Learning for Life: Overview

EYFS Reception Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Myself and My Relationships 1 Beginning and Belonging (Michaelmas 1)

In this unit your child will learn how they are special and that everyone has a unique identity. They will examine and learn to value and respect similarities and differences between themselves and other children in the class. They will explore and learn to appreciate their own needs. They will learn to respect the needs of others and appreciate that everyone has different needs.  They will consider new things that they would like to learn to do and explore steps to achieving their goals. They will examine the needs of new children joining the class and explore ways of supporting and being kind to new children. They will learn to share, take turns, help others and communicate positively with others in the class and at school. They will learn to understand what fair and unfair behaviour looks like and consider the effects of their behaviour on others. They will learn when it is necessary and how to say ‘sorry’. They will learn to appreciate the need for rules in order to protect their own and other people’s rights and needs. They will help to develop the classroom rules and learn how to follow them.

Myself and My Relationships: Family and Friends (Michaelmas 2)

In this unit your child will learn to identify special people in their lives and will explore why these people are so important to them. They will learn about families including how families come in all shapes and sizes; the things families enjoy doing together and how people in families show that they care for each other. They will learn about friendship and what it means to be a good friend including how friends care for each other. They will learn social skills necessary for making friends including the ability to make new friends e.g. sharing, taking turns, listening and helping others.
They will learn about why friends may sometimes fall out and will begin to learn simple Methods for making up with friends and saying ‘sorry’. They will learn to recognise unkind behaviour such as name calling and leaving people out and will develop some ways for coping when others may be unkind to them. They will learn to value and empathise with others by examining hurtful behaviour and its effects on other people.

Myself and My Relationships: My Emotions (Michaelmas 2)

In this unit, your child will learn to recognise and name different emotions in themselves and other people. They will begin to understand the different ways in which people show emotions. They will explore what causes different emotions in themselves and other people, and will begin to learn how the way we feel affects the way we behave. They will consider how they feel when they experience change or lose something that is special to them, e.g. moving house, starting school, a pet dying. They will explore simple ways of making themselves feel better when they experience an uncomfortable feeling, e.g. having a cuddle and talking to a trusted person, relaxing on their own, drawing a picture, holding a teddy. They will explore ways of helping other people feel better when they experience uncomfortable feelings.

Citizenship: Identities and Diversity (Lent 1)

In this unit your child will explore why they are special and what makes their own individual identity. They will begin to understand how they mix with others and belong to different groups e.g. their family, class, school, neighbourhood. They will look at similarities and differences between themselves and other children in the class, and will have opportunities to explore diversity in terms of gender, ethnicity, language, religion, culture, different family groupings, special educational needs and disability. They will learn about some of the similarities and differences between families including the different people in families and where families live.  They will explore what is special about different families’ lifestyles including how a family’s nationality, cultural background, traditions or beliefs form an important part of their life, and how this may be celebrated. They will consider how what they do and say can affect the needs and feelings of other people and how they and everyone else have the right to be valued and treated fairly and equally whatever their cultural background or choice of lifestyle.  

Citizenship: Me and My World (Lent 2)

In this unit, your child will explore the roles of people who work in the school and who help to look after them. They will also learn about people who work in their local neighbourhood including people whose job it is to help and support others in the community. They will develop their sense of responsibility for caring for their environments including their homes, school and the local neighbourhood. They will explore places and features in their local neighbourhood.
They will learn about the natural world and will develop responsible and caring attitudes towards animals and plants. They will have the opportunity to explore what money is and how it can be used for different purposes.

Healthy and Safer Lifestyles: My Body and Growing Up (Trinity 1)        

They will learn to recognise and appreciate similarities and differences between different bodies including girls and boys. They will learn to appreciate all the different things that they can do with their bodies, considering how they have changed physically since they were very small and how they will continue to grow and change all their lives. They will learn some basic hygiene routines, including washing, toileting and cleaning teeth and develop an understanding of the importance of good hygiene and cleanliness for preventing the spread of germs. The children will examine what they currently do to look after themselves, including dressing and undressing and will learn that as they grow they will become more independent and will take more responsibility for looking after themselves. They will learn to recognise areas where they still need support from others to ensure their personal needs are met and will become more aware of the adults who provide this care.

Healthy and Safer Lifestyles Life Education: All About Me (Trinity 2)

They will explore the body, how it works, what it needs and how to look after it. They will discuss medicines and associated safety rules. They will explore feelings and consider strategies for dealing with them positively and the special people at home and at school that can help.

Healthy and Safer Lifestyles: Healthy Lifestyles (Trinity 2)

In this unit, your child will learn about the importance of being healthy and the things they can do to keep their bodies healthy. They will learn about making healthy choices and why we need a healthy balanced diet. Your child will develop an understanding of what exercise is and why it is good for our bodies. They will learn about why sleep is also important for our bodies and what we may feel like if we don’t have enough sleep. They will learn about how to make healthy choices that will have a positive effect on their bodies.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

Year 1: Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Myself and My Relationships: Beginning and Belonging (Michaelmas 1)

As this unit will usually take place at the start of the school year, the children will take part in developing the class ground rules, and in activities that help to build positive relationships in the class. Children will have the opportunity to consider what it feels like to be in a new situation and how to cope with that, and to develop strategies for helping people who arrive new to the school. They will develop their own ‘Safety Circle’, identifying trusted adults at home and at school whom they can ask for help and support.

Myself and My Relationships: My Emotions (Michaelmas 2)       

In this unit your children will be developing an understanding of their own emotions and those of others. The children will identify a basic range of emotions, develop a language to describe them, and consider what prompts different feelings in themselves and others. They will explore how those emotions affect how we think, feel and behave, including impulsive and thought through behaviours. They will consider ways to deal with different emotions, including being assertive, using strategies to calm and relax themselves and problem solving. They will revisit their networks of special people, identifying those they can talk to about their feelings.

Citizenship: Working Together (Lent 1)

In this unit your child will begin by recognising and celebrating their own strengths and skills. They will then identify a new skill, either in school or out of school, which they would like to develop, breaking it down into small steps and then working on this skill over a short period of time. They will also develop their awareness of good listening skills, the importance of turn taking and what makes a good explanation. They will practise some of these skills, along with others such as discussion, negotiation and co-operation within a group. Having built up an understanding of good communication and group work skills, they will have the opportunity to practise these by taking part in a few different group tasks and then evaluating how well they have worked together.

Citizenship: Diversity and Communities (Lent 2)

In this unit, your child will be learning about and valuing what makes up their ‘identity’, and about how to consider and respect the needs, views and lifestyles of others. They will learn about different groups and cultures within their community, and about the importance of not stereotyping people on the basis of difference. They will explore the make-up of their community, the needs of different people within it, and the people who help within their roles in the community. They will develop their understanding of the needs of the environment (including the school environment), plants and animals, and also their ability to make a contribution to their care.

Healthy and Safer Lifestyles: Managing Risk (Trinity 1)     

In this unit, your child will begin by identifying some familiar situations which might entail risk, considering ways they might keep themselves safe. They will discuss how they might react in risky situations – for example, emotions they might feel, physical responses and action they might take. They will work at memorising personal information and become aware of some situations where they might need to give this information. They will develop their awareness of the range of people who might help to keep them safe. They will learn what is meant by an emergency situation and when and how it is appropriate to ask for help. They will begin to recognise familiar situations where they can offer help and what form of help this might be.

Healthy and Safer Lifestyles: Safety Contexts (Trinity 1)  

This unit is one of several which focus on developing children’s safety knowledge, understanding and skills. In this unit, the children will be learning about elements of road safety which are relevant to them as pedestrians who will usually be walking with an adult, and as car passengers. They will be thinking about how they should behave to ensure the adult/driver can keep them safe. They will begin to learn about the dangers of water and the sun and learn some basic rules for staying safe. The children will think about what to do if they get lost. They will also learn some basic rules for staying safe in places where they play. To find out more about road safety visit the Think Education website where you will find a section for the parents of 5-7-year-olds www.dft.gov.uk/think/education.

Healthy and Safer Lifestyles: Sex and Relationships Education (Trinity 2)

They will think about their body’s capabilities and show appreciation of how amazing their body is. They will learn the proper names for various parts of their body. They will consider ways they are in charge of their bodies and will think about how their body belongs to them. They will explore ways they can keep their body clean and how simple hygiene practice can prevent the spread of diseases like colds and tummy bugs.

Healthy and Safer Lifestyles: Healthy Lifestyles (Trinity 2)

In this unit, your child will be learning about the various factors which contribute to a healthy lifestyle, including healthy eating, physical activity and hygiene. They will become aware of the link between healthy eating and physical activity and will learn the difference between being active and inactive in their free time. They will be encouraged to think about choices they make and develop their self-awareness in terms of physical activity and healthy eating. They will discuss changes which happen in their body and emotions when they are physically active. They will discuss food likes and dislikes and be introduced to the Eatwell plate which shows the different food groups. Using this, they will learn about the need for a balanced diet in maintaining health, including the recommendation to eat at least five portions of fruit and vegetables every day. Children will reflect on their own practice and develop awareness of how they can make choices to make their lifestyle healthier.          

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

 Year 2: Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Citizenship: Rights, Rules and Responsibilities (Michaelmas 1)

In this unit, your child will learn about the responsibilities they have at school as well as towards family and friends. They will consider the different jobs they do and those for which adults take responsibility. They will consider some of the consequences of people not taking responsibility and discuss responsibilities they do not yet have but may take on when they are older. They will form or describe the class ground rules and talk about who is involved in making them, why they are important and the consequences of not following them. They will learn about voting and use this method of decision making in class. They will discuss people and groups who make decisions about school issues. They will learn to express their views about school issues and to listen to the views of others. They will be encouraged to ask and answer appropriate questions about the discussion topic and to explain others’ views.

Myself and My Relationships: Lost and Found ( Michaelmas 2)

In this unit, your child will consider the theme of friendship by exploring the picture books. We look at how various events and feelings affect this friendship. They will consider the importance of friendship, how it can change, develop and be strengthened, as well as how people sometimes lose friends for a variety of reasons. They will talk about the feeling of loneliness and what they might do if they or others experience this emotion. They will experience and talk about working collaboratively, including how this might strengthen friendships. The unit finishes by helping children reflect on how being with a friend can be helpful in new or risky situations.

Healthy and Safer Lifestyles: E-safety (Lent) Covered in Computing

In this unit, your child will explore what being safe online means. They will review their understanding of information as being precious or special because it applies just to them, that personal information is as valuable online as it is off-line, and should therefore not be shared. Your child will develop their thinking about how they want themselves to be seen online as well as reminding them of the need to keep personal and private information safe. They will learn how to publish their profile online and be able to evaluate the safety of their profile. They will learn strategies for staying safe online, including what to do if they see something that worries them.

Economic Wellbeing: Financial Capability (Lent 1)

Teaching children about personal finance and to respect and manage money helps them to become financially capable and better able to meet the increasingly complex financial challenges that await them in the wider world. In this unit your children will learn about what money is and where it might come from. They will explore the different ways we can spend money and what happens when it runs out.  They will think about the difference between needs and wants, the choices we might have to make and how they might affect us. They will learn how we might take care of our money, including saving it for later use. They will explore the feelings we might have about money, how they might change and how we might manage them. They will find out about a charity and what it does.

Healthy and Safer Lifestyles: Sex and Relationships Education (Lent 2)

In this unit your child will learn that humans produce babies who grow into children and then into adults. They will think about the ways they have changed physically since they were babies and how their responsibilities have changed during this time. They will talk about everything a baby needs to make sure it is healthy and happy. They will think about the people who provide this care for a baby.

Myself and My Relationships: Anti-bullying (Trinity 1) 

In this unit, your child will learn about what bullying behaviour looks like including examples of physical, verbal and simple indirect forms of bullying such as leaving people out of games.
They will learn why bullying behaviour is unacceptable and always wrong. They will learn simple reasons for why bullying happens including examples of bullying which occurs when people do not respect and value differences between people. They will develop an understanding of the feelings experienced by people who are bullied, those that witness bullying and those who bully others. They will learn about ways to keep themselves save from bullying e.g. feeling confident and good about who they are. They will learn about how to respond safely to bullying including the importance of standing up for themselves, where they are able to, being assertive and telling a trusted adult. They will explore ways to be friendly and kind to children who have been bullied. They will consider where bullying may occur in their school and work alongside other children in the class to help to develop simple ways to ensure that the school is a safe place where people can have healthy and happy relationships.

Healthy and Safer Lifestyles: Drug Education (Trinity 2)

In this unit, your child will learn basic safety around medicines and household substances. They will consider that there are sometimes alternatives to using medicines to feel better. They will broaden their understanding of risky situations, how to manage them and seek help.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

Year 3: Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Myself and My Relationships: Family and Friends (Michaelmas 1)

In this unit, your child will be looking at the importance of relationships and friendships, and developing their awareness of and ability to form and maintain healthy relationships. This includes the ability to value and empathise with others, manage conflict and recognise how we affect and are affected by others. They will learn about the importance of recognising and valuing both similarities and differences between themselves and other children, including understanding that people live in different family arrangements. They will revisit their networks of special people, identifying those they can talk to about their concerns and how to get support in situations involving friendships and relationships.

Citizenship: Rights, Rules and Responsibilities (Michaelmas 2)

In this unit, your child will develop their understanding of their wants and needs, and the difference between these. They will begin to think about the rights they all have and how these can be protected. They will consider that rights come with responsibilities and that these responsibilities affect our behaviour at home and at school. They will take part in making or reviewing class ground rules, explaining why they are necessary and useful, and will explain or show what it means to follow them. They will learn about fair, democratic ways of making decisions and how they can have a say in the decision making process at school through the school council and suggestion boxes. They will learn how an election works and take part in voting to elect a school council representative. They will have the opportunity to discuss feelings which may arise as a result of an election process. They will take part in debates about topical issues.

Citizenship: Diversity and Communities (Lent 1)

In this unit, your child will be learning about a range of aspects of citizenship. They will explore what makes up their identity and begin to understand aspects of other people’s identities. They will learn about different communities that exist in the UK and consider some of the different views, lifestyles and beliefs people have. They will understand about stereotyping and the importance of challenging it. There will be the opportunity to explore and share the different groups and communities they belong to, and the roles of different people in the community. They will look at the role the media plays. They will learn about the needs of their local environment and how they can help to care for it. They will also learn about the needs of animals, and how to care for pets.

Healthy and Safer Lifestyles 11 Managing Risk (Lent 2)

In this unit, your child will identify risky places, people, activities and behaviour. They will consider that risk can be emotional and social as well as physical. They will think about how they might react in a risky situation, including physical and emotional responses and the influence that friends might have on their decisions and actions. They will consider ways of reducing risk in everyday situations and their responsibility in this. They will learn to explain what an accident is, what could cause one and to suggest ways of preventing them. They will develop a range of strategies to aid decision making in risky situations, including identifying people who might be able to help. Your child will also consider what constitutes an emergency and when they can offer help as well as when they would need to get further help.

Healthy and Safer Lifestyles: Sex and Relationships Education (Trinity 1)

In this unit your child will learn about the main stages of the human lifecycle e.g. birth, baby, child, adolescent, adult, middle age, old age, death. They will think about their perceptions of being grown up and the responsibilities this entails. They will think about how their own responsibilities have changed since they were small and they might even think about a new responsibility they can take up at home or at school now they are older. Finally they will think about the big responsibilities that come with looking after a baby or child.

Healthy and Safer Lifestyles: Healthy Lifestyles (Trinity 2)

In this unit, your child will be learning about a range of factors which contribute to a healthy lifestyle, including healthy eating, physical activity, sleep and use of free time. They will revisit the Eatwell plate which they will have been introduced to in Year 1/2 and use it to plan healthy, balanced meals. They will learn about the physical and mental benefits of regular exercise and will consider the relationship between physical activity and nutrition. They will consider influences on people’s food choices and think about the benefits to our health of different kinds of food. They will be encouraged to think about the wider meaning of a healthy lifestyle, including sleep, dental hygiene, leisure activities and emotional health and wellbeing. They will be given the opportunity to plan and prepare healthy snacks and / or meals, perhaps when learning about religious festivals or enjoying a class or whole school celebration. They will become more aware of the healthy choices they can make and will be encouraged to think about their own lifestyles and whether they can make changes to become healthier.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

Year 4: Learning for Life (overview)

Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Myself and My Relationships: Beginning and Belonging     (Michaelmas 1)

In this unit, children will have the opportunity to contribute to creating a safe and happy classroom through developing ground rules. They will also experience activities designed to build positive relationships in the class. At this age, children are experiencing a wider range of new situations, including joining clubs and meeting new people in and out of school. They will explore what it feels like to be in new situations, how to cope if they are new, and how to welcome others who are new to their class and school. They will identify their own support networks of people they can trust to help them if they are worried or upset, including people in different contexts in their lives. They will develop skills to enable them to access help and support and to help others.         

Myself and My Relationships: Anti-bullying (Michaelmas 2)       

In this unit, your child will develop an understanding of the key characteristics of bullying i.e. it is hurtful behaviour, carried out deliberately and repeatedly and involves an imbalance of power. They will learn about different forms of bullying including physical, verbal and indirect forms of bullying and simple examples of cyber bullying such as the misuse of mobile phones. They will explore reasons why bullying happens and will begin to explore examples of where people are bullied because they are different in some way, e.g. because of their race, religion, culture, gender, sexuality (family makeup and people who are special to them), special learning needs or disability. They will consider the feelings of those children who are bullied, those that witness bullying and those who bully others, and explore how these feelings affect their thoughts and behaviour. They will begin to explore the role of people who witness bullying (bystanders) and how bystanders can help and support people who are being bullied. They will consider strategies for keeping themselves safe from bullying e.g. feeling confident and good about who they are. They will learn strategies for responding safely to bullying such as the use of assertiveness techniques and the importance of telling a trusted adult. They will explore how to respond to bullying in a range of contexts e.g. at school, at home, in the park. They will explore strategies for befriending and supporting children who have been bullied. They will consider where bullying may occur in their school, and work alongside other children in the class to help to develop simple ways to ensure that the school is a safe place where people can enjoy healthy and happy relationships.        

Citizenship: Working Together (Lent 1)    

In this unit your child will begin by recognising and celebrating their own strengths and skills and those of others in the class. They will then identify a new skill, either in school or out of school, which they would like to develop, as well as choosing a class skill they would like to develop together. They will also develop their awareness of good listening skills, how to express opinions and ask open questions. They will practise some of these skills, along with others such as problem solving and decision making within a group. Having built up an understanding of good communication and group work skills, they will have the opportunity to practise these by taking part in a few different group tasks and then evaluating how well they have worked together. They will learn how to persevere when they face difficulties during a task. They will also learn how to give constructive and sensitive feedback and how to receive it.      

Healthy and Safer Lifestyles: E-safety (Lent 2)

In this unit, children will continue to explore what being safe online means, including understanding the need to review their online presence constantly. They will begin by exploring what feeling safe is like and how they can keep themselves as safe as possible when faced with risky situations. They will have the opportunity to map their own use of all forms of technology and to recognise the risks involved. They will learn strategies for staying safe and protecting themselves online, including knowing how to access help when they see or hear something online which makes them feel uncomfortable, either by reporting it to adults, or by using a ‘safety button’ which is present on some Websites, or both. They will learn the SMART rules (from the Kidsmart website www.kidsmart.org.uk) for keeping safe online, and use these to consider possible solutions to situations involving e-safety, including considering how these rules apply to their own online presence. They will consolidate their learning about keeping safer online by practising communicating rules and strategies to others. They will be enabled to develop safe, lifelong behaviours for using online communication and social media.

Healthy and Safer Lifestyles: Sex and Relationships Education (Trinity 1)

In this unit your child will revisit their knowledge of male and female bodies. They will learn about external body parts and learn some of the scientific words for these external parts. They will think more about their bodies’ capabilities and uniqueness as we hope to develop the children’s positive body image. They will also look at personal hygiene and consider their growing responsibilities for this area, now they are getting older. They will learn more about illnesses which can be spread from one person to another e.g. colds, chickenpox, verruca’s and will learn more about how to prevent this.    

Myself and My Relationships: Managing Change (Trinity 2)

Change is an inevitable part of all our lives, and children will all have lived through many changes already by the time they reach this age. In this unit, children will learn about the range of changes that they and other children will experience.  Some of these changes will be wanted and some will not. Also children will be able to choose some changes whilst others will be chosen for them. They will explore the emotions that may be involved when we experience loss and/or change, including how someone might feel when a pet or someone special to them dies. They will develop strategies for coping with difficult feelings, including revisiting their Networks of Support, which identify people they trust whom they can talk to. They will begin to develop a plan for managing a change that they have chosen. Parents are invited to contact the class teachers about any difficult changes that their child may have experienced, so that this area can be dealt with sensitively.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

Year 5: Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Myself and My Relationships: Beginning and Belonging (Michaelmas 1)

At this age, children are experiencing a wider range of situations in which they meet new people, for example through clubs and as they approach the transition to secondary school. In this unit of work, they will be learning about how to cope in new situations they may find themselves in now and in the future. This includes developing approaches to making the classroom a safe and happy place to learn, and knowing how to make new people feel welcome and to build positive relationships. They will also be developing their ‘support networks’, identifying trusted adults they can approach for help at home, at school and beyond. They will also be considering how they can provide support to their friends.

Myself and My Relationships: Family and Friends (Michaelmas 2)

In this unit, children will consider their networks of people who are special to them, and how they are changing and developing as they get older. They will continue to develop their skills in making new friendships, and in maintaining and coping with challenges in existing friendships and other relationships. They will also consider the value of diversity within friendships, and understand that there is a wide range of different family situations in which people live. The role of groups in friendship will be considered, including both the benefits and pressures that can bring. They will explore why and how to seek support from people they trust, and how they themselves can and do support others.

Healthy and Safer Lifestyles: Safety Contexts/Personal Safety (Lent 1)

This unit is one of several which focus on developing children’s safety knowledge, understanding and skills. In this unit we will be learning new skills that children need to keep themselves safe whilst cycling, near railways and around electricity in the home. We will be developing their existing understanding of the ways they can keep themselves safer as pedestrians, in the sun and at school. As we look at these different situations we will be emphasising the positive benefits of taking part in activities and becoming more independent, whilst balancing this with their growing ability to take responsibility for themselves and their actions.

Healthy and Safer Lifestyles: Sex and Relationships Education (Puberty) (Lent 2)

In this unit your child will extend their understanding of the sexual parts of males and females. They will learn about the internal sexual parts relating to puberty. Wherever possible they will learn the scientific words for these parts. They will learn about the physical changes that take place at puberty, why they happen and how to manage them. They will also learn that puberty affects people at different rates and that although some changes happen to everyone, some just affect girls and some just affect boys. They will learn about the new routines that they will need to follow to keep up their personal hygiene as puberty begins. If you would like to know more about talking to your children about these issues visit www.bbc.co.uk/barefacts, www.parentchannel.tv/sexandrelationships and www.nhs.uk/worth talkingabout .

Citizenship: Rights, Rules and Responsibilities/British Values (Trinity 1)

In this unit, your child will learn about the basic rights of children (described in the United Nations Convention on the Rights of the Child), and how people are responsible for protecting these rights at a variety of different levels. They will discuss the link between rights, rules and responsibilities and how ground rules are everyone’s responsibility and help to ensure that all children’s rights are met. They will be involved in developing and/or reviewing ground rules so that these are useful and prioritise important rights and areas of responsibility for their class and school. They will consider what it looks like in practice when everyone is following these ground rules and how the rules help to prevent problems in the class. They will learn ways in which rights and responsibilities can sometimes conflict with each other and how this might make them feel, as well as practising strategies for resolving these situations. They will learn about the reasons why rules and laws are important in society and the consequences of breaking them. They will discuss the reasons why people sometimes break the law and what might influence people’s decisions. They will learn about the role of MPs, parliament, local councils and councillors, and how these are similar to and different from their own school council. They will have the opportunity to discuss and debate moral and social questions, including those currently affecting the local area, and to develop and express their own views.

Healthy and Safer Lifestyles: Healthy Lifestyles (Trinity 2)

In this unit, your child will consider a range of factors which contribute to a healthy lifestyle, developing the idea that health is not only physical, but also emotional and social. They will develop their understanding of healthy eating, extending their familiarity with the Eatwell plate to include nutrients provided by different food groups and their benefits for our bodies. They will be given the opportunity to plan, prepare and cook simple healthy food, perhaps while learning about religious festivals or enjoying a class or whole school celebration. They will learn that we need an energy balance of energy in (food) and energy out (physical activity) in order to stay healthy and be active and that the different types and amounts of food provide different amounts of energy. They will consider various influences on the choices they make about diet and exercise, including the media, peers and adults. They will recognise ways in which they can take responsibility for achieving a physically, emotionally and socially healthy lifestyle.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

Year 6: Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Myself and My Relationships: My Emotions (Michaelmas 1)

In this unit your children will be developing an understanding of their own emotions and those of others, and how our response to those emotions might have an impact on our relationships and experiences. The children will explore a range of (sometimes complex) emotions, developing their language to describe them, and will consider what prompts different feelings in themselves and others. They will explore how those emotions affect how we think, feel and behave, and consider ways to deal with different emotions, including being overwhelmed. They will practise using strategies to calm and relax themselves and to help themselves feel better. They will explore what it means to be assertive and revisit their networks of special people, identifying those they can talk to about their feelings.   

Myself and My Relationships: Anti-bullying (Michaelmas 2)

In this unit your child will develop an understanding of the key characteristics of bullying i.e. it is hurtful behaviour, carried out deliberately and repeatedly and involves an imbalance of power, and will use these characteristics to explore definitions of bullying. They will learn about different forms of bullying including physical, verbal, indirect and cyber bullying (such as the misuse of mobile phones and social networking sites). They will explore the general differences and similarities in the ways that girls and boys engage in bullying. They will explore reasons why bullying happens and develop their understanding of prejudice driven bullying such as racist, homophobic, sexist/gender based bullying and where people are bullied because of special learning needs or disability. They will consider the feelings of those children who are bullied, those that witness bullying (bystanders) and those who bully others and explore how these feelings affect their thoughts and behaviour. They will also begin to examine the longer term impact that bullying has on people’s emotional and physical wellbeing. They will explore the negative and positive effects of peer pressure in a bullying situation and how the behaviour and response of bystanders can affect a bullying situation. They will consider strategies for keeping themselves safe from bullying e.g. feeling confident and good about who they are. They will learn strategies for responding safely to bullying, such as the use of assertiveness techniques and the importance of telling trusted adults and friends. They will explore how to respond to bullying in a range of contexts e.g. at school, at home, in the park. They will explore strategies for befriending and supporting children who have been bullied and also strategies for seeking help for themselves through wider networks of support including local and national children’s agencies such as ChildLine. They will consider where bullying may occur in their school and in the local community. They will work alongside other children in the class to help to develop simple ways to ensure that the school is a safe place where people can have healthy and happy relationships.

Economic Wellbeing: Financial Capability (Lent 1)

Learning about money is an essential life skill; it’s never too early to introduce children to the basics of personal finance. Even by the age of seven, research shows, children are aware of the impact of money on their lives. Learning how to respect and manage money in their early years will give them the confidence to make responsible financial decisions as adults. Any opportunities you can find to discuss money calculations, choices etc, for example while shopping with your children, will help them appreciate the role money plays in our lives and the importance of managing it. This unit will deepen children’s understanding of money, including currencies and enterprise. They will find out about earning money and making money and how this can help support the wider community. They will explore the different ways we use money, including planned spending, saving, risk taking (business) and debt and who can help when we need it. They will deepen their understanding of the difference between essentials and desires, and how views may change according to individual circumstances, values, beliefs and culture. They will explore how our choices can impact locally and in the wider world through issues such as supply and demand and a simple look at world trade. They will consider what poverty is, in the UK and the wider world, and the complicated feelings we may have about money.

Extension: They will have experience of managing money in real situations, enabling them to apply their developing skills and understanding. This will involve making choices based on information we have about needs, wants, best value and the budget available and keeping track of spending.

Citizenship: Diversity and Communities (Lent 2)

This Citizenship unit aims to develop the children’s sense of personal identity and self-worth, as well as teaching them to consider and respect the needs and views of others. They will learn about the ethnic make-up of both the local and national community, and the benefits of living in a diverse society. They will develop their understanding of the negative effects of stereotyping and prejudice, and of the impact of racism, sexism, radicalisation and homophobia. They will have the opportunity to explore their place within the school and local community, and the contributions of others, including volunteers and community organisations.

Healthy and Safer Lifestyles: Sex and Relationships Education (Trinity 1)

In this unit your child will review their understanding from Year 5. They will extend their understanding of the external sexual parts of males and females. They will learn about the internal sexual parts relating to puberty. Wherever possible they will learn the scientific words for these parts. They will learn about the physical and mental changes that take place at puberty, why they happen and how to manage them. They will start to consider the concept of body image and how this is linked to a healthy lifestyle and healthy self-esteem. They review the new routines that they will need to follow to keep up their personal hygiene as puberty begins.

They will learn about ways they can prevent the spread of common illnesses. They will learn a little about other illnesses, such as HIV. If you would like to know more about talking to your children about these issues visit www.bbc.co.uk/barefacts, www.parentchannel.tv/sexandrelationships and www.nhs.uk/worth talkingabout.

Healthy and Safer Lifestyles: Drug Education (Trinity 2)

In this unit, your child will develop his/her understanding of medical, legal recreational and illegal drugs. They will consider in more detail the effects of alcohol and cigarettes on the body and brain. They will increase their awareness of solvents and their safe use. They will begin to learn about laws relating to drugs, people who choose to use them and some reasons why. They will learn to assess risk and develop skills to help them manage risky situations. They will explore influence and persuasion from peers and media and practise assertiveness skills. They will develop their understanding of facts and opinions and learn of sources of reliable, accurate information.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

Year 7: Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Citizenship: Democracy in Action (Michaelmas 1)

In this unit your children will be developing an understanding of democracy in action on a small scale in the school environment through elections for the School Council. Relevant key words will be used.

Myself and my Relationships: Friendship/Conflict and Peer Mediation (Michaelmas 1)

In this unit your children will examine not only the positive aspects and qualities of friendship but also the causes of conflict between people, which can originate from attempts to meet basic needs with regards to power, belonging, freedom and fun. They will learn how history can have a bearing on current or future conflict and they will identify the different ways to respond to conflict and gain an understanding of how conflict can spiral. Using the Cambridgeshire Peer Mediation Programme the pupils will be guided through ways to resolve conflict both academically and in practice through role play.

In this context your children will learn about conflict resolution and the impact on relationships and friendship (value for conflict v value for relationships).

Citizenship: Democracy in Action (Michaelmas 2)

To increase their understanding of democracy in action the pupils will each week take part in the ‘Votes for Schools’ Programme which examines a hot topic and then invites participation in a voting process with results within school and results nationwide to aid an understanding of pupils views, set in the wider context of the nation.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.

Year 8: Learning for Life (overview)
Incorporating Personal, Social, Health and  Citizenship Education and Financial capability

Citizenship: Democracy in Action (Michaelmas 1)

In this unit your children will be developing an understanding of democracy in action on a small scale in the school environment through elections for the School Council. Relevant key words will be used.

Your children will also consider ‘rights and responsibilities’ through examining the role they now play as senior pupils in the school. Problems with roles will be identified and problem solving strategies examined.

To increase their understanding of democracy in action the pupils will each week take part in the ‘Votes for Schools’ Programme which examines a hot topic and then invites participation in a voting process with results within school and results nationwide to aid an understanding of pupils views, set in the wider context of the nation.

Myself and my Relationships: Friendship/Leadership/ Conflict resolution and Peer Mediation (Michaelmas 2)

In this unit your children will examine the causes of conflict between people that often stems from attempts to meet basic needs with regards to power, belonging, freedom and fun. They will identify the different ways to respond to conflict and gain an understanding of how conflict can spiral. Using the Cambridgeshire Peer Mediation Programme the pupils will be guided through ways to resolve conflict both academically and in practice through role play.

In this context your children will learn about conflict resolution and the impact on relationships and friendship (value for conflict v value for relationships).

Extension work will involve the study of nations in conflict and particularly the historical study of historical study in Cambodia and the impact, still to this day, in the area of our Cambodian school Keri Bah Ler.

Please note: At times your children may cover work at a different time of the year to that stated here. Teachers may adjust the programme according to the needs of the class at any given time.