|Relationships Education Statutory
||Health Education Statutory
|| Science Statutory
||Sex Education Non-Statutory Year 6 Only
Families and people who care for me
• That families are important for children growing up because they give love, security and stability
• The characteristics of healthy family life, commitments to
each other, including in times of difficulty, protection and
care for children and other family members, the importance of spending time
together and sharing each other's lives.
• That other families either in school or in the wider world, sometimes look different from
their family, but that they
should respect those
differences and know that other children's families are also characterised by love and care
• That stable caring
relationships which may be of different types, or at the heart of a happy family are important for children's security as they grow up.
• The marriage represents a
formal and legally recognised commitment of two people to
each other which is intended to be lifelong.
• How to recognise a family relationship or making them feel unhappy or unsafe and
how to seek help or advice from others if needed.
• That mental well being is a normal part
of daily life, in the same way as physical
• 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
• How to recognise and talk about their
emotions, including having a varied
vocabulary of words to use when talking
about their own and another's feelings.
How to judge whether what they are
feeling and how they're behaving is
appropriate and proportionate. The
benefits of physical exercise time
outdoors, community participation,
voluntary and service-based activity on
mental well-being and happiness.
• Simple self-care techniques, including
the importance of rest, time spent with friends and family and the benefits of hobbies and interest.
• Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support
• that bullying including cyberbullying has a negative and often lasting impact on mental well-being.
• 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 well-being or ability to control their emotions including issues arising online.
• It is common for people to experience mental health illness. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough
Key Stage 1
• Identify common name, draw and label the basic parts of the human body and say which part of the body is associated with each sense
• notice that animals including humans, have offspring which grow into adults
• describe the changes as humans developed to old age • recognise that living things produce offspring of the same kind but normally offspring vary and are not identical to their parents
• Questions pertaining to sex or sexuality which go beyond what is set out for relationship education
• Sexual reproduction in humans • reproductive cycles in humans
This has been removed from the Springwell school curriculum for year 6
• How important friendships are
in making us feel happy and secure, and how people choose and make friends.
• The characteristics of
friendship, including mutual respect, truthfulness, trustworthiness, loyalty,
kindness, generosity, trust, sharing interests and experiences
and support with
problems and difficulties.
• That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or
• That most friendships have ups and downs, and that these can often be worked through
so that friendship is repaired or even strengthened, and
that resorting to violence is never right.
• How to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or
uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.
Internet safety and harms
• That for most people the Internet is an integral part of life and has many benefits
• 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 well-being
• how to consider the effect of their online
actions on others and know how to
recognise deeply disrespectful
behaviour online and the importance of
keeping personal information private
• why social media, some computer games
and online gaming, for example, are age
• 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
, how to be a discerning
consumer of information online including understanding that information, including that from search engines, is ranked, selected and halted
• where and how to report concerns and
get support with issues online
• The importance of respecting others, even when they are very different from them for example, physically, in character, personality or backgrounds, or make different choices or have different preferences or beliefs.
• Practical steps they can take in a range of different Contacts to improve or support respectful relationships. • The conventions of courtesy and manners. The importance of self-respect and how this links to their own happiness. That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show respect to others, including those in positions of authority.
• About different types of bullying including cyberbullying, the impact of bullying, responsibilities of bystanders primarily reporting bullying to an adult, and how to get help.
• What a stereotype is and how stereotypes can be unfair, negative or destructive.
• The importance of permission seeking and giving in relationships with friends, peers and adults.
Physical Health and fitness
• the characteristics and mental and physical benefits of an active lifestyle, 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 the risks associated with an inactive lifestyle including obesity
• how and when to seek support including which adults to speak to in school if
• that people sometimes behave differently online, including by
pretending to be someone they are not.
• that the same principles apply to online relationships as face to face relationships, including
the importance of respect for others online including when we are anonymous.
• The rules and principles for keeping safe online, how to
recognise risks, harmful
content and contact, and how to report them.
• How to critically consider their online friendships and sources
of information including
awareness of the risks associated with people they have never met.
• How information and data is shared and used online.
• What constitutes a healthy diet including understanding calories and other nutritional content. The principles
of planning and preparing a range of
• 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
• What sort of boundaries are appropriate in friendships with pears and others including in a
• About the concept of privacy and the implications of it for
both children and adults, including that it is not always right to keep secrets if they relate to being safe.
• That each person's body belongs to them and the differences between appropriate and inappropriate
or unsafe physical and other contact.
• How to respond safely and appropriately to adults they may encounter in all contexts, including online whom they
do not know.
• How to recognise and report feelings of being unsafe or feeling bad about any adult.
How to ask for advice or help for themselves or others and to keep trying until they are
heard. How to report concerns or abuse, and the vocabulary and confidence needed to do so.
• Where to get advice e.g. family, school and all other sources
Drugs, alcohol and tobacco
• The facts about legal and illegal harmful
substances and associated risks, including smoking, alcohol use and drug
• Health prevention
• How to recognise early signs of physical illness, such as weight loss, or
unexplained changes to the body. About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.
• The importance of sufficient good quality
sleep for good health and that of lack of
sleep can affect weight, mood and ability to learn
• about dental health and the benefits of
good oral hygiene and dental flossing, including regular cheque ups at the
• about personal hygiene and germs
including bacteria, viruses, how they are
spread and treated, and the importance of hand washing
• the facts and science relating to allergies,
immunisation and vaccination
Basic First Aid
• how to make clear and efficient call to emergency services if necessary
• concepts of basic first aid, for example
dealing with common injuries, including
Changing adolescent body.
• Key facts about puberty and the
changing adolescent body, particularly
from ages 9 through to age 11, including
physical and emotional changes
• about menstrual well-being including the
key facts about the menstrual cycle.