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Class 3

Cycle

Question

Topic

In this unit of work the children will

 

A

What makes up

our identity?

 

5

Health and wellbeing

Identity; personal attributes and qualities; similarities and differences; individuality;

Stereotypes

 

 

• how to recognise and respect similarities and differences between people and what they have in common with others

• that there are a range of factors that contribute to a person’s identity (e.g. ethnicity, family, faith, culture, gender, hobbies, likes/dislikes)

• how individuality and personal qualities make up someone’s identity (including that gender identity is part of personal identity and for some people does not correspond with their biological sex)

• about stereotypes and how they are not always accurate, and can negatively influence behaviours and attitudes towards others

• how to challenge stereotypes and assumptions about others

 

A

How do we

treat each other

with respect?

 

4

Relationships

Respect for self and others; courteous behaviour; safety; human rights

 

 

• how people’s behaviour affects themselves and others, including online

• how to model being polite and courteous in different situations and recognise the respectful behaviour they should receive in return

• about the relationship between rights and responsibilities

• about the right to privacy and how to recognise when a confidence or secret should be kept (such as a nice birthday surprise everyone will find out about) or not agreed to and when to tell (e.g. if someone is being upset or hurt)*

• the rights that children have and why it is important to protect these*

• that everyone should feel included, respected and not discriminated against; how to respond if they witness or experience exclusion, disrespect or discrimination

• how to respond to aggressive or inappropriate behaviour (including online and unwanted physical contact) – how to report concerns

 

B

How can we

help in an

accident or

emergency?

 

%

Health and wellbeing

Basic first aid, accidents, dealing with emergencies

 

 

• how to carry out basic first aid including for burns, scalds, cuts, bleeds, choking, asthma attacks or allergic reactions

• that if someone has experienced a head injury, they should not be moved

• when it is appropriate to use first aid and the importance of seeking adult help

• the importance of remaining calm in an emergency and providing clear information about what has happened to an adult or the emergency services

 

A

How will we

grow and

change?

 

4

Health and wellbeing

Growing and changing;

Puberty

 

 

• about puberty and how bodies change during puberty, including menstruation and menstrual wellbeing, erections and wet dreams

• how puberty can affect emotions and feelings

• how personal hygiene routines change during puberty

• how to ask for advice and support about growing and changing and puberty

 

A

How can our

choices make

a difference to

others and the

environment?

 

4

Living in the wider world

Caring for others; the environment; people and animals; shared

responsibilities, making choices and decisions

 

 

• how people have a shared responsibility to help protect the world around them

• how everyday choices can affect the environment

• how what people choose to buy or spend money on can affect others or the environment (e.g. Fairtrade, single use plastics, giving to charity)

• the skills and vocabulary to share their thoughts, ideas and opinions in discussion about topical issues

• how to show care and concern for others (people and animals)

• how to carry out personal responsibilities in a caring and compassionate way

 

A

What jobs

would we like?

 

5

Careers; aspirations; role models; the future

 

 

• that there is a broad range of different jobs and people often have more than one during their careers and over their lifetime

• that some jobs are paid more than others and some may be voluntary (unpaid)

• about the skills, attributes, qualifications and training needed for different jobs

• that there are different ways into jobs and careers, including college, apprenticeships and university

• how people choose a career/job and what influences their decision, including skills, interests and pay

• how to question and challenge stereotypes about the types of jobs people can do

• how they might choose a career/job for themselves when they are older, why they would choose it and what might influence their decisions

 

B

What strengths,

skills and

interests do we

have ?

 

4

Health and wellbeing

Self-esteem: self-worth; personal qualities; goal setting; managing set

Backs

 

 

• how to recognise personal qualities and individuality

• to develop self-worth by identifying positive things about themselves and their achievements

• how their personal attributes, strengths, skills and interests contribute to their self-esteem

• how to set goals for themselves

• how to manage when there are set-backs, learn from mistakes and reframe unhelpful thinking

 

B

What decisions

can people

make with

money?

 

5

Living in the wider world

Money; making decisions; spending and saving

 

 

• how people make decisions about spending and saving money and what influences them

• how to keep track of money so people know how much they have to spend or save

• how people make choices about ways of paying for things they want and need (e.g. from current accounts/savings; store card/credit cards; loans)

• how to recognise what makes something ‘value for money’ and what this means to them

• that there are risks associated with money (it can be won, lost or stolen) and how money can affect people’s feelings and emotions

 

B

How can we

manage our

feelings?

 

4

Health and wellbeing

Feelings and emotions; expression of feelings; behaviour

 

 

• how everyday things can affect feelings

• how feelings change over time and can be experienced at different levels of intensity

• the importance of expressing feelings and how they can be expressed in different ways

• how to respond proportionately to, and manage, feelings in different circumstances

• ways of managing feelings at times of loss, grief and change

• how to access advice and support to help manage their own or others’ feelings

 

B

How can

friends

communicate

safely?

 

5

Relationships

Friendships; relationships; becoming independent; online safety

 

 

• about the different types of relationships people have in their lives

• how friends and family communicate together; how the internet and social media can be used positively

• how knowing someone online differs from knowing someone face-to-face

• how to recognise risk in relation to friendships and keeping safe

• about the types of content (including images) that is safe to share online; ways of seeking and giving consent before images or personal information is shared with friends or family

• how to respond if a friendship is making them feel worried, unsafe or uncomfortable

• how to ask for help or advice and respond to pressure, inappropriate contact or concerns about personal safety

 

B

How can drugs

common to

everyday life

affect health?

 

5

Drugs, alcohol and tobacco; healthy habits

 

 

• how drugs common to everyday life (including smoking/vaping - nicotine, alcohol, caffeine and medicines) can affect health and wellbeing

• that some drugs are legal (but may have laws or restrictions related to them) and other drugs are illegal

• how laws surrounding the use of drugs exist to protect them and others

• why people choose to use or not use different drugs

• how people can prevent or reduce the risks associated with them

• that for some people, drug use can become a habit which is difficult to break

• how organisations help people to stop smoking and the support available to help people if they have concerns about any drug use

• how to ask for help from a trusted adult if they have any worries or concerns about drugs

B

How can we

manage risk

in different

places?

 

4

Health and wellbeing

Keeping safe; out and about; recognising and managing risk

 

 

• how to recognise, predict, assess and manage risk in different situations

• how to keep safe in the local environment and less familiar locations (e.g. near rail, water, road; fire/firework safety; sun safety and the safe use of digital devices when out and about)

• how people can be influenced by their peers’ behaviour and by a desire for peer approval; how to manage this influence

• how people’s online actions can impact on other people

• how to keep safe online, including managing requests for personal information and recognising what is appropriate to share or not share online

• how to report concerns, including about inappropriate online content and contact

• that rules, restrictions and laws exist to help people keep safe and how to respond if they become aware of a situation that is anti-social or against the law

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