SEAL SOCIAL AND EMOTIONAL ASPECTS OF LEARNING SEAL AND PSHE MAPPING TOOLS / ASSESSMENT TOOLS

SEAL SOCIAL AND EMOTIONAL ASPECTS OF LEARNING SEAL AND PSHE MAPPING TOOLS / ASSESSMENT TOOLS www.healthpromcornwall.org/ healthy.schools@centralpct.cornwall.nhs.uk

Highlighted reference numbers (in orange) NOT covered by SEAL curriculum PSHE & C Planning KS1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year One Being the best I can. Developing their abilities. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a positive way. 2a-take part I discussions one-to-one and whole class. 2b - debate topical issues. 2c - recognise choices make recognise difference between right / wrong. 2d - agree and follow rules for group/class and understand how they help. Developing a healthy lifestyle Sex education 3b - maintain personal hygiene 3d - understand the process of growing young to old how needs change. 3e - name the main parts of the body. Developing good Relationships Making a happy school. 4b - listen to others play and work co-operatively. 4c - identify and respect differences and similarities between people. 4d - family and friends should care for each other. Improving the environment. 2e - realise people and other living things have needs and they have responsibility to meet them. 2f - they belong to various groups/communities eg. Family/school. 2g - what improves and harms local, natural and built environment and how to look after them. Developing a healthy lifestyle personal hygiene 3a - how to make simple choices that improve their health and well being. 3b - maintain personal hygiene. 3c - how some diseases spread and can be controlled. Developing a healthy lifestyle road safety Developing their abilities. 3g - rules for and ways of keeping safe including basic road safety and people who can keep them safe. 1c - recognise name and deal with feelings positively. 1d - think about themselves learn from their experience and recognise what they re good at. 1e - how to set simple goals. Class code Unit 1Taking Part Science QCA growth Hygiene hand washing. Unit 5 Diverse World Unit 6 Link to geography Healthy eating/hygiene Unit 4 People who help us. Make local environment safe. Link to geography and DT. Road safety Unit 5 Diverse World

Highlighted reference numbers (in orange) NOT covered by SEAL curriculum PSHE & C Planning KS1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year Two Being the best class. 2a - take part in discussions one-to-one and whole class. 2c - recognise choices make and difference between right and wrong. 2d - agree and follow rules for group/class understand how rules help. 2e - realise people and other living things have needs and they have responsibility to meet them. Developing a healthy lifestyle Drug Education 3f - all household products including medicines can be harmful if not used properly. 3g - rules for and ways of keeping safe including basic road safety and people who help them keep safe. Developing a healthy lifestyle firesafety 3f - all household products including medicines can be harmful if not used properly. 3g - rules for and ways of keeping safe including basic road safety and people who help them keep safe. 2e - realise people and other living things have needs and they have responsibilities to meet them. Developing good relationships. Combating bullying 4a - recognise how their behaviour affects other people. 4b - listen to others play and work co-operatively. 4e - there are different types of teasing and bullying that bullying is wrong and how to get help dealing with bullying. Charities project 2b - to take part in a simple debate about a topical issue. 2h - to contribute to the life of the class and school. 2i - realise money comes from different sources and can be used for different purposes. Developing their abilities. Preparing to move on. 1a - Recognise what they like/dislike what is fair/ unfair what is right/ wrong. 1b - to share their opinions on things that matter to them and explain their views. 1c - recognise name and deal with feelings positively. 1d - think about themselves learn from their experience and recognise what they re good at. 1e - how to set simple goals. Class code Unit 1Taking Part move on from year One. Drug education Link to science drug/ electrical safety. Fire safety Liaison Officer Link to history. Unit 5 Diverse World Charities project Unit 2 Making choices Unit 3 Animals and us.

Highlighted reference numbers (in orange) NOT covered by SEAL curriculum PSHE & C Planning KS2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year three Developing their abilities Making the best of me. 1a - to talk & write about their opinions, explain their views re issues affect them/society. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible The good society. 2a - to research, discuss, debate topical issues, problems, events. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - to reflect on spiritual, moral, social, cultural issues. Use imagination to understand other people s experience. Developing a healthy lifestyle The healthy me. 3a - Healthy lifestyle benefits exercise healthy eating. What affects mental health how to make informed choices. 3b - bacteria and viruses can affect health following simple routines can reduce their spread. 3g - school rules about health and safety, basic emergency aid procedures and where to get help. Developing good relationships Making the most of groups. 4a - understand actions affect themselves/others. and see things from their point of 4c - aware different types relationship marriage/ friends/families. Develop skills have effective relationships. 4g - Where individuals, families, groups can get help. Developing their Abilities Looking to the future. 1b - Recognise worth as individuals by identifying positive things about themselves/their achievements. See mistakes, make amends, set personal goals. 1e - range of jobs carried out by people they know. How they can develop the skills to contribute in the future. 1f - look after money understand the value of saving. What does it mean to be British? 2i - appreciate range national regional religious ethnic identities in the UK. 2k - to explore how the media presents information. Unit 8 rules belonging confidence P.E. team skills rules. Unit 1 taking part in the community. Link to science healthy eating health and safety. P.E. exercise Circle time discussion. Link P.E. team games Circle time Unit 5 Diverse world. Circle time Unit 5 diverse world. Link to history settlers. Unit 11 Media.

PSHE & C Planning KS2 Highlighted reference numbers (in orange) NOT covered by SEAL curriculum Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year Four Making a parliament. 2g - what democracy is and the basic institutions that support it locally/ nationally. 2h - recognise the role of voluntary, community and pressure groups. 2j - resources can be allocated in different ways & these economic choices affect individs/ communities/ sustainability environ. Dev good relationships Active Citz. Global me. 4b - think about lives people other places/times with diff values/customs. 4c - diff types relationship marriage/friends/ family. Develop skills to be effective in relats. 4d - realise nature/ consequences racism teasing bullying aggressive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 2k - to explore how the media present information Dev good relationships Celebrating differences. 2c - realise consequences aggressive/anti social behaviour on individuals/ communities. 2e - reflect on spiritual moral social cultural issues use imagination understand 2f - resolve diffs looking at alternatives make decisions explain choices. 4d - realise nature/ consequences racism teasing bullying aggressive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 4f - diffs/similarities of people due to cultural/ ethnic/racial/religious diversity/gender/ disability. Active Citizenship Developing a healthy lifestyle/fire safety. 2d - different kinds responsibilities, rights, duties at home/school/ community they can conflict with eachother. 3e - recognise the risks in different situations. Decide how to behave responsibly. Road use/ acceptable bodily contact. 3f - may be pressured to behave in an unacceptable/risky way by people you know. How to resist pressure and ask for help. Developing their abilities Developing a healthy lifestyle making the most of mind/body. 1a - talk/write about opinions. Explain views issues that affect themselves/society. 1b - recognise worth as indivds identify positive things about selves their achievements. See mistakes make amends set personal goals. 1c - face new challenges positively by collecting info, making responsible choices, taking actions. 1d - puberty changes emotions how to deal with feelings positively. 3a - healthy lifestyle benefits exercise/healthy eating. What affects mental health make informed choices. 3b - bacteria viruses affect health simple routines can reduce their spread. 3g - School rules re health safety basic emergency aid procedures and where to get help. Developing a healthier lifestyle Drug education 3d - which commonly available substances/ drugs are legal and illegal. Their effects/risks. 3e - recognise the risks in different situations. Decide how to behave responsibly. Road use/ acceptable bodily contact 3f - may be pressured to behave in an unacceptable/risky way by people you know. How to resist pressure and ask for help. Link to history Unit 10 local democracy (Unit 8) Unit 7 Children s rights/ human rights. Unit 7 as before. Fire safety Liaison Officer. Unit 2 Making choices Link P.E. exercise/ hygiene Drug education.

Highlighted reference numbers (in orange) NOT covered by SEAL curriculum PSHE & C Planning KS2 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year Five Creating a good society for all. 2a - to research, discuss, debate topical issues, problems, events. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - to reflect on spiritual, moral, social, cultural issues. Use imagination to understand other people s experience. Developing their abilities Achieving my best. 1a - to talk & write about their opinions, explain their views re issues affect them/society. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible What does it mean to belong? 2i - appreciate range national regional religious ethnic identities in the UK. 2k - to explore how the media presents information. Developing good relationships Dealing with others. 4a - understand actions affect themselves/ others. Care about others feelings and see things from their point of 4c - aware different types relationship marriage/friends/families. Develop skills have effective relationships. 4g - Where individuals, families, groups can get help. Developing a healthier lifestyle/sex education. 3c - how the body changes as they approach puberty. Developing their abilities. Me in ten years time and more. 1b - Recognise worth as individuals by identifying positive things about themselves/their achievements. See mistakes, make amends, set personal goals. 1e - range of jobs carried out by people they know. How they can develop the skills to contribute in the future. 1f - look after money understand the value of saving. Geography uses water/ environment. Link history social reform Unit 1 Taking part. Personal statements Unit 8 Rules and laws. Unit 5 Diverse world. Unit 5 Diverse world. Sex education school nurse. Unit 1 Taking part

PSHE & C Highlighted reference numbers (in orange) NOT covered by SEAL curriculum Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Year Six Looking at government..2g - what democracy is and the basic institutions that support it locally/ nationally. 2h - recognise the role of voluntary, community and pressure groups. 2j - resources can be allocated in different ways & these economic choices affect individs/ communities/ sustainability environ. Developing good relationships my place in the world. 4b - think about lives people other places/times with diff values/customs. 4c - diff types relationship marriage/friends/ family. Develop skills to be effective in relats. 4d - realise nature/ consequences racism teasing bullying aggressive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 2k - explore how the media present information. Developing good relationships multi-cultural Britain. 2c - realise consequences aggressive/anti social behaviour on individuals/ communities. 2d - different kinds of responsibilities/rights/ duties at home, school, community. These can sometimes conflict with eachother. 2e - reflect on spiritual moral social cultural issues use imagination understand 2f - resolve diffs looking at alternatives make decisions explain choices. 4d - realise nature/ consequences racism teasing bullying aggressive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 4f - diffs/similarities of people due to cultural/ ethnic/racial/religious diversity/gender/ disability. Developing a healthier lifestyle. Fire safety. 3e - recognise the risks in different situations. Decide how to behave responsibly. Road use/ acceptable bodily contact. 3f - may be pressured to behave in an unacceptable/risky way by people you know. How to resist pressure and ask for help Developing their abilities Developing a healthier lifestyle sex education. 3c - how the body changes as they approach puberty. 1a - talk/write about opinions. Explain views issues that affect themselves/society. 1b - recognise worth as indivds identify positive things about selves their achievements. See mistakes make amends set personal goals. 1c - face new challenges positively by collecting info, making responsible choices, taking actions. 1d - Recognise as approach puberty how feelings change and how to deal with feelings towards selves/family/ others positively. Developing a healthier lifestyle drug education. 3d - which commonly available substances/ drugs are legal and illegal. Their effects/risks. 3e - recognise the risks in different situations. Decide how to behave responsibly. Road use/ acceptable bodily contact 3f - may be pressured to behave in an unacceptable/risky way by people you know. How to resist pressure and ask for help. Class code Unit 10 Local democracy. Own resources 4bcde Unit 11 Media Answers book 2 Unit 2 Making choices Unit 5 diverse world Fire safety Answers book 2 Answers book 2 Sex education Lung puppets The bag video Police Liaison Officer Answers book 2 units 5, 12, 13.

Year One Autumn 1 New Beginnings Belonging, self-awareness, managing my feelings, understanding others feelings, making choices, understanding rights/ responsibilities. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a positive way. 2a-take part I discussions one-to-one and whole class. 2b - debate topical issues. 2c - recognise choices make recognise difference between right /wrong. 2d - agree and follow rules for group/class and understand how they help. 2e - Contribute to the life of the class/school. 3a - Recognise how behaviour affects others. 3b - Listen to others, work/ play co-operatively. 4b Listen to others play and work co-operatively. 4c - identify/respect peoples differences. Autumn 2 Getting on falling out Friendship, seeing things from another point of view, working together, managing feelings (anger), resolving conflict. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1c - recognise, name and deal with feelings in a positive way. 1d - To think about themselves, learn from experiences, recognise what good at. 1e - how set simple goals. 2c - recognise choices make recognise difference between right /wrong. 2h - contribute to life class/ school. 4a - Recognise behaviour affects others. Care about others feelings see from their point of 4b - Listen to others play and work co-operatively. 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother. Spring 1 Going for goals Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & re 1c - recognise, name deal with feelings positively. 1d - think about themselves, learn from experience, recognise what good at. 1e - To know how to set a simple goal. 4a - recognise how their behaviour affects others. see from their point of Spring 2 Good to be me my feelings, managing my feelings, standing up for myself, making choices. 1c - recognise, name and deal with feelings in a positive way. 1d - To think about themselves, learn from experiences, recognise what good at. 1e - how set simple goals. 1h - to contribute to life of class/school. 4b - Listen to others play and work co-operatively. 4c - identify/respect peoples differences. 4g - consider social/moral dilemmas in everyday lives. Summer 1 Relationships my feelings, managing my feelings, understanding the feelings of others. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a positive way. 1d - think about themselves, learn from experience, recognise what good at. 4a - recognise how their behaviour affects others. see from their point of 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother. 4e - realise nature/ consequences racism/ bullying how respond ask help. 4f - Differences/similarities due to cultural, ethnic, racial, religious, gender, disability. 4g - Where get help support from. Summer 2 changes Knowing myself, planning to reach a goal, making choices. 1c - recognise, name deal with feelings positively. 1d - To think about themselves, learn from experiences, recognise what good at. 1e - how to set a simple goal. 2a-take part I discussions one-to-one and whole class. 2c - recognise choices make recognise difference between right /wrong. 4a - recognise how their behaviour affects others. see from their point of 4c - identify/respect peoples differences. Class code Unit 1Taking Part Science QCA growth Hygiene hand washing. Unit 5 Diverse World Unit 6 Link to geography Healthy eating/hygiene Unit 4 People who help us. Make local environment safe. Link to geography and DT. Road safety Unit 5 Diverse World

Year Two Autumn 1 New Beginnings Belonging, selfawareness, managing my feelings, understanding others feelings, making choices, understanding rights/responsibilities. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a positive way. 1d - How to set a simple goal. 2a-take part I discussions one-to-one and whole class. 2b - debate topical issues. 2c - recognise choices make recognise difference between right /wrong. 2d - agree and follow rules for group/class and understand how they help. 2e - Contribute to the life of the class/school. 3a - Recognise how behaviour affects others. 3b - Listen to others, work/ play co-operatively. 4b - Family/friends should care for eachother. 4c - identify/respect peoples differences. Autumn 2 Getting on falling out Friendship, seeing things from another point of view, working together, managing feelings (anger), resolving conflict. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1c - recognise, name and deal with feelings in a positive way. 1d - To think about themselves, learn from experiences, recognise what good at. 1e - how set simple goals. 2c - recognise choices make recognise difference between right /wrong. 2h - contribute to life class/ school. 4a - Recognise behaviour affects others. Care about others feelings see things their point of 4b - Listen to others play and work co-operatively. 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother. Spring 1 Going for goals Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & re 1c - recognise, name deal with feelings positively. 1d - think about themselves, learn from experience, recognise what good at. 1e - To know how to set a simple goal. 4a - recognise how their behaviour affects others. see things from their point of Spring 2 Good to be me. my feelings, managing my feelings, standing up for myself, making choices. 1c - recognise, name and deal with feelings in a positive way. 1d - To think about themselves, learn from experiences, recognise what good at. 3d - the process of growing older and how peoples needs change. Summer 1 Relationships my feelings, managing my feelings, understanding the feelings of others. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a positive way. 1d - think about themselves, learn from experience, recognise what good at. 4a - recognise how their behaviour affects others. see from their point of 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother. 4e - realise nature/ consequences racism/ bullying how respond ask help. 4f - Differences/similarities due to cultural, ethnic, racial, religious, gender, disability. 4g - Where get help support from. Summer 2 changes Knowing myself, planning to reach a goal, making choices. 1c - recognise, name deal with feelings positively. 1d - To think about themselves, learn from experiences, recognise what good at. 1e - how to set a simple goal. 2a-take part I discussions one-to-one and whole class. 2c - recognise choices make recognise difference between right /wrong. 4a - recognise how their behaviour affects others. see from their point of 4c - identify/respect peoples differences. Class code Unit 1Taking Part move on from year One. Drug education Link to science drug/ electrical safety. Fire safety Liaison Officer Link to history. Unit 5 Diverse World Charities project Unit 2 Making choices Unit 3 Animals and us.

Autumn 1 New Beginnings Autumn 2 Getting on falling out Spring 1 Going for goals Spring 2 Good to be me Summer 1 Relationships Summer 2 changes Year three Belonging, self-awareness, understanding my feelings, understandings the feelings of others, managing my feelings, social skills, making choices, understanding rights and responsibilities. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2d - there are different kinds responsibilities, rights, duties at home/school/community they can conflict. 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. 4d - realise nature and consequences racism, teasing, bullying, aggressive behaviours and how to respond to them ask for help. Friendship, seeing things others point of view, working together, managing feelings (anger), resolving conflict. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 2f - Resolve differences by looking at alternatives, make decisions, explain choice. 4f - Differences/similarities between people arise from a number of factors, cultural, ethnic, racial, religious, gender, disability. Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & re identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 2f - Resolve differences by looking at alternatives, make decisions, explain choice. 3e - to recognise the different risks in different situations and how to behave responsibly.. my feelings, managing my feelings, standing up for myself. 1a - talk and write about opinions explain their views issues affect themselves society. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. themselves/others. Care about others feelings and see things from their point of 4c - aware different types relationship marriage/ friends/families. Develop skills have effective relationships. my feelings, managing my feelings, understanding the feelings of others, social skills, making choices. my feelings, understanding the feelings of others, managing my feelings, planning to reach a goal, belonging to a community. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible 2i - to appreciate the range of national, regional, religious, and ethnic identities in the UK. Unit 8 rules belonging confidence P.E. team skills rules. Unit 1 taking part in the community. Link to science healthy eating health and safety. P.E. exercise Circle time discussion. Link P.E. team games Circle time Unit 5 Diverse world. Circle time Unit 5 diverse world. Link to history settlers. Unit 11 Media.

Autumn 1 New Beginnings Autumn 2 Getting on falling out Spring 1 Going for goals Spring 2 Good to be me Summer 1 Relationships Summer 2 Changes Year Four Belonging, self-awareness, understanding my feelings, understandings the feelings of others, managing my feelings, social skills, making choices, understanding rights and responsibilities. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2d - there are different kinds responsibilities, rights, duties at home/school/community they can conflict. 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. 4d - realise nature and consequences racism, teasing, bullying, aggressive behaviours and how to respond to them ask for help Friendship, seeing things others point of view, working together, managing feelings (anger), resolving conflict. 1a - Talk/write about opinions, explain their views, issues affect themselves and society. 1c - to face new challenges positively, collect info, seek help, make responsible 2a - Research, discuss and debate issues/problems/events. 2c - Realise consequences antisocial aggressive behaviours, such as bullying racism on individuals and communities. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 4f - diffs/similarities of people due to cultural/ethnic/racial/ religious diversity/gender/ disability. Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & re identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - face new challenges positively by collecting info, looking for help, making reasonable choices, taking action. 3e - to recognise the different risks in different situations and how to behave responsibly. 4a - recognise how actions affect themselves/others, care about other s feelings, see things from others point of my feelings, managing my feelings, standing up for myself. 1a - talk and write about opinions explain their views issues affect themselves society. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. themselves/others. Care about others feelings and see things from their point of 4c - aware different types relationship marriage/ friends/families. Develop skills have effective relationships. my feelings, managing my feelings, understanding the feelings of others, social skills, making choices. my feelings, understanding the feelings of others, managing my feelings, planning to reach a goal, belonging to a community. 1a - talk and write about opinions explain their views issues affect themselves society. 1c - face new challenges positively by collecting info, looking for help, making reasonable choices, taking action. themselves/others. Care about others feelings and see things from their point of 4c - aware different types relationship marriage/ friends/families. Develop skills have effective relationships. Link to history Unit 10 local democracy (Unit 8) Unit 7 Children s rights/ human rights. Unit 7 as before. Fire safety Liaison Officer. Unit 2 Making choices Link P.E. exercise/hygiene Drug education.

Year Five Autumn 1 New Beginnings Belonging, understanding my feelings, managing my feelings, understandings the feelings of others, social skills, making choices, understanding rights and responsibilities. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - Reflect on spiritual, moral, social, cultural issues imagine 3a - actions affect themselves and others, care about others feelings, see others points of 3b - Be aware different types relationships, including marriage, friends, family, develop skills to be effective in relationships. Autumn 2 Getting on falling out Friendship, seeing things others point of view, working together, managing feelings (anger), resolving conflict. 2a - Research, discuss and debate issues/problems/events. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. Spring 1 Going for goals Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & re identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible Spring 2 Good to be me my feelings, managing my feelings, making choices. 1a - talk and write about opinions explain their views issues affect themselves society. 1d - Recognise as approach puberty how feelings change and how to deal with feelings towards selves/family/others positively. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 3e - o recognise the different risks in different situations and how to behave responsibly. 4a - understand actions affect themselves/others. and see things from their point of 4c - aware different types relationship marriage/ friends/families. Develop skills have effective relationships. Summer 1 Relationships my feelings, managing my feelings, understanding the feelings of others, social skills, making choices. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1d - Recognise as approach puberty how feelings change and how to deal with feelings towards selves/family/others positively. 2e - Reflect on spiritual, moral, social, cultural issues imagine 4a - understand actions affect themselves/others. and see things from their point of 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. 4d - realise nature and consequences racism, teasing, bullying, aggressive behaviours and how to respond to them ask for help 4e - recognise and challenge stereotypes. Summer 2 changes my feelings, understanding the feelings of others, managing my feelings, belonging to a community. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible 2e - Reflect on spiritual, moral, social, cultural issues imagine 4a - understand actions affect themselves/others. and see things from their point of 4b - Think about lives others in other places/times and people different values/customs. 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. 4f - differences/similarities of people due to cultural/ ethnic/racial/religious diversity/gender/disability. Geography uses water/ environment. Link history social reform Unit 1 Taking part. Personal statements Unit 8 Rules and laws. Unit 5 Diverse world. Unit 5 Diverse world. Sex education school nurse. Unit 1 Taking part

Year Six Autumn 1 New Beginnings Belonging, understanding my feelings, managing my feelings, understandings the feelings of others, social skills, making choices, understanding rights and responsibilities. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - Reflect on spiritual, moral, social, cultural issues imagine 3a - actions affect themselves and others, care about others feelings, see others points of 3b - Be aware different types relationships, including marriage, friends, family, develop skills to be effective in relationships. Autumn 2 Getting on falling out.friendship, seeing things others point of view, working together, managing feelings (anger), resolving conflict. 2a - Research, discuss and debate issues/problems/events. 2c - Realise consequences antisocial, aggressive behaviours such as bullying/racism on individuals/communities. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. 4d - realise nature and consequences racism, teasing, bullying, aggressive behaviours and how to respond to them ask for help 4e - recognise challenge stereotypes. 4f - diffs/similarities of people due to cultural/ ethnic/racial/religious diversity/gender/disability. Spring 1 Going for goals Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & re identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible Spring 2 Good to be me my feelings, managing my feelings, making choices. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 3f - may be pressured to behave in an unacceptable/ risky way by people you know. How to resist pressure and ask for help. 4a - understand actions affect themselves/others. and see things from their point of 4c - aware different types relationship marriage/ friends/families. Develop skills have effective relationships. Summer 1 Relationships my feelings, managing my feelings, understanding the feelings of others, social skills, making choices. 2a - Research, discuss and debate issues/problems/events 3e - recognise the risks in different situations. Decide how to behave responsibly. Road use/acceptable bodily contact 4b - Think about lives others in other places/times and people different values/customs. 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. 4f - differences/similarities of people due to cultural/ ethnic/racial/religious diversity/gender/disability. Summer 2 changes my feelings, understanding the feelings of others, managing my feelings, belonging to a community. identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible 2e - Reflect on spiritual, moral, social, cultural issues imagine 4a - understand actions affect themselves/others. and see things from their point of 4b - Think about lives others in other places/times and people different values/customs. 4c - aware different types relationship marriage/friends/ families. Develop skills have effective relationships. 4f - differences/similarities of people due to cultural/ ethnic/racial/religious diversity/gender/disability. Class code Unit 10 Local democracy. Own resources 4bcde Unit 11 Media Answers book 2 Unit 2 Making choices Unit 5 diverse world Fire safety Answers book 2 Answers book 2 Sex education Lung puppets The bag video Police Liaison Officer Answers book 2 units 5, 12, 13.

PSHE outcomes cross-referenced to SEAL Themes Theme KS1 Theme KS2 1a. to recognise what they like 2,3, 1a. to talk and write about their 3,6 and dislike, what is fair and unfair, and what is right and wrong 7 opinions, and explain their views, on issues that affect themselves and 2,3, 6,7 3,4, 5,6, 7 3,4, 5,6, 7 3,4, 5,7 b. to share their opinions on things that matter to them and explain their views c. to recognise, name and deal with their feelings in a positive way d. to think about themselves, learn from their experiences and recognise what they are good at 3,4, 6,7 3,4, 7 5,7, 6 society b. to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action d. to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way e. how to set simple goals. e. about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the 2 2a. to take part in discussions with one other person and the whole class 3, b. to take part in a simple debate about topical issues c. to recognise choices they can make, and recognise the difference between right and wrong 1,3, d. to agree and follow rules for their group and classroom, and understand how rules help them 1 e. to realise that people and other living things have needs, and that they have responsibilities to meet them 1,7 f. that they belong to various groups and communities, such as family and school g. what improves and harms their local, natural and built environments and about some of f. to look after their money and realise that future wants and needs may be met through saving. 2,3 2a. to research, discuss and debate topical issues, problems and events 1,3 b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules 2,3, 5 c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities 1,6 d. that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other 3,5, 6,7 2,3, 4 e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences f. to resolve differences by looking at alternatives, making decisions and explaining choices

PSHE outcomes cross-referenced to SEAL Themes 3,5 the ways people look after them h. to contribute to the life of the class and school g. what democracy is, and about the basic institutions that support it locally and nationally h. to recognise the role of voluntary, community and pressure groups 7 i. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom i. to realise that money comes from different sources and can be used for different purposes. 3a. how to make simple choices that improve their health and wellbeing b. to maintain personal hygiene j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment c. how some diseases spread and can be controlled 7 d. about the process of growing from young to old and how people's needs change e. the names of the main parts of the body f. that all household products, including medicines, can be harmful if not used properly 3 g. rules for, and ways of, keeping safe, including basic road safety, and about people who can 3,4, 7 3,5, 7 3,5, 6,7 3,5, 6 help them to stay safe. 4a. to recognise how their behaviour affects other people b. to listen to other people, and play and work cooperatively c. to identify and respect the differences and similarities between d. that family and friends should care for each other 3 e. that there are different types of teasing and bullying, that bullying 3,4, 5 k. to explore how the media present information. 3a. what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices b. that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread c. about how the body changes as they approach puberty d. which commonly available substances and drugs are legal and illegal, their effects and risks e. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable 3,5 f. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong 3,4, 5,6, 7 g. school rules about health and safety, basic emergency aid procedures and where to get help. 4a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view 7 b. to think about the lives of people living in other places and

PSHE outcomes cross-referenced to SEAL Themes is wrong, and how to get help to deal with bullying. 5a. take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well] b. feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves] 5,6 3,5, 6 times, and people with different values and customs c. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships d. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help c. take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from'] d. make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly] e. meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse] f. develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task] 5 g. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, h. ask for help [for example, from family and friends, midday supervisors, older pupils, the police]. 2,3, 6 2,3, 6,7 e. to recognise and challenge stereotypes f. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability 3,6 g. where individuals, families and groups can get help and support. 6 5a. take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school] b. feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take] c. participate [for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting] d. make real choices and

PSHE outcomes cross-referenced to SEAL Themes decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities] e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers] f. develop relationships through work and play [for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, e-mail or letters] g. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment] h. find information and advice [for example, through helplines; by understanding about welfare systems in society] i. prepare for change [for example, transferring to secondary school].

1 Knowing myself a I know when and how I learn most effectively. Yes No Don t know b I can take responsibility for my actions and learning. c I feel good about the things I do well, and accept myself for who and what I am. d I can recognise when I find something hard to achieve. 2 Understanding my feelings b I can identify, recognise and express a range of feelings. c I know that feelings, thoughts and behaviour are linked. d I can recognise when I am becoming overwhelmed by my feelings. d I know that it is OK to have any feeling, but not OK to behave in any way I feel like. 3 Managing how I express my feelings When I want to learn something new I can find a good way to do that. Yes No Don t know I make up my mind to behave sensibly and get on with my learning. Yes No Don t know I am happy that I do some things well and it s OK if I find some things hard. Yes No Don t know I know what things I find hard to do. Yes No Don t know I usually know how I am feeling and I can tell people. Yes No Don t know I know that how I behave has got something to do with what I think and how I m feeling. Yes No Don t know I know when I am going over the top or getting carried away or getting too upset to think. Yes No Don t know I know that it is OK to have any feeling, but not OK to behave in any way I feel like. a I can stop and think before acting. Yes No Don t know I can stop and think before I do something. b I can express a range of feelings in ways Yes No Don t know I can say what I am feeling without upsetting that do not hurt myself or other people. people or getting too upset myself. c I understand that the way I express my feelings can change the way other people feel. d I can adapt the way I express my feelings to suit particular situations or people. 4 Managing the way I am feeling a I can calm myself down when I choose to. b I have a range of strategies for managing my worries and other uncomfortable feelings. b I have a range of strategies for managing my anger. c I understand that changing the way I think about people and events changes the way I feel about them. d I can change the way I feel by reflecting on my experiences and reviewing the way I think about them. e I know that I can seek support from other people when I feel angry, worried or sad. f I know what makes me feel good and know how to enhance these comfortable feelings. 5 Setting goals and planning to meet a b them I can set a challenge or goal, thinking ahead and considering the consequences for others and myself. I can break a long-term plan into smaller achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them. 6 Persistence and resilience a I can choose when and where to direct my attention, concentrate and resist distractions for increasing periods of time. b I know and can overcome some barriers to my learning such as feelings of boredom and frustration and know when to keep trying or try something different. Yes No Don t know I know that the way I show my feelings affects the way other people feel. Yes No Don t know I show my feelings differently depending who I m with or where I am. Yes No Don t know I can calm myself down when I choose to. Yes No Don t know I know some helpful things to do when I feel worried or uncomfortable. Yes No Don t know I can calm myself down when I get angry. Yes No Don t know I know I can sometimes feel differently about things when I think about them differently. Yes No Don t know Sometimes I can change how I feel by going back over things in my head. Yes No Don t know I know I can ask people for help when I feel angry, worried or sad. Yes No Don t know I know some things I can do to make me feel good. Yes No Don t know I can set myself a goal and think what that might mean for me and other people Yes No Don t know If there s something big I want to be able to do, I can work out for myself how to do it step by step. Then I ll know when I m getting there. Yes No Don t know I can keep my mind on what I need to do and not get put off. I can keep doing this for longer than I used to. Yes No Don t know I can keep going with my learning even when I m finding it hard work or boring.