School Logo

Class 3




In this unit of work the children will



What makes up

our identity?



Health and wellbeing

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




• 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



How do we

treat each other

with respect?




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



How can we

help in an

accident or




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



How will we

grow and




Health and wellbeing

Growing and changing;




• 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



How can our

choices make

a difference to

others and the




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



What jobs

would we like?



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



What strengths,

skills and

interests do we

have ?



Health and wellbeing

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




• 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



What decisions

can people

make with




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



How can we

manage our




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



How can







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



How can drugs

common to

everyday life

affect health?



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


How can we

manage risk

in different




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