SCARF Learning Outcomes

Children will be able to:

• Understand that classroom rules help everyone to learn and be safe; 
• Explain their classroom rules and be able to contribute to making these.

Children will be able to:

• Recognise how others might be feeling by reading body language/facial expressions; 
• Understand and explain how our emotions can give a physical reaction in our body (e.g. butterflies in the tummy etc.)

Children will be able to:

• Identify a range of feelings; 
• Identify how feelings might make us behave: 
• Suggest strategies for someone experiencing 'not so good' feelings to manage these.

Children will be able to:

• Recognise that people's bodies and feelings can be hurt; 
• Suggest ways of dealing with different kinds of hurt.

Children will be able to:

• Recognise that they belong to various groups and communities such as their family; 
• Explain how these people help us and we can also help them to help us.

Children will be able to:

• Identify simple qualities of friendship; 
• Suggest simple strategies for making up.

Children will be able to:

• Demonstrate attentive listening skills; 
• Suggest simple strategies for resolving conflict situations;
• Give and receive positive feedback, and experience how this makes them feel.

Children will be able to:

• Identify the differences and similarities between people;
• Empathise with those who are different from them;
• Begin to appreciate the positive aspects of these differences.

Children will be able to:

• Explain the difference between unkindness, teasing and bullying; 
• Understand that bullying is usually quite rare.

Children will be able to:

• Explain some of their school rules and how those rules help to keep everybody safe.

Children will be able to:

• Identify some of the people who are special to them; 
• Recognise and name some of the qualities that make a person special to them.

Children will be able to:

• Recognise and explain what is fair and unfair, kind and unkind; 
• Suggest ways they can show kindness to others.

Children will be able to:

• Understand that the body gets energy from food, water and air (oxygen);
• Recognise that exercise and sleep are important parts of a healthy lifestyle.

Children will be able to:

• Recognise the importance of sleep in maintaining a healthy, balanced lifestyle; 
• Identify simple bedtime routines that promote healthy sleep.

Children will be able to:

• Recognise emotions and physical feelings associated with feeling unsafe; 
• Identify people who can help them when they feel unsafe.

Children will be able to:

• Recognise the range of feelings that are associated with loss.

Children will be able to:

• Understand that medicines can sometimes make people feel better when they’re ill; 
• Explain simple issues of safety and responsibility about medicines and their use.

Children will be able to:

• Understand and learn the PANTS rules; 
• Name and know which parts should be private; 
• Explain the difference between appropriate and inappropriate touch; 
• Understand that they have the right to say “no” to unwanted touch; 
• Start thinking about who they trust and who they can ask for help. 

Children will be able to:

• Recognise the importance of regular hygiene routines; 
• Sequence personal hygiene routines into a logical order.

Children will be able to:

• Identify what they like about the school environment; 
• Recognise who cares for and looks after the school environment.

Children will be able to:

• Demonstrate responsibility in looking after something (e.g. a class pet or plant);
• Explain the importance of looking after things that belong to themselves or to others.

Children will be able to:

• Explain where people get money from; 
• List some of the things that money may be spent on in a family home.

Children will be able to:

• Recognise that different notes and coins have different monetary value; 
• Explain the importance of keeping money safe; 
• Identify safe places to keep money; 
• Understand the concept of 'saving money' (i.e. by keeping it in a safe placed and adding to it).

Children will be able to:

• Recognise the importance of fruit and vegetables in their daily diet; 
• Know that eating at least five portions of vegetables and fruit a day helps to maintain health.

Children will be able to:

• Recognise that they may have different tastes in food to others; 
• Select foods from the Eatwell Guide (formerly Eatwell Plate) in order to make a healthy lunch; 
• Recognise which foods we need to eat more of and which we need to eat less of to be healthy.

Children will be able to:

• Understand how diseases can spread; 
• Recognise and use simple strategies for preventing the spread of diseases. 

Children will be able to:

• Recognise that learning a new skill requires practice and the opportunity to fail, safely; 
• Understand the learning line's use as a simple tool to describe the learning process, including overcoming challenges.

Children will be able to:

• Demonstrate attentive listening skills; 
• Suggest simple strategies for resolving conflict situations;
• Give and receive positive feedback, and experience how this makes them feel.

Children will be able to:

• Recognise how a person's behaviour (including their own) can affect other people.

Children will be able to:

• Name major internal body parts (heart, lungs, blood, stomach, intestines, brain);
• Understand and explain the simple bodily processes associated with them.

Children will be able to:

• Understand some of the tasks required to look after a baby;
• Explain how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding.

Children will be able to:

• Identify things they could do as a baby, a toddler and can do now; 
• Identify the people who help/helped them at those different stages.

Children will be able to:

• Explain the difference between teasing and bullying;
• Give examples of what they can do if they experience or witness bullying;
• Say who they could get help from in a bullying situation.

Children will be able to:

• Explain the difference between a secret and a nice surprise;
• Identify situations as being secrets or surprises; 
• Identify who they can talk to if they feel uncomfortable about any secret they are told, or told to keep. 

Children will be able to:

• Identify parts of the body that are private;
• Describe ways in which private parts can be kept private;
• Identify people they can talk to about their private parts.

Children will be able to:

• Suggest actions that will contribute positively to the life of the classroom; 
• Make and undertake pledges based on those actions.

Children will be able to:

• Take part in creating and agreeing classroom rules.

Children will be able to:

• Use a range of words to describe feelings; 
• Recognise that people have different ways of expressing their feelings; 
• Identify helpful ways of responding to other's feelings.

Children will be able to:

• Define what is meant by the terms 'bullying' and 'teasing' showing an understanding of the difference between the two; 
• Identify situations as to whether they are incidents of teasing or bullying.

Children will be able to:

• Understand and describe strategies for dealing with bullying:
• Rehearse and demonstrate some of these strategies.

Children will be able to:

• Explain the difference between bullying and isolated unkind behaviour; 
• Recognise that that there are different types of bullying and unkind behaviour; 
• Understand that bullying and unkind behaviour are both unacceptable ways of behaving.

Children will be able to:

• Recognise that friendship is a special kind of relationship; 
• Identify some of the ways that good friends care for each other.

Children will be able to:

• Recognise, name and understand how to deal with feelings (e.g. anger, loneliness); 
• Explain where someone could get help if they were being upset by someone else’s behaviour.

Children will be able to:

• Identify some of the physical and non-physical differences and similarities between people; 
• Know and use words and phrases that show respect for other people. 

Children will be able to:

• Recognise and explain how a person's behaviour can affect other people.

Children will be able to:

• Identify people who are special to them; 
• Explain some of the ways those people are special to them.

Children will be able to:

• Explain how it feels to be part of a group; 
• Explain how it feels to be left out from a group; 
• Identify groups they are part of; 
• Suggest and use strategies for helping someone who is feeling left out.

Children will be able to:

• Recognise and describe acts of kindness and unkindness;
• Explain how these impact on other people's feelings; 
• Suggest kind words and actions they can show to others; 
• Show acts of kindness to others in school.

Children will be able to:

• Demonstrate active listening techniques (making eye contact, nodding head, making positive noises, not being distracted); 
• Suggest strategies for dealing with a range of common situations requiring negotiation skills to help foster and maintain positive relationships.

Children will be able to:

• Understand that medicines can sometimes make people feel better when they’re ill; 
• Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell;
• Explain simple issues of safety and responsibility about medicines and their use.

Children will be able to:

• Identify situations in which they would feel safe or unsafe; 
• Suggest actions for dealing with unsafe situations including who they could ask for help.

Children will be able to:

• Identify situations in which they would need to say 'Yes', 'No', 'I'll ask', or 'I'll tell', in relation to keeping themselves and others safe.

Children will be able to:

• Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation; 
• Identify the types of touch they like and do not like; 
• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

Children will be able to:

• Recognise that some touches are not fun and can hurt or be upsetting;
• Know that they can ask someone to stop touching them;
• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

Children will be able to:

• Identify safe secrets (including surprises) and unsafe secrets; 
• Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable. 

Children will be able to:

• Identify how inappropriate touch can make someone feel;
• Understand that there are unsafe secrets and secrets that are nice surprises;
• Explain that if someone is being touched in a way that they don’t like they have to tell someone in their safety network so they can help it stop. 

Children will be able to:

Describe and record strategies for getting on with others in the classroom.

Children will be able to:

• Explain, and be able to use, strategies for dealing with impulsive behaviour.

Children will be able to:

• Identify special people in the school and community who can help to keep them safe;
• Know how to ask for help.

Children will be able to:

• Identify what they like about the school environment; 
• Identify any problems with the school environment (e.g. things needing repair); 
• Make suggestions for improving the school environment; 
• Recognise that they all have a responsibility for helping to look after the school environment.

Children will be able to:

• Understand that people have choices about what they do with their money; 
• Know that money can be saved for a use at a future time; 
• Explain how they might feel when they spend money on different things.

Children will be able to:

• Recognise that money can be spent on items which are essential or non-essential; 
• Know that money can be saved for a future time and understand the reasons why people (including themselves) might do this.

Children will be able to:

• Explain the stages of the learning line showing an understanding of the learning process; 
• Help themselves and others develop a positive attitude that support their wellbeing; 
• Identify and describe where they are on the learning line in a given activity and apply its positive mindset strategies to their own learning.

Children will be able to:

• Understand and give examples of things they can choose themselves and things that others choose for them;
• Explain things that they like and dislike, and understand that they have choices about these things;
• Understand and explain that some choices can be either healthy or unhealthy and can make a difference to their own health.

Children will be able to:

• Explain how germs can be spread; 
• Describe simple hygiene routines such as hand washing; 
• Understand that vaccinations can help to prevent certain illnesses.

Children will be able to:

• Explain the importance of good dental hygiene; 
• Describe simple dental hygiene routines.

Children will be able to:

• Understand that the body gets energy from food, water and oxygen;
• Recognise that exercise and sleep are important to health

Children will be able to:

• Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, brain);
• Describe how food, water and air get into the body and blood.

Children will be able to:

• Demonstrate simple ways of giving positive feedback to others.

Children will be able to:

• Recognise the range of feelings that are associated with losing (and being reunited) with a person they are close to.

Children will be able to:

• Identify different stages of growth (e.g. baby, toddler, child, teenager, adult); 
• Understand and describe some of the things that people are capable of at these different stages.

Children will be able to:

• Identify which parts of the human body are private;
• Explain that a person's genitals help them to make babies when they are grown up;
• Understand that humans mostly have the same body parts but that they can look different from person to person.

Children will be able to:

• Explain what privacy means;
• Know that you are not allowed to touch someone’s private belongings without their permission;
• Give examples of different types of private information.

Children will be able to:

• Explain why we have rules;
• Explore why rules are different for different age groups, in particular for internet-based activities;
• Suggest appropriate rules for a range of settings; 
• Consider the possible consequences of breaking the rules.

Children will be able to:

• Explain some of the feelings someone might have when they lose something important to them; 
• Understand that these feelings are normal and a way of dealing with the situation.

Children will be able to:

• Define and demonstrate cooperation and collaboration;
• Identify the different skills that people can bring to a group task; 
• Demonstrate how working together in a collaborative manner can help everyone to achieve success.

Children will be able to:

• Identify people who they have a special relationship with;
• Suggest strategies for maintaining a positive relationship with their special people.

Children will be able to:

• Rehearse and demonstrate simple strategies for resolving given conflict situations.

Children will be able to:

• Explain what a dare is; 
• Understand that no-one has the right to force them to do a dare; 
• Suggest strategies to use if they are ever made to feel uncomfortable or unsafe by someone asking them to do a dare.

Children will be able to:

• Express opinions and listen to those of others; 
• Consider others' points of view; 
• Practise explaining the thinking behind their ideas and opinions.

Children will be able to:

• Identify qualities of friendship; 
• Suggest reasons why friends sometimes fall out; 
• Rehearse and use, now or in the future, skills for making up again.

Children will be able to:

• Recognise that there are many different types of family;
• Understand what is meant by 'adoption' 'fostering' and 'same-sex relationships.'

Children will be able to:

• Define the term 'community'; 
• Identify the different communities that they belong to; 
• Recognise the benefits that come with belonging to a community, in particular the benefit to mental health and wellbeing.

Children will be able to:

• Reflect on listening skills;  
• Give examples of respectful language;
• Give examples of how to challenge another's viewpoint, respectfully.

Children will be able to:

• Explain that people living in the UK have different origins; 
• Identify similarities and differences between a diverse range of people from varying national, regional, ethnic and religious backgrounds; 
• Identity some of the qualities that people from a diverse range of backgrounds need in order to get on together.

Children will be able to:

• Recognise the factors that make people similar to and different from each other; 
• Recognise that repeated name calling is a form of bullying; 
• Suggest strategies for dealing with name calling (including talking to a trusted adult).

Children will be able to:

• Understand and explain some of the reasons why different people are bullied;
• Explore why people have prejudiced views and understand what this is.

Children will be able to:

• Identify situations which are safe or unsafe; 
• Identify people who can help if a situation is unsafe; 
• Suggest strategies for keeping safe.

Children will be able to:

• Define the words danger and risk and explain the difference between the two; 
• Demonstrate strategies for dealing with a risky situation.

Children will be able to:

• Identify risk factors in given situations;
• Suggest ways of reducing or managing those risks. 

Children will be able to:

• Identify some key risks from and effects of cigarettes and alcohol;  
• Know that most people choose not to smoke cigarettes; (Social Norms message)
• Define the word 'drug' and understand that nicotine and alcohol are both drugs.

Children will be able to:

• Evaluate the validity of statements relating to online safety; 
• Recognise potential risks associated with browsing online; 
• Give examples of strategies for safe browsing online.

Children will be able to:

• Know that our body can often give us a sign when something doesn't feel right; to trust these signs and talk to a trusted adult if this happens;
• Recognise and describe appropriate behaviour online as well as offline;
• Identify what constitutes personal information and when it is not appropriate or safe to share this;
• Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs.

Children will be able to:

• Demonstrate strategies for assessing risks;
• Understand and explain decision-making skills;
• Understand where to get help from when making decisions.

Children will be able to:

• Understand that medicines are drugs and suggest ways that they can be helpful or harmful.

Children will be able to:

• Define what a volunteer is; 
• Identify people who are volunteers in the school community; 
• Recognise some of the reasons why people volunteer, including mental health and wellbeing benefits to those who volunteer.

Children will be able to:

• Identify key people who are responsible for them to stay safe and healthy; 
• Suggest ways they can help these people.

Children will be able to:

• Understand the difference between 'fact' and 'opinion'; 
• Understand how an event can be perceived from different viewpoints; 
• Plan, draft and publish a recount using the appropriate language.

Children will be able to:

• Define what is meant by the environment; 
• Evaluate and explain different methods of looking after the school environment; 
• Devise methods of promoting their priority method.

Children will be able to:

• Understand the terms 'income', 'saving' and 'spending'; 
• Recognise that there are times we can buy items we want and times when we need to save for items; 
• Suggest items and services around the home that need to be paid for (e.g. food, furniture, electricity etc.)

Children will be able to:

• Explain that people earn their income through their jobs; 
• Understand that the amount people get paid is due to a range of factors (skill, experience, training, responsibility etc.)

Children will be able to:

• Explain how each of the food groups on the Eatwell Guide (formerly Eatwell Plate) benefits the body; 
• Explain what is meant by the term 'balanced diet'; 
• Give examples what foods might make up a healthy balanced meal.

Children will be able to:

• Explain how some infectious illnesses are spread from one person to another; 
• Explain how simple hygiene routines can help to reduce the risk of the spread of infectious illnesses; 
• Suggest medical and non-medical ways of treating an illness.

Children will be able to:

• Develop skills in discussion and debating an issue;
• Demonstrate their understanding of health and wellbeing issues that are relevant to them;
• Empathise with different view points;
• Make recommendations, based on their research.

Children will be able to:

• Identify their achievements and areas of development;
• Recognise that people may say kind things to help us feel good about ourselves;
• Explain why some groups of people are not represented as much on television/in the media.

Children will be able to:

• Demonstrate how working together in a collaborative manner can help everyone to achieve success; 
• Understand and explain how the brain sends and receives messages through the nerves.

Children will be able to:

• Name major internal body parts (heart, blood, lungs, stomach, small and large intestines, liver, brain); 
• Describe how food, water and air get into the body and blood.

Children will be able to:

• Explain some of the different talents and skills that people have and how skills are developed; 
• Recognise their own skills and those of other children in the class.

Children will be able to:

• Identify different types of relationships;
• Recognise who they have positive healthy relationships with.

Children will be able to:

• Understand what is meant by the term body space (or personal space); 
• Identify when it is appropriate or inappropriate to allow someone into their body space;
• Rehearse strategies for when someone is inappropriately in their body space.

Children will be able to:

• Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret; 
• Recognise how different surprises and secrets might make them feel; 
• Know who they could ask for help if a secret made them feel uncomfortable or unsafe.

Children will be able to:

• Recognise that babies come from the joining of an egg and sperm;
• Explain what happens when an egg doesn’t meet a sperm;
• Understand that for girls, periods are a normal part of puberty.

Children will be able to:

• Explain whose responsibility it is to look after the local environment; 
• Plan and carry out an event which will benefit the local environment.

Children will be able to:

• Describe 'good' and 'not so good' feelings and how feelings can affect our physical state; 
• Explain how different words can express the intensity of feelings.

Children will be able to:

• Explain what we mean by a ‘positive, healthy relationship’; 
• Describe some of the qualities that they admire in others.

Children will be able to:

• Recognise that there are times when they might need to say 'no' to a friend; 
• Describe appropriate assertive strategies for saying 'no' to a friend.

Children will be able to:

• Demonstrate strategies for working on a collaborative task; 
• Define successful qualities of teamwork and collaboration.

Children will be able to:

• Identify a wide range of feelings; 
• Recognise that different people can have different feelings in the same situation; 
• Explain how feelings can be linked to physical state.

Children will be able to:

• Demonstrate a range of feelings through their facial expressions and body language; 
• Recognise that their feelings might change towards someone or something once they have further information.

Children will be able to:

• Give examples of strategies to respond to being bullied, including what people can do and say;
• Understand and give examples of who or where pressure to behave in an unhealthy, unacceptable or risky way might come from.

Children will be able to:

• Define the terms 'negotiation' and 'compromise'; 
• Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise.

Children will be able to:

• Understand that they have the right to protect their personal body space; 
• Recognise how others' non-verbal signals indicate how they feel when people are close to their body space; 
• Suggest people they can talk to if they feel uncomfortable with other people's actions towards them.

Children will be able to:

• Recognise that they have different types of relationships with people they know (e.g. close family, wider family, friends, acquaintances);
• Give examples of features of these different types of relationships, including how they influence what is shared.

Children will be able to:

• List some of the ways that people are different to each other (including differences of race, gender, religion); 
• Recognise potential consequences of  aggressive behaviour; 
• Suggest strategies for dealing with someone who is behaving aggressively. 

Children will be able to:

• List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals); 
• Define the word respect and demonstrate ways of showing respect to others' differences.

Children will be able to:

• Understand and identify stereotypes, including those promoted in the media.

Children will be able to:

• Define the terms 'danger', 'risk' and 'hazard' and explain the difference between them;
• Identify situations which are either dangerous, risky or hazardous; 
• Suggest simple strategies for managing risk.

Children will be able to:

• Identify images that are safe/unsafe to share online; 
• Know and explain strategies for safe online sharing;
• Understand and explain the implications of sharing images online without consent.

Children will be able to:

• Define what is meant by the word 'dare'; 
• Identify from given scenarios which are dares and which are not; 
• Suggest strategies for managing dares.

Children will be able to:

• Understand that medicines are drugs; 
• Explain safety issues for medicine use; 
• Suggest alternatives to taking a medicine when unwell; 
• Suggest strategies for limiting the spread of infectious diseases (e.g. hand-washing routines).

Children will be able to:

• Understand some of the key risks and effects of smoking and drinking alcohol; 
• Understand that increasing numbers of young people are choosing not to smoke and that not all people drink alcohol (Social Norms theory).

Children will be able to:

• Describe stages of identifying and managing risk; 
• Suggest people they can ask for help in managing risk.

Children will be able to:

• Understand that we can be influenced both positively and negatively;
• Give examples of some of the consequences of behaving in an unacceptable, unhealthy or risky way.

Children will be able to:

• Explain how different people in the school and local community help them stay healthy and safe; 
• Define what is meant by 'being responsible'; 
• Describe the various responsibilities of those who help them stay healthy and safe; 
• Suggest ways they can help the people who keep them healthy and safe.

Children will be able to:

• Understand that humans have rights and also responsibilities;
• Identify some rights and also responsibilities that come with these. 

Children will be able to:

• Understand the reason we have rules; 
• Suggest and engage with ways that they can contribute to the decision-making process in school (e.g. through pupil voice/school council); 
• Recognise that everyone can make a difference within a democratic process.

Children will be able to:

• Define the word influence; 
• Recognise that reports in the media can influence the way they think about a topic; 
• Form and present their own opinions based on factual information and express or present these in a respectful and courteous manner.

Children will be able to:

• Explain the role of the bystander and how it can influence bullying or other anti-social behaviour;
• Recognise that they can play a role in influencing outcomes of situations by their actions.

Children will be able to:

• Understand some of the ways that various national and international environmental organisations work to help take care of the environment;
• Understand and explain the value of this work.

Children will be able to:

• Define the terms 'income' and 'expenditure'; 
• List some of the items and services of expenditure in the school and in the home; 
• Prioritise items of expenditure in the home from most essential to least essential.

Children will be able to:

• Explain what is meant by the terms 'income tax', 'National Insurance' and 'VAT'; 
• Understand how a payslip is laid out showing both pay and deductions; 
• Prioritise public services from most essential to least essential.

Children will be able to:

• Identify ways in which everyone is unique; 
• Appreciate their own uniqueness; 
• Recognise that there are times when they will make the same choices as their friends and times when they will choose differently.

Children will be able to:

• Give examples of choices they make for themselves and choices others make for them; 
• Recognise that there are times when they will make the same choices as their friends and times when they will choose differently.

Children will be able to:

• Understand that the body gets energy from food, water and oxygen and that exercise and sleep are important to our health; 
• Plan a menu which gives a healthy balanced of foods from across the food groups on the Eatwell Guide (formerly Eatwell Plate).

Children will be able to:

• Understand the ways in which they can contribute to the care of the environment (using some or all of the seven Rs); 
• Suggest ways the Seven Rs recycling methods can be applied to different scenarios.

Children will be able to:

• Define what is meant by the word 'community';
• Suggest ways in which different people support the school community;
• Identify qualities and attributes of people who support the school community.

Children will be able to:

• Describe some of the changes that happen to people during their lives; 
• Explain how the Learning Line can be used as a tool to help them manage change more easily; 
• Suggest people who may be able to help them deal with change.

Children will be able to:

• Name some positive and negative feelings;
• Understand how the onset of puberty can have emotional as well as physical impact
• Suggest reasons why young people sometimes fall out with their parents;
• Take part in a role play practising how to compromise.

Children will be able to:

• Identify parts of the body that males and females have in common and those that are different;
• Know the correct terminology for their genitalia; 
• Understand and explain why puberty happens.

Children will be able to:

• Know the key facts of the menstrual cycle;
• Understand that periods are a normal part of puberty for girls;
• Identify some of the ways to cope better with periods.

Children will be able to:

• Define the terms 'secret' and 'surprise' and know the difference between a safe and an unsafe secret; 
• Recognise how different surprises and secrets might make them feel; 
• Know who they could ask for help if a secret made them feel uncomfortable or unsafe.

Children will be able to:

• Understand that marriage is a commitment to be entered into freely and not against someone's will;
• Recognise that marriage includes same sex and opposite sex partners;
• Know the legal age for marriage in England or Scotland;
• Discuss the reasons why a person would want to be married, or live together, or have a civil ceremony.

Children will be able to:

• Define what a volunteer is; 
• Use the Five Ways to Wellbeing theory to suggest some of the reasons why people volunteer.

Children will be able to:

• Explain what collaboration means; 
• Give examples of how they have worked collaboratively; 
• Describe the attributes needed to work collaboratively.

Children will be able to:

• Explain what is meant by the terms negotiation and compromise; 
• Describe strategies for resolving difficult issues or situations.

Children will be able to:

• Demonstrate how to respond to a wide range of feelings in others; 
• Give examples of some key qualities of friendship; 
• Reflect on their own friendship qualities.

Children will be able to:

• Identify what things make a relationship unhealthy;
• Identify who they could talk to if they needed help.

Children will be able to:

• Identify characteristics of passive, aggressive and assertive behaviours;
• Understand and rehearse assertiveness skills.

Children will be able to:

• Recognise basic emotional needs, understand that they change according to circumstance;
• Identify risk factors in a given situation (involving smoking or other scenarios) and consider outcomes of risk taking in this situation, including emotional risks.

Children will be able to:

• Understand that online communication can be misinterpreted; 
• Accept that responsible and respectful behaviour is necessary when interacting with others online as well as face-to-face.

Children will be able to:

• Define some key qualities of friendship; 
• Describe ways of making a friendship last; 
• Explain why friendships sometimes end.

Children will be able to:

• Rehearse active listening skills: 
• Demonstrate respectfulness in responding to others; 
• Respond appropriately to others.

Children will be able to:

• Develop an understanding of discrimination and its injustice, and describe this using examples;
• Empathise with people who have been, and currently are, subjected to injustice, including through racism;
• Consider how discriminatory behaviour can be challenged.

Children will be able to:

• Identify and describe the different groups that make up their school/wider community/other parts of the UK;
• Describe the benefits of living in a diverse society; 
• Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this.

Children will be able to:

• Understand that the information we see online, either text or images, is not always true or accurate;
• Recognise that some people post things online about themselves that aren’t true, sometimes this is so that people will like them;
• Understand and explain the difference between sex, gender identity, gender expression and sexual orientation.

Children will be able to:

• Identify the consequences of positive and negative behaviour on themselves and others; 
• Give examples of how individual/group actions can impact on others in a positive or negative way.

Children will be able to:

• Explain what a habit is, giving examples;
• Describe why and how a habit can be hard to change.

Children will be able to:

• Recognise that there are positive and negative risks;
• Explain how to weigh up risk factors when making a decision;
• Describe some of the possible outcomes of taking a risk.

Children will be able to:

• Demonstrate strategies to deal with both face-to-face and online bullying;
• Demonstrate strategies and skills for supporting others who are bullied;
• Recognise and describe the difference between online and face-to-face bullying.

Children will be able to:

• Define what is meant by a dare; 
• Explain why someone might give a dare; 
• Suggest ways of standing up to someone who gives a dare.

Children will be able to:

• Recognise which situations are risky;
• Explore and share their views about decision making  when faced with a risky situation;
• Suggest what someone should do when faced with a risky situation.

Children will be able to:

• Consider what information is safe/unsafe to share offline and online, and reflect on the consequences of not keeping personal information private;
• Recognise that people aren’t always who they appear to be online and explain risks of being friends online with a person they have not met face-to-face;
• Know how to protect personal information online;
• Recognise disrespectful behaviour online and know how to respond to it.

Children will be able to:

• Understand some of the complexities of categorising drugs;
• Know that all medicines are drugs but not all drugs are medicines;
• Understand ways in which medicines can be helpful or harmful and used safely or unsafely.

Children will be able to:

• Understand the actual norms around smoking and the reasons for common misperceptions of these.

Children will be able to:

• Identify risk factors in a given situation (involving smoking) and consider outcomes of risk taking in this situation, including emotional risks;
• Understand the actual norms around smoking/alcohol and the reasons for common misperceptions of these.

Children will be able to:

• Identify, write and discuss issues currently in the media concerning health and wellbeing; 
• Express their opinions on an issue concerning health and wellbeing; 
• Make recommendations on an issue concerning health and wellbeing. 

Children will be able to:

• Understand the difference between a fact and an opinion; 
• Understand what biased reporting is and the need to think critically about things we read.

Children will be able to:

• Define the differences between responsibilities, rights and duties;
• Discuss what can make them difficult to follow; 
• Identify the impact on individuals and the wider community if responsibilities are not carried out.

Children will be able to:

• Explain what we mean by the terms voluntary, community and pressure (action) group; 
• Give examples of voluntary groups, the kind of work they do and its value.

Children will be able to:

• State the costs involved in producing and selling an item; 
• Suggest questions a consumer should ask before buying a product.

Children will be able to:

• Define the terms loan, credit, debt and interest; 
• Suggest advice for a range of situations involving personal finance.

Children will be able to:

• Explain some of the areas that local councils have responsibility for; 
• Understand that local councillors are elected to represent their local community.

Children will be able to:

• Know two harmful effects each of smoking/drinking alcohol.
• Explain the importance of food, water and oxygen, sleep and exercise for the human body and its health. 
• Understand the actual norms around smoking and the reasons for common misperceptions of these.

Children will be able to:

• Know the basic functions of the four systems covered and know they are inter-related.
• Explain the function of at least one internal organ. 
• Understand the importance of food, water and oxygen, sleep and exercise for the human body and its health.

Children will be able to:

• Identify their own strengths and talents; 
• Identify areas that need improvement and describe strategies for achieving those improvements.

Children will be able to:

• State what is meant by community; 
• Explain what being part of a school community means to them; 
• Suggest ways of improving the school community.

Children will be able to:

• Identify people who are responsible for helping them stay healthy and safe;
• Identify ways that they can help these people.

Children will be able to:

• Describe 'star' qualities of celebrities as portrayed by the media;
• Recognise that the way people are portrayed in the media isn't always an accurate reflection of them in real life;
• Describe 'star' qualities that 'ordinary' people have.

Children will be able to:

• Use a range of words and phrases to describe the intensity of different feelings
• Distinguish between good and not so good feelings, using appropriate vocabulary to describe these; 
• Explain strategies they can use to build resilience.

Children will be able to:

• Identify people who can be trusted;
• Understand what kinds of touch are acceptable or unacceptable; 
• Describe strategies for dealing with situations in which they would feel uncomfortable, particularly in relation to inappropriate touch.   

Children will be able to:

• Explain how someone might feel when they are separated from someone or something they like; 
• Suggest ways to help someone who is separated from someone or something they like.

Children will be able to:

• Know the correct words for the external sexual organs;
• Discuss some of the myths associated with puberty.

Children will be able to:

• Identify some products that they may need during puberty and why;
• Know what menstruation is and why it happens.

Children will be able to:

• Identify the consequences of positive and negative behaviour on themselves and others; 
• Give examples of how individual/group actions can impact on others in a positive or negative way.

Children will be able to:

• Recognise how our body feels when we’re relaxed;
• List some of the ways our body feels when it is nervous or sad;
• Describe and/or demonstrate how to be resilient in order to find someone who will listen to you. 

Children will be able to:

• Recognise that some people can get bullied because of the way they express their gender; 
• Give examples of how bullying behaviours can be stopped.

Children will be able to:

• Explain the difference between a safe and an unsafe secret; 
• Identify situations where someone might need to break a confidence in order to keep someone safe.

Children will be able to:

• Demonstrate a collaborative approach to a task;
• Describe and implement the skills needed to do this.

Children will be able to:

• Explain what is meant by the terms 'negotiation' and 'compromise'; 
• Suggest positive strategies for negotiating and compromising within a collaborative task; 
• Demonstrate positive strategies for negotiating and compromising within a collaborative task.

Children will be able to:

• Recognise some of the challenges that arise from friendships; 
• Suggest strategies for dealing with such challenges demonstrating the need for respect and an assertive approach.

Children will be able to:

• List some assertive behaviours;
• Recognise peer influence and pressure;
• Demonstrate using some assertive behaviours, through role-play, to resist peer influence and pressure.

Children will be able to:

• Recognise and empathise with patterns of behaviour in peer-group dynamics; 
• Recognise basic emotional needs and understand that they change according to circumstance; 
• Suggest strategies for dealing assertively with a situation where someone under pressure may do something they feel uncomfortable about.

Children will be able to:

• Describe the consequences of reacting to others in a positive or negative way; 
• Suggest ways that people can respond more positively to others.

Children will be able to:

• Describe ways in which people show their commitment to each other; 
• Know the ages at which a person can marry, depending on whether their parents agree;
• Understand that everyone has the right to be free to choose who and whether to marry.

Children will be able to:

• Recognise that some types of physical contact can produce strong negative feelings;
• Know that some inappropriate touch is also illegal.

Children will be able to:

• Identify strategies for keeping personal information safe online; 
• Describe safe and respectful behaviours when using communication technology.

Children will be able to:

• Recognise that bullying and discriminatory behaviour can result from disrespect of people's differences; 
• Suggest strategies for dealing with bullying, as a bystander; 
• Describe positive attributes of their peers.

Children will be able to:

• Know that all people are unique but that we have far more in common with each other than what is different about us;
• Consider how a bystander can respond to someone being rude, offensive or bullying someone else;
• Demonstrate ways of offering support to someone who has been bullied .

Children will be able to:

• Demonstrate ways of showing respect to others, using verbal and non-verbal communication.

Children will be able to:

• Understand and explain the term prejudice;
• Identify and describe the different groups that make up their school/wider community/other parts of the UK;
• Describe the benefits of living in a diverse society; 
• Explain the importance of mutual respect for different faiths and beliefs and how we demonstrate this.

Children will be able to:

• Explain the difference between a friend and an acquaintance; 
• Describe qualities of a strong, positive friendship; 
• Describe the benefits of other types of relationship (e.g. neighbour, parent/carer, relative).

Children will be able to:

• Define what is meant by the term stereotype; 
• Recognise how the media can sometimes reinforce gender stereotypes; 
• Recognise that people fall into a wide range of what is seen as normal; 
• Challenge stereotypical gender portrayals of people.

Children will be able to:

• Accept that responsible and respectful behaviour is necessary when interacting with others online and face-to-face; 
• Understand and describe the ease with which something posted online can spread.

Children will be able to:

• Identify strategies for keeping personal information safe online; 
• Describe safe behaviours when using communication technology.

Children will be able to:

• Know that it is illegal to create and share sexual images of children under 18 years old;
• Explore the risks of sharing photos and films of themselves with other people directly or online;
• Know how to keep their information private online.

Children will be able to:

• Define what is meant by addiction, demonstrating an understanding that addiction is a form of behaviour; 
• Understand that all humans have basic emotional needs and explain some of the ways these needs can be met.

Children will be able to:

• Explain how drugs can be categorised into different groups depending on their medical and legal context; 
• Demonstrate an understanding that drugs can have both medical and non-medical uses; 
• Explain in simple terms some of the laws that control drugs in this country.

Children will be able to:

• Understand some of the basic laws in relation to drugs; 
• Explain why there are laws relating to drugs in this country.

Children will be able to:

• Understand the actual norms around drinking alcohol and the reasons for common misperceptions of these; 
• Describe some of the effects and risks of drinking alcohol.

Children will be able to:

• Understand that all humans have basic emotional needs and explain some of the ways these needs can be met;
• Explain how these emotional needs impact on people's behaviour;
• Suggest positive ways that people can get their emotional need met.

Children will be able to:

• Understand and give examples of conflicting emotions;
• Understand and reflect on how independence and responsibility go together.

Children will be able to:

• Define the terms 'fact', 'opinion', 'biased' and 'unbiased', explaining the difference between them; 
• Describe the language and techniques that make up a biased report; 
• Analyse a report also extract the facts from it. 

Children will be able to:

• Know the legal age (and reason behind these) for having a social media account;
• Understand why people don’t tell the truth and often post only the good bits about themselves, online;
• Recognise that people’s lives are much more balanced in real life, with positives and negatives.

Children will be able to:

• Explain some benefits of saving money; 
• Describe the different ways money can be saved, outlining the pros and cons of each method; 
• Describe the costs that go into producing an item; 
• Suggest sale prices for a variety of items, taking into account a range of factors; 
• Explain what is meant by the term interest.

Children will be able to:

• Recognise and explain that different jobs have different levels of pay and the factors that influence this; 
• Explain the different types of tax (income tax and VAT) which help to fund public services; 
• Evaluate the different public services and compare their value.

Children will be able to:

• Explain what we mean by the terms voluntary, community and pressure (action) group; 
• Describe the aim, mission statement, activity and beneficiaries of a chosen voluntary, community or action group.

Children will be able to:

• Explain what is meant by living in an environmentally sustainable way; 
• Suggest actions that could be taken to live in a more environmentally sustainable way.

Children will be able to:

• Explain what the five ways to wellbeing are; 
• Describe how the five ways to wellbeing contribute to a healthy lifestyle, giving examples of how they can be implemented in people's lives.

Children will be able to:

• Identify aspirational goals; 
• Describe the actions needed to set and achieve these. 

Children will be able to:

• Present information they researched on a health and wellbeing issues outlining the key issues and making suggestions for any improvements concerning those issues. 

Children will be able to:

• Identify risk factors in a given situation; 
• Understand and explain the outcomes of risk-taking in a given situation, including emotional risks.

Children will be able to:

• Recognise what risk is;
• Explain how a risk can be reduced;
• Understand risks related to growing up and explain the need to be aware of these; 
• Assess a risk to help keep themselves safe.

Children will be able to:

• Recognise some of the changes they have experienced and their emotional responses to those changes; 
• Suggest positive strategies for dealing with change; 
• Identify people who can support someone who is dealing with a challenging time of change.

Children will be able to:

• Understand that fame can be short-lived;
• Recognise that photos can be changed to match society's view of perfect;
• Identify qualities that people have, as well as their looks.

Children will be able to:

• Define what is meant by the term stereotype; 
• Recognise how the media can sometimes reinforce gender stereotypes; 
• Recognise that people fall into a wide range of what is seen as normal; 
• Challenge stereotypical gender portrayals of people.

Children will be able to:

• Understand the risks of sharing images online and how these are hard to control, once shared; 
• Understand that people can feel pressured to behave in a certain way because of the influence of the peer group; 
• Understand the norms of risk-taking behaviour and that these are usually lower than people believe them to be.

Children will be able to:

• Define the word 'puberty' giving examples of some of the physical and emotional changes associated with it; 
• Suggest strategies that would help someone who felt challenged by the changes in puberty; 
• Understand what FGM is and that it is an illegal practice in this country; 
• Know where someone could get support if they were concerned about their own or another person's safety.

Children will be able to:

• Explain the difference between a safe and an unsafe secret; 
• Identify situations where someone might need to break a confidence in order to keep someone safe.

Children will be able to:

• Identify the changes that happen through puberty to allow sexual reproduction to occur;
• Know a variety of ways in which the sperm can fertilise the egg to create a baby;
• Know the legal age of consent and what it means.

Children will be able to:

• Explain how HIV affects the body’s immune system;
• Understand that HIV is difficult to transmit;
• Know how a person can protect themself from HIV.

Children will be able to:

• Determine some of the characteristics of Thomas Coram through studying his portrait; 
• Know some of the conditions of life of children in poverty in the 18th Century and relate these to their rights.
• Demonstrate their understanding of the aims of Thomas Coram and his proposed Foundling Hospital.

Children will be able to:

• Understand the role of artists and musicians in raising both the profile and funds for the Coram Foundling Hospital; 
• Have the skills to design, run and evaluate a fundraising project of their own choosing. 

Children will be able to:

• Consider and analyse images of paintings from the Foundling Museum to understand some of the aspects of life in the Foundling Hospital; 
• Use extracts from 'Hetty Feather' to understand some of the aspects of life in the Foundling Hospital; 
• Relate Hetty Feather's experiences to the rights of the child.

Children will be able to:

• Use audio and photograph sources to understand some of the aspects of life in the Foundling Hospital in the 20th Century; 
• Demonstrate their understanding of life in the Foundling Hospital by writing a fictional diary entry.

Children will be able to:

• Demonstrate an understanding of the work of the Thomas Coram Foundation (Coram) in the present day; 
• Determine ways in which Coram's work continues to uphold children's rights; 
• Demonstrate their knowledge and understanding of aspects of the work of his foundation from the 18th century through to the present day through writing a fictional letter to Thomas Coram.