St Martin and St Mary C of E Primary School
Relationships Education and Health Education Progression Grid
‘As a Christian school, St Martin and St Mary is an inclusive and happy community; nurturing confidence, a thirst for learning and resilience in a safe loving environment. Our priority is developing the whole child spiritually, emotionally, physically and academically to live the most rewarding life. As a Christian school, St Martin and St Mary is an inclusive and happy community; nurturing confidence, a thirst for learning and resilience in a safe loving environment. Our priority is developing the whole child spiritually, emotionally, physically and academically to live the most rewarding life.’
Our PSHE education programme promotes our school ethos and is underpinned by the school values of ‘Friendship, Love, Forgiveness, Trust, Honesty and Faith’. We believe that PSHE should enable children to become healthier, more independent and more responsible members of society. We encourage our children to play a positive role in contributing to the life of the school and the wider community. In so doing, we help develop their sense of self-worth. We teach them how society is organised and governed. We ensure that the children experience the process of democracy through the election of class representatives, who make up the ‘School Council’. They are encouraged to voice their views, ideas and opinions through this process, thus making a positive contribution to the school community. We teach children both about their rights and about their responsibilities. They learn to appreciate what it means to be a positive member of a diverse and multicultural society.
Relationships Education and Health Education - Curriculum Links
Links & Opportunities
At key stages 1 and 2, the national curriculum for science includes teaching about the main external parts of the body and changes to the human body as it grows from birth to old age, including puberty. We also look at how the children’s bodies are similar and how they may differ too. Children also learn, through practical experiments, how different organs of our bodies work and how to keep them healthy.
The national curriculum for computing aims to ensure that all pupils can understand and apply the fundamental principles and concepts of computer science, including logic, algorithms and data representation. It also covers e-safety, with progression in the content to reflect the different and escalating risks that young people face as they get older. This includes how to use technology safely, responsibly, respectfully and securely, how to keep personal information private, and where to go for help and support (REAL LOVE ROCKS).
Physical Education (PE)
The national curriculum for PE aims to ensure that pupils develop competence to excel in a broad range of physical activities, are physically active for sustained periods of time, engage in competitive sport and activities and lead healthy, active lives. Health education can complement what is taught through PE by developing core knowledge and broader understanding that enables people to lead healthy, active lives. Children learn how to plan and set targets and that end goals may take time to be achieved but through hard work, resilience and determination they can be – whether that is individually or as part of a team.
Through the RE curriculum we make a key contribution to pupils’ personal development generally and also to school’s provision for PSHE for example by providing opportunities for pupils’ spiritual, moral, social and cultural development. As Britain is a multi-cultural nation with Christianity as the main religion of the population, Christianity receives the appropriate weighting within the religious education curriculum. However, we look at other religions in great depth and promote respect and understanding when learning about other religions.
We look at writing diaries, where emotions and situations are openly discussed and acted through drama so children can empathise with a variety of life events that may occur (Way Home book, WWII Postcards). The children learn to respect the wider world and local area when doing a variety of topics of work – one of which is where the children write to our local MP to suggest reasons to become a Plastic-Free Lake District. They learn to voice their concerns, reasons for doings so and also learn to respect the views of other people.
Our children learn what money is from an early age and progress to the Tenner Project where they research a product, design it and manufacture it. They also learn about profit and losses and how money is earned. They then learn how to make choices with their money on whether to re-invest or keep the profits that they give to charity.
We have an extensive Outdoor Education provision where children learn to assess risk and manage it, make informed judgements and act upon these and work independently or as part of a team. They learn how different experiences can bring on different emotions and how these, coupled with different activities, can affect their minds and bodies. They also learn about how to recognise when they might need to ask for help and who to ask when they need it.
Children learn how they belong to different groups and communities: friendship groups, faith groups, clubs, classes etc. They learn how communities and civilisations of the past lived and imagine what it was to be a child in those times. This helps the children to learn about diverse communities, how and what it feels like to be part of these and how to be respectful toward people who may have lived/ live differently.
By the end of primary school pupils should know;
Families and people who care for me
- That families are important for children growing up because they can give love, security and stability.
- 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.
- That others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.
- 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.
- That marriage13 represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong.
- How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
- How important friendships are in making us feel happy and secure, and how people choose and make friends.
- The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
- That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.
- 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.
- 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 needed.
- 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.
- Practical steps they can take in a range of different contexts to improve or support respectful relationships.
- The conventions of courtesy and manners.
- The importance of self-respect and how this links to their own happiness.
- That in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.
- About different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.
- What a stereotype is, and how stereotypes can be unfair, negative or destructive.
- The importance of permission-seeking and giving in relationships with friends, peers and adults.
- That people sometimes behave differently online, including by pretending to be someone they are not.
- That the same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online including when we are anonymous.
- The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
- How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
- How information and data is shared and used online.
- What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
- About the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
- That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
- How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know.
- How to recognise and report feelings of being unsafe or feeling bad about any adult.
- How to ask for advice or help for themselves or others, and to keep trying until they are heard.
- How to report concerns or abuse, and the vocabulary and confidence needed to do so.
- Where to get advice e.g. family, school and/or other sources.
By the end of primary school pupils should know;
- That mental wellbeing is a normal part of daily life, in the same way as physical health.
- That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.
- 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.
- How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
- The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.
- Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.
- Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.
- That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
- Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
- It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.
Internet safety and harms
- That for most people the internet is an integral part of life and has many benefits.
- About the benefits of rationing time spent online, the risks 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.
- 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.
- Why social media, some computer games and online gaming, for example, are age restricted.
- 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.
- How to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted.
- Where and how to report concerns and get support with issues online.
Physical health and fitness
- The characteristics and mental and physical benefits of an active lifestyle.
- the importance of building regular exercise into daily and weekly routines and how to achieve this; for example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
- The risks associated with an inactive lifestyle (including obesity).
- How and when to seek support including which adults to speak to in school if they are worried about their health.
- What constitutes a healthy diet (including understanding calories and other nutritional content)?
- The principles of planning and preparing a range of healthy meals.
- The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).
Drugs, alcohol and tobacco
- The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking.
Health and prevention
- How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
- About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.
- The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn.
- About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist.
- About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
- The facts and science relating to allergies, immunisation and vaccination.
Basic first aid
- How to make a clear and efficient call to emergency services if necessary.
- Concepts of basic first-aid, for example dealing with common injuries, including head injuries.
Changing adolescent body
- Key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11, including physical and emotional changes.
- About menstrual wellbeing including the key facts about the menstrual cycle.
PSHE and wellbeing long-term plan - including DfE statutory requirements for Relationships Education and Health Education
Similarities and difference
Looking after things: friends, environment,
Keeping my body safe
Safe secrets and touches People who help to keep us safe
Keeping by body healthy
– food, exercise, sleep
What makes me special
People close to me
What is the same an different about us?
Who is special to us?
What help us stay healthy?
What can we do with money?
What helps to keep us safe?
How can we look after each other and the world?
What makes a good friend?
What is bullying?
What jobs do people do?
What helps us to stay safe?
What helps us grow and stay healthy?
How do we recognise feelings?
How can we be a good friend?
What keeps us safe?
What are families like?
What makes a
Why should we eat well and look after our teeth?
Why should we keep active and sleep well?
What strengths, skills and interests do we have?
How do we treat each other with respect?
How can we manage our feelings?
How will we grow and change?
How can our choices make a difference to others and the environment?
How can we manage risk in different places?
What makes up a person’s identity?
What decisions can people make with money?
How can we help in an accident or emergency?
How can friends communicate safely?
How can drugs, common to everyday life, affect health?
What jobs would we like?
How can we keep healthy as we grow?
How can the media influence people?
What will change as we become more independent?
How do friendships change as we grow?