In Nursery, pupils begin to develop their personal, social, and emotional skills through nurturing relationships and daily routines. They learn to recognise and talk about their feelings, begin to understand the feelings of others, and explore how to manage emotions in a safe and supportive environment. Through play and group activities, children learn to take turns, share, and build friendships. They are encouraged to make choices, express preferences, and develop independence in caring for themselves. Topics such as healthy living, keeping safe, and understanding differences are introduced through stories, discussions, and real-life experiences, helping children to feel confident, valued, and part of a community.
In Reception, pupils build on their early experiences by exploring a range of themes that support their emotional well-being, social development, and understanding of the world around them. They learn about friendship, kindness, and how to resolve conflicts peacefully. Children are supported to set simple goals, show resilience, and celebrate their achievements. They explore healthy lifestyles, including food, exercise, and hygiene, and begin to understand how to keep themselves safe. Through structured sessions and everyday interactions, pupils develop a strong sense of self, learn to respect others, and begin to understand the importance of rules and responsibilities within a group or community
Different feelings that humans can experience.
How to recognise and name different feelings.
Recognise what others might be feeling.
Ways of sharing feelings.
Things that help people feel good.
Different things they can do to manage big feelings, to help calm themselves down and/or change their mood when they don’t feel good.
To recognise what makes them special and ways in which we are all unique – differences.
To identify what they are good at, what they like and dislike.
How to manage when finding things difficult.
About preparing to move to a new class/year group.
Rules and age restrictions that keep us safe.
About how to keep safe at home and school (including around electrical appliances and fire drill).
That household products can be harmful if not used correctly.
How to cross the road safely.
About the people whose job it is to help keep us safe.
Rules to keep safe online, including what is meant by personal
information and what should be kept private; the importance of telling a trusted adult if they come across something that scares them.
That household products (including medicines) can be harmful if not used correctly.
Always ask an adult if it is something you are unsure of.
Learn through maths project – what is money used for? The value of money.
R5. that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried
R17. that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely
R18. to recognise if a friendship (online or offline) is making them feel unsafe or uncomfortable; how to manage this and ask for support if necessary
L7. to value the different contributions that people and groups make to the community
Broad overview on what Friendships are and how to be good friends
Explore the major beliefs of the world and the cultural impact they make.
about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn
about strategies and behaviours that support mental health — including how good quality sleep, physical exercise/time outdoors, being involved in community groups, doing things for others, clubs, and activities, hobbies and spending time with family and friends can support mental health and wellbeing
to identify the external genitalia and internal reproductive organs in males and females and how the process of puberty relates to human reproduction about the physical and emotional changes that happen when approaching and during puberty (including menstruation, key facts about the menstrual cycle and menstrual wellbeing, erections and wet dreams) about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene
reasons for following and complying with regulations and restrictions (including age restrictions); how they promote personal safety and wellbeing with reference to social media, television programmes, films, games and online gaming about the importance of keeping personal information private; strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others; what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact
about the risks and effects of legal drugs common to everyday life (e.g. cigarettes, e-cigarettes/vaping, alcohol and medicines) and their impact on health; recognise that drug use can become a habit which can be difficult to break about the mixed messages in the media about drugs, including alcohol and smoking/vaping
to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice
about the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing strategies for recognising and managing peer influence and a desire for peer approval in friendships; to recognise the effect of online actions on others that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely
about why someone may behave differently online, including pretending to be someone they are not; strategies for recognising risks, harmful content and contact; how to report concerns where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)
ways of carrying out shared responsibilities for protecting the environment in school and at home; how everyday choices can affect the environment (e.g. reducing, reusing, recycling; food choices) to recognise there are human rights, that are there to protect everyone
recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images about how text and images in the media and on social media can be manipulated or invented; strategies to evaluate the reliability of sources and identify misinformation
that people’s spending decisions can affect others and the environment (e.g. Fair trade, buying single-use plastics, or giving to charity) to identify the ways that money can impact on people’s feelings and emotions
about stereotypes in the workplace and that a person’s career aspirations should not be limited by themabout what might influence people’s decisions about a job or career (e.g. personal interests and values, family connections to certain trades or businesses, strengths and qualities, ways in which stereotypical assumptions can deter people from aspiring to certain jobs)
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Phone: 01392 304040
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