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EYFS

The Early Years Foundation Stage (EYFS) focuses on developing positive relationships and interactions, ensuring that children are able to express and articulate their own feelings as well as understand and respect the needs of others. Adults focus on ensuring that pupils know how to take care of themselves, manage their personal needs and know the importance of healthy eating and living. From learning how to wash our hands thoroughly to understanding the importance of getting enough sleep, pupils in nursery and reception are taught how to take care of themselves so that they are happy, healthy and independent. All pupils should be able to work towards simple goals, follow instructions, be resilient and confident, and work and play cooperatively with others.

Half- termly theme

Y1-6

Health and Wellbeing: physical and mental health

Health and wellbeing: keeping safe

Relationships: Families and Friendships

Relationships: Respectful and Safe relationships

Living in the Wider World: Financial Literacy

Health and wellbeing: Ourselves- Growing and Changing

Y1

Know what keeping healthy means

Simple hygiene routines-washing hands

Know about dental care

Know about the people who help us to stay physically healthy

Recognise & name feelings/ emotions

Share and describe feelings

Recognise the things that contribute to positive feelings

Know how to keep safe at home (including around electrical appliances)

Know about the people whose job it is to help keep us safe

Know how to get help in an emergency (how to dial 999 and what to say)

Know ways to keep safe in familiar and unfamiliar environments

To identify the people who love and care for them and what they do to help them feel cared for

To identify common features of family life

To know how people make friends and what makes a good friendship

To recognise when they or someone else feels lonely and what to do

To understand how to respond safely to adults they don’t know

To understand about the importance of not keeping adults’ secrets (only happy surprises that others will find out about eventually)

Know what is kind and unkind behaviour, and how this can affect others

To recognise the ways in which they are the same and different to others

Know how to listen to other people and play and work cooperatively

Know what money is; forms that money comes in; that money comes from different sources

Know about the difference between needs and wants

To recognise what makes them special

To identify what they are good at, what they like and dislike

To know about growing and changing from young to old and how people’s needs change

To discuss how to prepare to move to a new class/year group

Y2

Know foods that support good health and those that don’t

Know how to be physically active everyday

About why sleep is important and different ways to rest and relax

Know that medicines help people to stay healthy

About different ways to learn and play

Know how feelings affect people’s body and behaviour

Recognise how others may be feeling

How to manage feelings

Know about rules and age restrictions that keep us safe

Fire Safety (link with Great Fire of London)

To recognise risk in simple everyday situations and what action to take to minimise harm

Know about what to do if there is an accident and someone is hurt

Know how to cross the road safely

Know about different types of families including those that may be different to their own

To know that it is important to tell someone if something about their family makes them unhappy or worried (vide0)

To know how people make friends and what makes a good friendship

To develop simple strategies to resolve arguments between friends positively

To know how to ask for help if a friendship is making them feel unhappy

To understand how to respond if physical contact makes them feel uncomfortable or unsafe

To understand that there are situations when they should ask for permission and also when their permission should be sought

To develop basic techniques for resisting pressure to do something they don’t want to do and which may make them unsafe

Know how to treat themselves and others with respect; how to be polite and courteous

Know how to talk about and respectfully share their opinions on things that matter to them

Know that people make different choices about how to save and spend money

Know that money needs to be looked after; different ways of doing this

To recognise the ways in which we are all unique

To know how to manage when finding things difficult

To know about growing and changing from young to old and how people’s needs change

To discuss how to prepare to move to a new class/year group

Y3

The elements of a balanced, healthy lifestyle

How medicines, when used responsibly, contribute to health; that some diseases can be prevented by vaccinations and immunisations; how allergies can be managed

To develop a varied vocabulary to use when talking about feelings; about how to express feelings in different ways

To understand  everyday things that affect feelings and the importance of expressing feelings

To recognise that feelings can change over time and range in intensity

To understand hazards (including fire risks) that may cause harm, injury or risk in the home and what they can do reduce risks and keep safe

To know how to predict, assess and manage risk in different situations- on the road/ water different environments 

To recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships)

To understand that a feature of positive family life is caring relationships; about the different ways in which people care for one another

To know how people make friends and what makes a good friendship

To know how to recognise when they or someone else feels lonely and what to do

To develop simple strategies to resolve arguments between friends positively

To recognise different types of physical contact; what is acceptable and unacceptable; strategies to respond to unwanted physical contact

To recognise that some things are private and the importance of respecting privacy; that parts of their body covered by underwear are private

To know how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know

To know that about keeping something confidential or secret, when this should or should not be agreed to, and when it is right to break a confidence or share a secret

To understand that personal behaviour can affect other people (stealing); to recognise and model respectful behaviour online

To understand the different ways to pay for things and the choices people have about this

To recognise that people make spending decisions based on priorities, needs and wants

To understand the risks associated with money (e.g. money can be won, lost or stolen) and ways of keeping money safe

To recognise that people have different attitudes towards saving and spending money; what influences people’s decisions; what makes something ‘good value for money’

To understand that some jobs are paid more than others and money is one factor which may influence a person’s job or career choice

To identify the kind of job that they might like to do when they are older

To recognise their individuality and personal qualities

To understand personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes)

To develop strategies to manage transitions between year groups

Y4

To know choices that support a healthy lifestyle, and recognise what might influence these

To understand how to recognise that habits can have both positive and negative effects on a healthy lifestyle

How to maintain good oral hygiene (including correct brushing and flossing); dentist visits; the impact of lifestyle choices on dental care (covered in Science unit)

To develop a varied vocabulary to use when talking about feelings; about how to express feelings in different ways

To develop strategies to respond to feelings, including intense or conflicting feelings

To recognise warning signs about mental health and wellbeing and how to seek support for themselves and others

To understand the importance of taking medicines correctly and using household products safely, (e.g. following instructions carefully)

To understand the importance of keeping personal information private; strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others; what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact (Online safety)

To develop strategies for keeping safe in the local environment or unfamiliar places (water/ cycle)

To recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents); that families of all types can give family members love, security and stability

To recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty

To understand the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing

To understand what constitutes a positive healthy friendship; that the same principles apply to online friendships as to face-to-face relationships

To know how to ask for help if a friendship is making them feel unhappy

To know about privacy and personal boundaries; what is appropriate in friendships and wider relationships (including online)

To understand why someone may behave differently online, including pretending to be someone they are not; strategies for recognising risks, harmful content and contact; how to report concerns

To recognise and respect the differences and similarities between people e.g. physically, in personality or background

To understand the different ways to pay for things and the choices people have about this

To recognise that people make spending decisions based on priorities, needs and wants

To understand the risks associated with money (e.g. money can be won, lost or stolen) and ways of keeping money safe

To recognise that people have different attitudes towards saving and spending money; what influences people’s decisions; what makes something ‘good value for money’

To understand that some jobs are paid more than others and money is one factor which may influence a person’s job or career choice

To identify the kind of job that they might like to do when they are older

To recognise their individuality and personal qualities

To understand personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes)

To develop strategies to manage transitions between classes/ year groups

Y5

To understand what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet (link with Science unit)

To understand what good physical health means; how to recognise early signs of physical illness.

How regular (daily/weekly) exercise benefits mental and physical health and some of the risks associated with an inactive lifestyle

To understand that mental health is part of daily life; the importance of taking care of mental health

To develop strategies and behaviours that support mental health

To recognise that anyone can experience mental ill health; that most difficulties can be resolved with help and support; and that it is important to discuss feelings with a trusted adult

To know reasons for following and complying with regulations and restrictions (including age restrictions); how they promote personal safety and wellbeing with reference to social media, television programmes, films, games and online gaming

To understand  the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigarettes/vaping, alcohol and medicines) and their impact on health; recognise that drug use can become a habit which can be difficult to break

To recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others

To understand why people choose to use or not use drugs (including nicotine, alcohol and medicines)

To understand the mixed messages in the media about drugs, including alcohol and smoking/vaping To know about the organisations that can support people concerning alcohol, tobacco and nicotine or other drug use; people they can talk to if they have concerns

To understand that marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong

To understand that forcing anyone to marry against their will is a crime; that help and support is available to people who are worried about this for themselves or others

To understand that people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart

To understand that healthy friendships make people feel included; recognise when others may feel lonely or excluded; strategies for how to include them

To develop strategies for recognising and managing peer influence and a desire for peer approval in friendships; to recognise the effect of online actions on others

To understand the importance of seeking support if feeling lonely or excluded

To understand the importance of seeking and giving permission (consent) in different situations

To recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this

To know where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)

To recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves; that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society;

To understand different ways to keep track of money

To understand the risks involved in borrowing and gambling; -related activities and their impact on health, wellbeing and future aspirations

To identify the ways that money can impact on people’s feelings and emotions

To identify the kind of job that they might like to do when they are older

To recognise a variety of routes into careers (e.g. college, apprenticeship, university)

To identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth

To understand how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking

To know the new opportunities and responsibilities that increasing independence may bring

To develop strategies to manage transitions between classes and key stages

Health Education and Science Curriculum

(Health and well-being day)

To identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction

To understand the physical and emotional changes that happen when approaching and during puberty (including menstruation, erections and wet dreams)

To understand how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene

To know where to get more information, help and advice about growing and changing, especially about puberty

Y6

How sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn

How and when to seek support, including which adults to speak to in and outside school, if they are worried about their health

To understand change and loss, including death, and how these can affect feelings; ways of expressing and managing grief and bereavement

To develop problem-solving strategies for dealing with emotions, challenges and change, including the transition to new schools

To develop strategies for keeping safe in the local environment or unfamiliar places; safe use of digital devices when out and about

To understand what is meant by first aid; basic techniques for dealing with common injuries

To know how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say

To understand  that FGM is against British law, what to do and whom to tell if they think they or someone they know might be at risk

To understand that people may be attracted to someone emotionally, romantically and sexually; that people may be attracted to someone of the same sex or different sex to them; that gender identity and sexual orientation are different

To understand how friendships can change over time, about making new friends and the benefits of having different types of friends

To understand that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely

To recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face; risks of communicating online with others not known face-to-face

To recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable; how to manage this and ask for support if necessary

To understand the importance of seeking and giving permission (consent) in different situations e.g image sharing

To recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this e.g. stealing

To know where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)

To be able to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own

To know how to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with

To understand different ways to keep track of money

To understand the risks involved in borrowing and gambling; -related activities and their impact on health, wellbeing and future aspirations

To identify the ways that money can impact on people’s feelings and emotions

To identify the kind of job that they might like to do when they are older

To recognise a variety of routes into careers (e.g. college, apprenticeship, university)

To identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth

To understand how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking

 To understand that for some people gender identity does not correspond with their biological sex

To know the new opportunities and responsibilities that increasing independence may bring

To develop strategies to manage transitions between classes and key stages

Health Education and Science Curriculum

(Health and well-being day)

To identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction

To understand the physical and emotional changes that happen when approaching and during puberty (including menstruation, erections and wet dreams)

To understand how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene

To know where to get more information, help and advice about growing and changing, especially about puberty