangerous situations and to recognise how to minimise personal risk.
To understand how human responsibilities change.
Year 5 and 6 - Growing and Changing - Puberty
To explore the emotional and physical changes occurring in puberty.
Ask questions about puberty with confidence.
Describe how and why the body changes during puberty
in preparation for reproduction.
2. Changing Relationships
Consider physical & emotional behaviour in relationships
Discuss different types of adult relationships with confidence
Know what form of touching is appropriate