Families and people who care for me

Pupils should know…

• F1 – that families are important for children growing up because they give love, security, and stability;
• F6 – how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.

Caring Friendships

Pupils should know…

• CF1 – how important friendships are in making us feel happy and secure, and how people choose and make friends;
• CF2 – the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties;
• CF3 – the healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded;
• CF4 – that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right;
• CF5 – how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations, and how to seek help or advice from others if need;
• Complete a basic outdoor problem solving challenge.

Respectful Relationships

Pupils should know…

• RR2 – practical steps they can take in a range of different contexts to improve or support respectful relationships;
• RR3 – the conventions of courtesy and manners;
• RR4 – the importance of self-respect and how this links to their own happiness;
• RR5 – that in school and in wider society they can expect to be treated with respect by others, and in turn they should show due respect to others, including those in authority;
• RR7 – what a stereotype is, and hoe stereotypes can be unfair, negative, or destructive;
• Understand and respect differences and diversity.

Online relationships

Pupils should know…

• OR1 – that people sometimes behave differently online, including by pretending they are someone they are not;
• OR3 – the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them;
• OR5 – how information and data is shared online;
• Cyberbullying;
• Use technology safely, respectfully and responsibly;
• Recognise acceptable/unacceptable behaviour;
• Identify a range of ways to report concerns about content and contact.

Being safe

Pupils should know…

• BS3 – that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact;
• BS5 – how to recognise and report feelings of being unsafe or feeling bad about any adult;
• Can cross a road safely;
• Be discerning in evaluation digital content.

Families and people who care for me

Pupils should know…

• F1 – that families are important for children growing up because they give love, security and stability;
• F2 – the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together, and sharing each other’s lives;
• F3 – that others’ families, either in school or in the wider world, sometimes look different from their family, but they should respect those differences and know that other children’s families are also characterised by love and care;
• F4 – that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up;
• How environmental changes may have an impact on living things.

Caring Friendships

Pupils should know…

• CF1 – how important friendships are in making us feel happy and secure, and how people choose and make friends;
• CF2 – the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties;
• CF3 – the healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded;
• CF4 – that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right;
• CF5 – how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations, and how to seek help or advice from others if need.

Respectful Relationships

Pupils should know…

• RR1 – the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs;
• RR2 – practical steps they can take in a range of different contexts to improve or support respectful relationships;
• RR3 – the conventions of courtesy and manners;
• RR4 – the importance of self-respect and how this links to their own happiness;
• RR5 – that in school and in wider society they can expect to be treated with respect by others, and in turn they should show due respect to others, including those in authority;
• RR6 – about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primary reporting bullying to an adult), and how to get help;
• RR8 – the importance of permission-seeking and giving in relationships with friends, peers, and adults;
• Know when to ‘move on’ in an activity and know what to change to challenge themselves but make sure the activity is still inclusive;
• Understand and respect differences and diversity;
• Responsibility of creation (including caring for each other).

Online relationships

Pupils should know…

• Use technology safely, respectfully and responsibly;
• Recognise acceptable/unacceptable behaviour;
• Identify a range of ways to report concerns about content and contact

Being safe

Pupils should know…

• BS1 – what sort of boundaries are appropriate in friendships with peers and others (including in a digital context);
• BS5 – how to recognise and report feelings of being unsafe or feeling bad about any adult;
• BS8 – where to get advice e.g. family, school and/or other sources;
• Perform safe self-rescue in different water-based situations;
• Be discerning in evaluation digital content.

Families and people who care for me

Pupils should know…

• F1 – that families are important for children growing up because they give love, security, and stability;
• F2 – the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together, and sharing each other’s lives;
• F4 – that stable, caring relationships, which may be of different types, are at the heart of happy families, and are important for children’s security as they grow up;
• F6 – how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.

Caring Friendships

Pupils should know…

• CF1 – how important friendships are in making us feel happy and secure, and how people choose and make friends;
• CF2 – the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties;
• CF3 – the healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded;
• CF4 – that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right;
• CF5 – how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations, and how to seek help or advice from others if need.

Respectful Relationships

Pupils should know…

• RR1 – the importance of respecting others, even when they are very different from them (for example, physically, in character, personality, or backgrounds), or make different choices or have different preferences or beliefs;
• RR2 – practical steps they can take in a range of different contexts to improve or support respectful relationships;
• RR4 – the importance of self-respect and how this links to their own happiness;
• RR5 – that in school and in wider society they can expect to be treated with respect by others, and in turn they should show due respect to others, including those in authority;
• RR6 – about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primary reporting bullying to an adult), and how to get help;
• Understand and respect differences and diversity.

Online relationships

Pupils should know…

• OR1 – that people sometimes behave differently online, including by pretending they are someone they are not;
• OR4 – how to critically consider their online friendships and sources of information, including awareness of the risks associated with people they have never met;
• Email safety (people are who they say they are);
• How we can communicate with others online? (zip it, block it, flag it);
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Being safe

Pupils should know…

• BS1 – what sort of boundaries are appropriate in friendships with peers and others (including in a digital context);
• BS4 – how to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know;
• BS5 – how to recognise and report feelings of being unsafe or feeling bad about any adult;
• BS6 – how to ask for advice or help for themselves or others, and to keep trying until they are heard;
• BS7 – how to report concerns or abuse, and the vocabulary and confidence needed to do so;
• BS8 – where to get advice e.g. family, school and/or other sources;
• Be discerning in evaluation digital content.

Families and people who care for me

Pupils should know…

• F1 – that families are important for children growing up because they give love, security, and stability;
• F3 – that others’ families, either in school or in the wider world, sometimes look different from their family, but they should respect those differences and know that other children’s families are also characterised by love and care;
• F5 – that marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong;
• Describe how living things are classified into broad groups according to common observational characteristics and based on similarities and differences;
• Understanding that family rites of passage and beliefs are really important within different religions and are believed to help support the idea of families being important to give love, security and stability;
• Understand how marriage is an important legal and religious commitment of two people who love each other;
• To respect how different religions have varying beliefs on families, roles and responsibilities, and the bringing up children.

Caring Friendships

Pupils should know…

• CF1 – how important friendships are in making us feel happy and secure, and how people choose and make friends;
• CF2 – the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties;
• CF3 – the healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded;
• CF4 – that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right;
• CF5 – how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations, and how to seek help or advice from others if need;
• Design and complete your own orienteering course developing teamwork, resilience, and cooperation;
• Know how to support others in improving their own performance;
• Caring for each other and the world – creation and science.

Respectful Relationships

Pupils should know…

• RR1 – the importance of respecting others, even when they are very different from them (for example, physically, in character, personality, or backgrounds), or make different choices or have different preferences or beliefs;
• RR2 – practical steps they can take in a range of different contexts to improve or support respectful relationships;
• RR4 – the importance of self-respect and how this links to their own happiness;
• RR5 – that in school and in wider society they can expect to be treated with respect by others, and in turn they should show due respect to others, including those in authority;
• RR6 – about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primary reporting bullying to an adult), and how to get help;
• Know what is expected in relation to conduct and etiquette in various scenarios or contexts;
• Can work independently to set up the lesson and transition between activities whilst challenging themselves and others in a supportive cooperative manner in various activities;
• Understand and respect differences and diversity;
• Responsibility of creation (including caring for each other).

Online relationships

Pupils should know…

• OR1 – that people sometimes behave differently online, including by pretending they are someone they are not;
• Social media and Webiquette – case studies (how should you respond?);
• Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

Being safe

Pupils should know…

• BS1 – what sort of boundaries are appropriate in friendships with peers and others (including in a digital context);
• BS2 – about the concept of privacy and the implications of it both for children and adults, including that it is not always right to keep secrets if they relate to being safe;
• BS5 – how to recognise and report feelings of being unsafe or feeling bad about any adult;
• Can ride a bike showing road proficiency and safely;
• Be discerning in evaluation digital content.

Mental Wellbeing

Pupils should know…

• MW1 – that mental wellbeing is a normal part of daily life, in the same way as physical health;
• MW2 – that there is a normal range of emotions (e.g. happiness, sadness, fear, anger, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations;
• MW3 – how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings;
• MW4 – how to judge whether what they are feeling and how they are behaving is appropriate and proportionate;
• MW7 – isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support;
• To understand more about resilience through exploring the trials that Jesus went through;
• That the Easter story involves Christians going through a range of emotions (how do respond to our different emotions).

Internet Safety and Harms

Pupils should know…

• ISH6 – how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected, and targeted;
• Search safety (being aware of what results may come back and what to do including trusted persons);
• About free access to the internet.

Physical Health and Fitness

Pupils should know…

• PH1 – the characteristics and mental and physical benefits of an active lifestyle;
• PH3 – the risks associated with an inactive lifestyle (including obesity);
• PH4 – how and when to seek support including which adults to speak to in school if they are worried about their health;
• Can continuously run for over 8 minutes.

Healthy Eating

Pupils should know…

• HE1 – what constitutes a healthy diet (including calories and other nutritional content);
• HE2 – the principles of planning and preparing a range of healthy meals;
• Identify that animals, including humans need the right types  and amount of nutrition, and that they cannot make their own food they get nutrition from what they eat;
• Design and make a fruit salad and design and make a farmhouse breakfast to understand the importance of a balanced diet.

Health and Prevention

Pupils should know…

• HP6 – the facts and science relation to allergies, immunisation, and vaccination;
• Explore the requirements of plants for life and growth.

Basic First Aid

Pupils should know…

• BFA1 – how to make a clear and efficient call to emergency services if necessary;
• BFA2 – concepts of basic first-aid, for example dealing with common injuries including head injuries;
• St Johns Ambulance Lesson – Bites and stings https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-bites-and-stings-first-aid-lesson-plan-and-teaching-resources/;
• Additional Lesson: St Johns Ambulance Lesson - Emergencies and calling for help https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-calling-for-help-lesson-plan-and-teaching-resources/.

Changing Adolescent Body

Pupils should know…

• Explore the requirements of plants for life and growth.

Mental Wellbeing

Pupils should know…

• MW1 – that mental wellbeing is a normal part of daily life, in the same way as physical health;
• MW2 – that there is a normal range of emotions (e.g. happiness, sadness, fear, anger, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations;
• MW3 – how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings;
• MW4 – how to judge whether what they are feeling and how they are behaving is appropriate and proportionate;
• MW5 – the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness;
• MW8 – that bullying (including cyberbullying) has a negative and often long lasting impact on mental wellbeing;
• MW9 – where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speck to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online);
• MW10 – it is common for people to experience mental ill health. For many people who do, the problems can be resolved if they right support is made available, especially if accessed early enough;
• Know when to ‘move on’ in an activity and know what to change to challenge themselves but make sure the activity is still inclusive;
• Importance of community in different faiths;
• Pilgrimage – time to connect with God/spiritual experience (supports wellbeing).

Internet Safety and Harms

Pupils should know…

• ISH1 – that for most people the internet is an integral part of life and has many benefits;
• ISH2 – about the benefits of rationing time spent online, the risk of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing;
• ISH5 – that the internet can also be a negative place where online abuse, trolling, bullying, and harassment can take place, which can have a negative impact on mental health;
• ISH7 – where and how to report concerns and get support with issues online;
• Search safety (being aware of what results may come back and what to do including trusted persons);
• Password safety – why is it important?

Physical Health and Fitness

Pupils should know…

• Can continuously run for over 12 minutes;
• Swim competently and proficiently over a distance of at least 25 metres in a recognised stroke on front;
• Use a range of strokes effectively (for example, front crawl, backstroke, and breaststroke);
• Pilgrimage in different faiths.

Healthy Eating

Pupils should know…

• Design and make apple crumble – collecting apples from the school grounds. Understanding the elements of nutrition that go into making the crumble – what aspects of a balanced diet are included in this recipe.

Drugs, Alcohol and Tobacco

Pupils should know…

• DAT1 – the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking.

Health and Prevention

Pupils should know…

• HP5 – about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing;
• How environmental changes may have an impact on living things;
• Identify the different types of teeth in humans and their simple functions and how we can maintain healthy teeth;
• Know how to ensure safety from sun burn and dehydration;
• Perform safe self-rescue in different water-based situations;

Basic First Aid

Pupils should know…

• Perform safe self-rescue in different water-based situations;
• St Johns Ambulance Lesson – Asthma: https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-asthma-first-aid-lesson-plan-and-teaching-resources/;
• Additional Lesson: St Johns Ambulance Lesson - Burns and Scalds: https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-burns-and-scalds-first-aid-lesson-plan-and-teaching-resources/.

Changing Adolescent Body

Pupils should know…

• CAB1 – key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.

Mental Wellbeing

Pupils should know…

• MW1 – that mental wellbeing is a normal part of daily life, in the same way as physical health;
• MW2 – that there is a normal range of emotions (e.g. happiness, sadness, fear, anger, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations;
• MW3 – how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings;
• MW4 – how to judge whether what they are feeling and how they are behaving is appropriate and proportionate;
• MW7 – isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support;
• MW8 – that bullying (including cyberbullying) has a negative and often long lasting impact on mental wellbeing;
• Can mentally challenge myself to improve;
• That across many religions (specifically we explore Islam, Christianity and Hinduism) community is very important to offer support and encouragement;
• That within Islam (Zakat), Hinduism (providing alms, offering hospitality) and Christianity (supporting charities) getting involved in service based activity is important to the outworking of their faith;
• Eucharist – being made right with God (to support the wellbeing of those people with a Christian faith);
• Charity project – raising money for Wah Pree Say – to understand the benefits of community participation, voluntary and service-based activity on mental wellbeing and happiness.

Internet Safety and Harms

Pupils should know…

• ISH2 – about the benefits of rationing time spent online, the risk of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing;
• ISH3 – how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private;
• ISH4 – why social media, some computer games and online gaming, for example, are age restricted;
• ISH6 – how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected, and targeted;
• Search safety (being aware of what results may come back and what to do including trusted persons);
• Email safety (people are who they say they are).

Physical Health and Fitness

Pupils should know…

• Can learn whilst moving for 40 minutes through vigorous physical activity without a break;
• Can physically challenge myself to improve.

Healthy Eating

Pupils should know…

• To investigate spices that are used within Indian cooking. To prepare, cook and taste Indian meals – vegetarian and meat dishes as well as making an Indian fruit drink;
• (Optional extra – Fairtrade cooking and enterprise selling to raise money for TearFund);
• Understand the importance of Fairtrade on people around the world.

Drugs, Alcohol and Tobacco

Pupils should know…

• DAT1 – the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking .

Health and Prevention

Pupils should know…

• HP3 – the importance of sufficient good quality sleep for good health and that a lock of good sleep can affect weight, mood and ability to learn;
• Understand how to prepare and recover from physical activity.

Basic First Aid

Pupils should know…

• St Johns Ambulance Lesson – Bleeding: https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-bleeding-first-aid-lesson-plan-and-teaching-resources/;
• Additional Lesson: St Johns Ambulance Lesson – Head injuries: https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-head-injuries-lesson-plan-and-teaching-resources/;
• Additional Lesson: St Johns Ambulance Lesson – Allergies: https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-allergies-first-aid-lesson-plan-and-teaching-resources/.

Changing Adolescent Body

Pupils should know…

• CAB1 – key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes;
• CAB2 – about menstrual wellbeing including the key facts about the menstrual cycle;
• Describe and compare different reproductive processes and life cycles in animals;
• Describe the changes as humans develop to old age.

Mental Wellbeing

Pupils should know…

• MW1 – that mental wellbeing is a normal part of daily life, in the same way as physical health;
• MW2 – that there is a normal range of emotions (e.g. happiness, sadness, fear, anger, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations;
• MW3 – how to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings;
• MW4 – how to judge whether what they are feeling and how they are behaving is appropriate and proportionate;
• MW6 – simple self-care techniques, including the importance of rest, time spent with friends and family, and the benefits of hobbies and interests;
• MW8 – that bullying (including cyberbullying) has a negative and often long lasting impact on mental wellbeing;
• Spending time being connected to creation to support wellbeing;
• Enterprise project – growing and selling vegetable produce from the school poly tunnel and vegetable beds – to understand the benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

Internet Safety and Harms

Pupils should know…

• ISH2 – about the benefits of rationing time spent online, the risk of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing;
• ISH3 – how to consider the effect of their online actions on others and know how to recognise and display respectful behaviour online and the importance of keeping personal information private;
• ISH4 – why social media, some computer games and online gaming, for example, are age restricted;
• ISH6 – how to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted;
• Search safety (being aware of what results may come back and what to do including trusted persons).

Physical Health and Fitness

Pupils should know…

• Can pace to run distance;
• Take part in vigorous physical activity for 30 minutes or more 3 times a week;
• Know the major muscle groups and how to ensure they are prepared effectivity for different activities.

Healthy Eating

Pupils should know…

• Recognise the impact of describe the effects of diet, exercise, drugs and lifestyle on the way bodies function;
• Pizza making – exploring different pizza’s and bases and designing and creating their own pizza with  a range of toppings;
• Enterprise project – growing and selling vegetable produce from the school poly tunnel and vegetable beds.

Drugs, Alcohol and Tobacco

Pupils should know…

• DAT1 – the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use, and drug-taking;
• Recognise the impact of describe the effects of diet, exercise, drugs and lifestyle on the way bodies function.

Health and Prevention

Pupils should know…

• HP1 – how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body;
• HP6 – the facts and science relation to allergies, immunisation, and vaccination;
• Recognise the impact of describe the effects of diet, exercise, drugs and lifestyle on the way bodies function;
• Know what to do to prepare for physical activity and a range of activities;
• Know the major muscle groups and how to ensure they are prepared effectivity for different activities;
• Know how to build a basic shelter and ensure basic needs in outdoor environments.

Basic First Aid

Pupils should know…

• St Johns Ambulance Lesson – Choking: https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-choking-first-aid-lesson-plan-and-teaching-resources/;
• Additional Lesson: St Johns Ambulance Lesson – Basic Life Support: https://www.sja.org.uk/get-advice/key-stage-first-aid-lesson-plans/key-stage-2-first-aid-lesson-plans/ks2-basic-life-support-first-aid-lesson-plan-and-teaching-resources/.

Changing Adolescent Body

Pupils should know…

• CAB1 – key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes;
• Coming of age ceremonies – Bar Mitzvah and Bat Mitzvah, the Sacred Thread ceremony, Confirmation.

Through Collective Worship, school events, Enterprise nights, community events etc.

• All year groups – ‘HeartSmart’ Collective Worship in every term based on the principles taught in PSHE lessons;
• All year groups – HeartSmart.family available to support families in underpinning the principles taught in school in the home too (achieving common language and embedded understanding);
• All year groups – Fun Sports – children grouped across the year groups to work together to carry out a range of ‘fun’ sports activities. Year 6’s given the responsibility to be sports leaders to encourage and support the younger children;
• All year groups – Christmas fayre. Make and sell crafts to understand the benefits of community participation, voluntary and service-based activity on mental wellbeing and happiness;
• Parent Engagement and All Year groups – Parent run basic First Aid Club;
• Representing school in sports activities – cooperation, respect of others, conducting themselves appropriately, etiquette, celebrating others achievements, resilience and challenge;
• Parent Engagement – Google form questionnaire gone out to parents (2019-2020) based on E-Safety provision (82 adult’s responses and 143 children’s responses). Will be offering parents E-Safety sessions to support, upskill and inform parents further;
• E-safety – to become a half term block (parent consultation to help us target key areas and concerns for our school community);
• Year 3 – Visit from Osteopath to talk about bones and how to keep them healthy and how to stay safe and prevent injury;
• Year 3 – Visit to Cathedral (sacred space and understanding how this helps connection with God);
• Year 3 – Visit to Tesco (field to fork) and understanding of where our food comes from and healthy eating;
• Year 4 – Hindu experience, visit from Sunita (understanding diversity and respect for others);
• Year 5 – Puberty education workshop (staff led) – session together initially and then split into sessions with boys and girls separately;
• Year 5 – Visit to Hindu Mandir and Mosque (understanding diversity and respect for others even if their beliefs, background and traditions differ from our own);
• Parent Engagement - Year 5 – Opportunity for parents to come in to school to watch the video content that the children will watch in the session and ask any questions prior to the workshop;
• Year 5 and 6 – Bi-annual NSPCC workshop based on safe, healthy and respectful relationships (including online safety);
• Year 6 – Sports leaders award;
• Year 6 – Online safety workshop with ‘Dan’ from LCC.