Implementation
Core Themes
At Thomas Jones, we have selected six core themes around which we have organised our programme of study. Each theme, and the learning opportunities which are developed within it, has been selected to ensure a broad, balanced and progressive curriculum that meets the needs of the children within our school and their lives outside of school as well as meeting but not limited to the requirements of the statutory guidance. All six core themes are explored in each year group and each unit is approached through a key question.
Our six core themes and the areas we have included within them are as follows:
- Identity and Belonging (including personal identity, where they fit in, community, similarities and differences, diversity and equality, prejudice and discrimination, stereotypes and naming body parts)
- Feelings, Friendships and Behaviour (including range and intensity of feelings, feelings vocabulary, own and others’ feelings, managing and responding to feelings, seeking support, healthy and happy relationships (including online), cooperation, self-respect, change and loss and relationship law)
- Health and Wellbeing (including mental and physical health and ill health, a balanced healthy lifestyle (including hygiene, diet, exercise, sun safety, dental hygiene, sleep, activities, time with friends and family), medicine, self-worth, growing and changing, risks and effects of drugs and human reproduction)
- Safety and Risk (including identification, assessment and how to manage risk, keeping safe in familiar and unfamiliar environments (including online), resisting pressure, emergency help and first aid, responding to adults, privacy, who keeps us safe and how to seek help)
- Money and the Workplace (including economic understanding, keeping money safe and risks and influences, personal strengths and skills, employability and choice)
- Being a Good Citizen (including rights and responsibilities, rules and laws, human rights, caring for the environment, community and topical issues)
Skills and Attributes
Alongside our six core themes, we have also focused on eight key skills and attributes that we feel are essential for the children of our community. Each one has been carefully selected to ensure that children leave Thomas Jones with these skills and attributes fully embedded and are able to utilise these strengths in approaching new challenges and scenarios that face them throughout their life. Each unit of learning is mapped to the relevant key skills and attributes to ensure that teachers are focusing not just on children’s developing knowledge base but also on their development of these core attributes for a healthy and successful life.
Through the development of these skills and attributes, children are also taught strategies for identifying and accessing appropriate help and support and to understand that they are children, that their childhood should be safeguarded and that they know how to receive the support and guidance they require at different times in their lives.
Our eight key skills and attributes are as follows:
- Self-belief and self-confidence (including realistic self-image, self-worth, assertiveness, self-advocacy and self-respect, identifying unhelpful ‘thinking traps’)
- Empathy and compassion (including impact on decision-making and behaviour)
- Respect and tolerance (including respect for others’ right to their own beliefs, evaluating values, beliefs and opinions, valuing and respecting diversity, challenging stereotypes and generalisations)
- Self-regulation (including building a positive mind set, managing strong emotions and impulses and learning strategies for managing these)
- Self-reliance (including constructive self-reflection, effective goal setting, aspiration, taking positive risks, recognising and managing peer influence)
- Responsibility (including time management, questioning and analysing (including separating fact from speculation or opinion), making decisions)
- Resilience (including self-motivation, perseverance and adaptability)
- Management of risk (including identification, assessment and predictions, strategies to manage risk to self and others)
Communication
At Thomas Jones Standard English is insisted upon and children are taught subject specific vocabulary which is regularly revisited in order to aid children’s clarity of thinking and ability to formulate clear responses and arguments. Discussion is a key component of our Personal Development lessons where children are able to express view points and listen to others points of view. A code of conduct is agreed upon at the start of all lessons to ensure that children feel the lessons afford a safe and trusting environment for open discussion. As children move up the school opportunities for debate are fostered in order to further develop children’s ability to speak openly and explore topics raised from differing points of view.
Assessment
At the start of a unit of learning, it is essential that the class teacher has a clear overview of the whole class’ knowledge, understanding and skills. Teachers should always track back to pupils’ prior learning, revisiting and building upon this throughout the unit. In addition, baseline assessment activities should be carried out and reviewed to track pupils’ progress through the unit.
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Baseline assessment activity: |
More useful for assessing: |
Less useful for assessing: |
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Questioning |
Knowledge, understanding, attitudes, beliefs, strategies, pupils’ questions relating to the topic |
Skills, attributes |
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Discussion |
Knowledge, understanding, attitudes, beliefs, strategies, pupils’ questions relating to the topic |
Skills, attributes |
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Brainstorming |
Knowledge, understanding, attitudes, beliefs |
Skills, strategies, attributes |
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Role-play, hot-seating, freeze-frame and other drama techniques |
Skills, strategies, attributes, attitudes |
Knowledge, understanding |
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Storyboards/cartoon strip/scenario script writing |
Skills, strategies, attitudes |
Knowledge, understanding, attributes |
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Responding to a scenario, picture or video clip |
Knowledge, understanding, attitudes, beliefs, strategies |
Skills, attributes |
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Mind map or spider diagram |
Knowledge, understanding, attitudes, beliefs |
Skills, strategies, attributes |
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‘Graffiti wall’/‘working wall’ |
Starting point of a group, knowledge, understanding, |
Starting point of individuals, |
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Quiz |
knowledge, understanding |
Skills, strategies, attributes |
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Questionnaire |
Knowledge, understanding, attitudes, beliefs |
Skills, strategies, attributes |
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Continuum/‘washing line’ |
Attitudes, beliefs, attributes |
Knowledge, understanding, skills, strategies |
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Points on a scale (e.g. pupils rating themselves on a scale for where they see themselves to be in relation to the learning outcomes) |
Attitudes, beliefs, attributes |
Knowledge, understanding, skills, strategies |
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‘Draw and write’ (pupils respond in pictures and words to an open-ended, neutral instruction: e.g. draw someone doing something risky, draw a healthy person) |
Knowledge, understanding, attitudes, beliefs, complex concepts |
Skills, strategies, attributes |
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Explain to an alien |
Knowledge, understanding, attitudes, beliefs, complex concepts |
Skills, attributes |
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Card sort, e.g. ‘diamond 9’ |
Attitudes, beliefs, understanding |
Skills, knowledge, attributes |
Assessing progress over the course of a lesson or series of lessons
At the end of the lesson or series of lessons, pupils are given opportunities to demonstrate the progress they have made from their starting point assessed in the baseline activity. Possibly the simplest and most effective way of demonstrating progress is to either repeat, or better still, revisit the original baseline activity. Some baseline assessment activities (such as mind-maps, ‘draw and write’, ‘explain to an alien’), lend themselves very well to a simple revisit where each pupil uses a different colour to add to their baseline activity and make any changes they now want to make, allowing the pupil and teacher to clearly see how far they have come in their learning. In other cases, pupils might repeat the activity or carry out a completely different activity. Taking the examples of baseline activities above, the table below indicates possible ways of revisiting or using those activities to demonstrate progress at the end of the lesson or series of lessons. Again this is not a definitive list and activities should always be used flexibly to meet the needs of pupils and the learning objectives.
Using baseline activities as the basis for the end point activity/Assessment
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Baseline assessment activity |
End point activity to demonstrate progress
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Questioning |
Revisit key questions, extending with higher order questions. Invite pupils to think of key questions for future learning. |
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Discussion |
Revisit main arguments from baseline discussion; formal debate; presentations. |
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Brainstorming |
If written down, revisit in a different colour – add, amend, expand. |
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Role-play, hot-seating, freeze-frame and other drama techniques |
Repeat role-play showing how strategies have developed/changed and demonstrating new skills; script a conversation or role-play on a related but more challenging situation. |
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Storyboards/cartoon strip/scenario script writing |
Evaluate effectiveness of baseline strategies/ideas through discussion; revisit in a different colour – add, amend, expand, change; role-play their revised script. |
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Responding to a scenario, picture or video clip |
If written down, revisit in a different colour – add, amend, expand; discuss or write down any changes to their response as a result of the learning. |
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Mind map or spider diagram |
Revisit in a different colour – add, amend, expand. |
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‘Graffiti wall’/‘working wall’ |
Revisit in a different colour – add, amend, expand; answer questions written on the wall at the beginning and think of key questions for future learning. |
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Quiz |
Repeat quiz; ask pupils to write a new set of quiz questions for peers to answer. |
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Questionnaire |
Repeat questionnaire; ask pupils to write a new questionnaire for peers to answer. |
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Continuum/‘washing line’ |
Repeat the activity asking pupils to discuss whether, and if so how far, they have moved along the continuum and why; photograph new continuum or washing line positions and compare with photo of baseline positions. |
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Points on a scale (e.g. pupils rating themselves on a scale for where they see themselves to be in relation to the learning outcomes) |
Pupils rate themselves on the same scale in the light of the new learning. |
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‘Draw and write’ (pupils respond in pictures and words to an open-ended, neutral instruction: e.g. draw someone doing something risky, draw a healthy person) |
Revisit in a different colour – add, amend, expand. |
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Explain to an alien |
Revisit in a different colour – add, amend, expand; think of additional questions for the alien to ask to explore the concept further and answer each other’s questions. |
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Card sort e.g. ‘diamond 9’ |
Repeat the card sort; photograph and compare to a photo of the original; justify verbally or in writing any changes to the order resulting from the new learning. |
Additional ideas for end point activities to demonstrate learning at the end of a series of lessons:
- Presentations
- Producing resources and materials to teach younger pupils
- Leading a discussion or other learning activity with younger pupils
- Producing a blog or podcast
- Keeping a journal, diary or log of times when they have demonstrated a particular skill or attribute during the week
- Debate
Personal Development Programme of Study
Early Years Foundation Stage (EYFS)
In our early years settings, firm foundations are built to develop children’s personal development. Our Thomas Jones Personal Development curriculum builds upon what children have been taught in the EYFS, not just through the prime area of Personal, Social and Emotional development but through the whole ethos of the EYFS. We recognise that children’s personal, social and emotional development (PSED) is fundamental to children’s cognitive development and our staff quickly build strong relationships with children and their parents/carers to support the children’s emotional security and to act as role models for the children in the development of their own character. Children are taught how to cooperate with others, build relationships, share, communicate, look after themselves, others and their environment. A strong focus is placed on language development and communication skills in order to enable children to voice their opinions, communicate and cooperate with others. The routines, expectations and physical environment of the EYFS are all carefully structured to allow children to develop into independent learners who are aware of themselves and others.
Key Stage 1 and 2
At Thomas Jones, our Programme of Study for Personal Development sets out learning opportunities for each key stage across our six core themes. Learning opportunities within each core theme for each year group are organised around one or more key questions. These questions frame each unit of learning. The question provides a ‘hook’ for the children and an opportunity to connect learning throughout the unit. The question is returned to throughout each unit to demonstrate development of the children’s knowledge, understanding and skills. Questions have been carefully sequenced to ensure progression.
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Themes |
Identity & Belonging |
Feelings, Friendships & Behaviour |
Health and Wellbeing |
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Year 1 |
Where do I fit in? H21. to recognise what makes them special H27. about preparing to move to a new class/year group R1. about the roles different people (e.g. acquaintances, friends and relatives) play in our lives R2. to identify the people who love and care for them and what they do to help them feel cared for R3. about different types of families including those that may be different to their own R23. to recognise the ways in which they are the same and different to others L4. about the different groups they belong to L5. about the different roles and responsibilities people have in their community L6. to recognise the ways they are the same as, and different to, other people |
How am I feeling? H11. about different feelings that humans can experience H12. how to recognise and name different feelings H13. how feelings can affect people’s bodies and how they behave H16. about ways of sharing feelings; a range of words to describe feelings H18. 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 H19. to recognise when they need help with feelings; that it is important to ask for help with feelings; and how to ask for it H20. about change and loss (including death); to identify feelings associated with this; to recognise what helps people to feel better R5. that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried R10. that bodies and feelings can be hurt by words and actions; that people can say hurtful things online |
What keeps me healthy? H1. about what keeping healthy means; different ways to keep healthy H2. about foods that support good health and the risks of eating too much sugar H3. about how physical activity helps us to stay healthy; and ways to be physically active everyday H4. about why sleep is important and different ways to rest and relax H7. about dental care and visiting the dentist; how to brush teeth correctly; food and drink that support dental health H26. about growing and changing from young to old and how people’s needs change
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Year 2 |
What makes me unique? H22. to recognise the ways in which we are all unique H23. to identify what they are good at, what they like and dislike H24. how to manage when finding things difficult H25. to name the main parts of the body including external genitalia (e.g. vulva, vagina, penis, testicles) R4. to identify common features of family life |
How are we kind and friendly? H14. how to recognise what others might be feeling H15. to recognise that not everyone feels the same at the same time, or feels the same about the same things H16. about ways of sharing feelings; a range of words to describe feelings R6. about how people make friends and what makes a good friendship R7. about how to recognise when they or someone else feels lonely and what to do R8. simple strategies to resolve arguments between friends positively R9. how to ask for help if a friendship is making them feel unhappy R11. about how people may feel if they experience hurtful behaviour or bullying R12. that hurtful behaviour (offline and online) including teasing, name-calling, bullying and deliberately excluding others is not acceptable; how to report bullying; the importance of telling a trusted adult R21. about what is kind and unkind behaviour, and how this can affect others R22. about how to treat themselves and others with respect; how to be polite and courteous R24. how to listen to other people and play and work cooperatively |
How do I make healthy choices? H5. simple hygiene routines that can stop germs from spreading H6. that medicines (including vaccinations and immunisations and those that support allergic reactions) can help people to stay healthy H8. how to keep safe in the sun and protect skin from sun damage H9. about different ways to learn and play; recognising the importance of knowing when to take a break from time online or TV H10. about the people who help us to stay physically healthy H17. about things that help people feel good (e.g. playing outside, doing things they enjoy, spending time with family, getting enough sleep) |
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Year 3 |
How are we the same and different? H25. about personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes) L8. about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities/society L10. about prejudice; how to recognise behaviours/actions which discriminate against others; ways of responding to it if witnessed or experience R21. about discrimination: what it means and how to challenge it R32. about respecting the differences and similarities between people and recognising what they have in common with others e.g. physically, in personality or background R33. to listen and respond respectfully to a wide range of people, including those whose traditions, beliefs and lifestyle are different to their own.
To identify different groups we belong to To explain what it means to belong to a group or community To recognise some of the ways we can be made to feel like we don’t belong To describe how we can help people feel valued and welcome
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How can we describe and manage our feelings? H17. to recognise that feelings can change over time and range in intensity H18. about everyday things that affect feelings and the importance of expressing feelings H19. a varied vocabulary to use when talking about feelings; about how to express feelings in different ways H20. strategies to respond to feelings, including intense or conflicting feelings; how to manage and respond to feelings appropriately and proportionately in different situations H23. about change and loss, including death, and how these can affect feelings; ways of expressing and managing grief and bereavement H36. strategies to manage transitions between classes and key stages
How can I be a good friend? R1. to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships) R 10. about the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing R11. what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties); that the same principles apply to online friendships as to face-to-face relationships R13. the importance of seeking support if feeling lonely or excluded R14. that healthy friendships make people feel included; recognise when others may feel lonely or excluded; strategies for how to include them R16. how friendships can change over time, about making new friends and the benefits of having different types of friends R17. that friendships have ups and downs; strategies to resolve disputes and reconcile differences positively and safely
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How can I keep my mind and body healthy? H1. how to make informed decisions about health H2. about the elements of a balanced, healthy lifestyle H3. about choices that support a healthy lifestyle, and recognise what might influence these H5. about what good physical health means; how to recognise early signs of physical illness H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay. H10. how medicines, when used responsibly, contribute to health; that some diseases can be prevented by vaccinations and immunisations; how allergies can be managed H11. how to maintain good oral hygiene (including correct brushing and flossing); why regular visits to the dentist are essential; the impact of lifestyle choices on dental care (e.g. sugar consumption/acidic drinks such as fruit juices, smoothies and fruit teas; the effects of smoking) H12. about the benefits of sun exposure and risks of overexposure; how to keep safe from sun damage and sun/heat stroke and reduce the risk of skin cancer H15. that mental health, just like physical health, is part of daily life; the importance of taking care of mental health H16. 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 H27. to recognise their individuality and personal qualities H28. to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth
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Year 4 |
How diverse is my community? H25. about personal identity; what contributes to who we are (e.g. ethnicity, family, gender, faith, culture, hobbies, likes/dislikes, disability) L6. about the different groups that make up their community; what living in a community means L7. to value the different contributions that people and groups make to the community L8. about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities/society/different identities in the UK. L9. about stereotypes; how they can negatively influence behaviours and attitudes towards others; strategies for challenging stereotypes R 19. about the impact of bullying, including offline and online, and the consequences of hurtful behaviour R20. strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, , harassment or the deliberate excluding of others); how to report concerns and get support
To know what bullying is. To be able to recognise the differences between bullying and teasing. To know the different types of bullying.
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How do we resolve differences and treat each other with respect? 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 R 30. that personal behaviour can affect other people; to recognise and model respectful behaviour online R31. to recognise the importance of self-respect and how this can affect their thoughts and feelings about themselves; that everyone, including them, should expect to be treated politely and with respect by others (including when online and/or anonymous) in school and in wider society; strategies to improve or support courteous, respectful relationships How can I have a healthy relationship with my family? R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another R7. to recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents); that families of all types can give family members love, security and stability R8. to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty R9. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice
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How will my body change as I develop? H31. About the physical and emotional changes that happen when approaching and during puberty (introduction to this with H31 followed up fully in Yr 5/6) H32. about how hygiene routines change during the time of puberty, the importance of keeping clean and how to maintain personal hygiene
How do I develop healthy habits? H1. how to make informed decisions about health H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay. H7. how regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle H8. 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 H9. that bacteria and viruses can affect health; how everyday hygiene routines can limit the spread of infection; the wider importance of personal hygiene and how to maintain it H15. that mental health, just like physical health, is part of daily life; the importance of taking care of mental health
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Year 5 |
What does discrimination look like? L10. about prejudice; how to recognise behaviours/actions which discriminate against others; ways of responding to it if witnessed or experience R 19. about the impact of bullying, including offline and online, and the consequences of hurtful behaviour R20. strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name-calling, bullying, trolling, harassment or the deliberate excluding of others); how to report concerns and get support R21. about discrimination: what it means and how to challenge it
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What constitutes healthy and happy relationships? H17. to recognise that feelings can change over time and range in intensity H19. a varied vocabulary to use when talking about feelings; about how to express feelings in different ways H20. strategies to respond to feelings, including intense or conflicting feelings; how to manage and respond to feelings appropriately and proportionately in different situations R1. to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships) R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another R7. to recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents); that families of all types can give family members love, security and stability R8. to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty R9. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice R 10. about the importance of friendships; strategies for building positive friendships; how positive friendships support wellbeing R11. what constitutes a positive healthy friendship (e.g. mutual respect, trust, truthfulness, loyalty, kindness, generosity, sharing interests and experiences, support with problems and difficulties); that the same principles apply to online friendships as to face-to-face relationships R15. strategies for recognising and managing peer influence and a desire for peer approval in friendships; to recognise the effect of online actions on others 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 R25. recognise different types of physical contact; what is acceptable and unacceptable; strategies to respond to unwanted physical contact
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How do I make my own choices? H3. about choices that support a healthy lifestyle, and recognise what might influence these H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle H14. how and when to seek support, including which adults to speak to in and outside school, if they are worried about their health H46. 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 H47. to recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others H48. about why people choose to use or not use drugs (including nicotine, alcohol and medicines) H49. about the mixed messages in the media about drugs, including alcohol and smoking/vaping H50. about the organisations that can support people concerning alcohol, tobacco and nicotine or other drug use; people they can talk to if they have concerns. H15. that mental health, just like physical health, is part of daily life; the importance of taking care of mental health
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Year 6 |
How do we challenge stereotypes? L8. about diversity: what it means; the benefits of living in a diverse community; about valuing diversity within communities/society L9. about stereotypes; how they can negatively influence behaviours and attitudes towards others; strategies for challenging stereotypes L10. about prejudice; how to recognise behaviours/actions which discriminate against others; ways of responding to it if witnessed or experience H26. that for some people gender identity does not correspond with their biological sex
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What does the law say about relationships? R1. to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships) R3. about marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong R4. that forcing anyone to marry against their will is a crime; that help and support is available to people who are worried about this for themselves or others (and that this does not refer to arranged marriage) R5. that people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart. L1. to recognise reasons for rules and laws; consequences of not adhering to rules and laws
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How do I look after my physical and mental health? H1. how to make informed decisions about health H2. about the elements of a balanced, healthy lifestyle H3. about choices that support a healthy lifestyle, and recognise what might influence these H5. about what good physical health means; how to recognise early signs of physical illness H15. that mental health, just like physical health, is part of daily life; the importance of taking care of mental health H16. 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 H19. A varied vocabulary to use when talking about feelings; about how to express feelings in different ways H20 strategies to respond to feelings, including intense or conflicting feelings; how to manage feelings appropriately and proportionately in different situations H21. to recognise warning signs about mental health and wellbeing and how to seek support for themselves and others H22. to recognise that anyone can experience mental ill health; that most difficulties can be resolved with help and support; and that it is important to discuss feelings with a trusted adult H24. problem-solving strategies for dealing with emotions, challenges and change, including the transition to new schools H29. about how to manage setbacks/perceived failures, including how to re-frame unhelpful thinking
What changes can I expect in puberty? H31. about the physical and emotional changes that happen when approaching and during puberty H34. about where to get more information, help and advice about growing and changing, especially about puberty |
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Themes |
Safety and Risk |
Money and the Workplace |
Being A Good Citizen |
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Year 1 |
Who keeps me safe? H28. about rules and age restrictions that keep us safe H33. about the people whose job it is to help keep us safe, including community helpers H35. about what to do if there is an accident and someone is hurt H36. how to get help in an emergency (how to dial 999 and what to say) R13. to recognise that some things are private and the importance of respecting privacy; that parts of their body covered by underwear are private R18. about the importance of not keeping adults’ secrets (only happy surprises that others will find out about eventually) R19. basic techniques for resisting pressure to do something they don’t want to do and which may make them unsafe R20. what to do if they feel unsafe or worried for themselves or others; who to ask for help and vocabulary to use when asking for help; importance of keeping trying until they are heard
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What can we do with money? L10. what money is; forms that money comes in; that money comes from different sources L11. that people make different choices about how to save and spend money L12. about the difference between needs and wants; that sometimes people may not always be able to have the things they want L13. that money needs to be looked after; different ways of doing this L15. that jobs help people to earn money to pay for things L16. different jobs that people they know or people who work in the community do |
How do we do the right thing? R25. how to talk about and share their opinions on things that matter to them L1. about what rules are, why they are needed, and why different rules are needed for different situations L3. about things they can do to help look after their environment
To understand the terms ‘society’ and ‘citizen’ |
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Year 2 |
How can I stay safe? H29. to recognise risk in simple everyday situations and what action to take to minimise harm H30. about how to keep safe at home (including around electrical appliances) and fire safety (e.g. not playing with matches and lighters) H31. that household products (including medicines) can be harmful if not used correctly H32. ways to keep safe in familiar and unfamiliar environments (e.g. beach, shopping centre, park, swimming pool, on the street) and how to cross the road safely H37. about things that people can put into their body or on their skin; how these can affect how people feel R13. to recognise that some things are private and the importance of respecting privacy; that parts of their body covered by underwear are private R15. how to respond safely to adults they don’t know R16. about how to respond if physical contact makes them feel uncomfortable or unsafe R17. about knowing there are situations when they should ask for permission and also when their permission should be sought R18. about the importance of not keeping adults’ secrets (only happy surprises that others will find out about eventually) R19. basic techniques for resisting pressure to do something they don’t want to do and which may make them unsafe R20. what to do if they feel unsafe or worried for themselves or others; who to ask for help and vocabulary to use when asking for help; importance of keeping trying until they are heard
H33. to know about the people whose job it is to help keep us safe H35. to know what to do if there is an accident and someone is hurt H36. how to get help in an emergency (how to dial 999 and what to say)
How do I stay safe online? R14. that sometimes people may behave differently online, including by pretending to be someone they are not H34. basic 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 L7. about how the internet and digital devices can be used safely to find things out and to communicate with others L8. about the role of the internet in everyday life L9. that not all information seen online is true
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What could I be when I grow up? L14. that everyone has different strengths L17. about some of the strengths and interests someone might need to do different jobs |
What are my responsibilities? L2. how people and other living things have different needs; about the responsibilities of caring for them L3. about things they can do to help look after their environment
To understand the terms ‘society’ and ‘citizen’ |
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Year 3 |
How do we identify risks? H37. 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 H38. how to predict, assess and manage risk in different situations H39. about hazards (including fire risks) that may cause harm, injury or risk in the home and what they can do reduce risks and keep safe H40. about the importance of taking medicines correctly and using household products safely, (e.g. following instructions carefully) H41. strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety; safe use of digital devices when out and about H35. To understand the new opportunities and responsibilities that increasing independence may bring R24. how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know. H46. 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. H47. to recognise that there are laws surrounding the use of legal drugs and that some drugs are illegal to own, use and give to others H48. about why people choose to use or not use drugs (including nicotine, alcohol and medicines); H49. about the mixed messages in the media about drugs, including alcohol and smoking/vaping H50. about the organisations that can support people concerning alcohol, tobacco and nicotine or other drug use; people they can talk to if they have concerns H43. about what is meant by first aid; basic techniques for dealing with common injuries H44. how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say
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How do we decide how to spend our money? L17. about some of the strengths and interests someone might need to do different jobs L 17. about the different ways to pay for things and the choices people have about this L18. to recognise that people have different attitudes towards saving and spending money; what influences people’s decisions; what makes something ‘good value for money’ L19. that people’s spending decisions can affect others and the environment (e.g. Fair trade, buying single-use plastics, or giving to charity) L20. to recognise that people make spending decisions based on priorities, needs and wants |
What does it mean to be part of a community? L4. the importance of having compassion towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others L6. about the different groups that make up their community; what living in a community means L7. to value the different contributions that people and groups make to the community (including public institutions and services, voluntary, community and pressure groups)
To understand the terms ‘society’ and ‘citizen’ |
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Year 4 |
How can I manage my own personal safety? H38. how to predict, assess and manage risk in different situations R 22. about privacy and personal boundaries; what is appropriate in friendships and wider relationships (including online) R24. how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know R25. recognise different types of physical contact; what is acceptable and unacceptable; strategies to respond to unwanted physical contact R26. about seeking and giving permission (consent) in different situations R27. about keeping something confidential or secret, when this should (e.g. a birthday surprise that others will find out about) or should not be agreed to, and when it is right to break a confidence or share a secret R28. how to recognise pressure from others to do something unsafe or that makes them feel uncomfortable and strategies for managing this R29. where to get advice and report concerns if worried about their own or someone else’s personal safety (including online)
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What are my rights and responsibilities? L1. To recognise reasons for rules and laws; consequences of not adhering to rules and laws L2. to recognise there are human rights, that are there to protect everyone L3. about the relationship between rights and responsibilities L4. the importance of having compassion towards others; shared responsibilities we all have for caring for other people and living things; how to show care and concern for others L5. 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) L19. that people’s spending decisions can affect others and the environment (e.g. Fair trade, buying single-use plastics, or giving to charity) R34. how to discuss and debate topical issues, respect other people’s point of view and constructively challenge those they disagree with TJ1.To work collaboratively towards shared goals.
To understand the terms ‘society’ and ‘citizen’ |
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Year 5 |
How do I manage my relationship with technology in a safe way? H13. about the benefits of the internet; the importance of balancing time online with other activities; strategies for managing time online H42. 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 R12. to recognise what it means to ‘know someone online’ and how this differs from knowing someone face-to-face; risks of communicating online with others not known face-to-face R 22. about privacy and personal boundaries; what is appropriate in friendships and wider relationships (including online) R23. 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 R24. how to respond safely and appropriately to adults they may encounter (in all contexts including online) whom they do not know L 11. recognise ways in which the internet and social media can be used both positively and negatively L12. How to assess the reliability of sources of information online; and how to make safe, reliable choices from search results L13. about some of the different ways information and data is shared and used online, including for commercial purposes L14. about how information on the internet is ranked, selected and targeted at specific individuals and groups; that connected devices can share information L15. recognise things appropriate to share and things that should not be shared on social media; rules surrounding distribution of images L16. 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
R19. To understand about the impact of bullying, including offline and online, and the consequences of hurtful behaviour
R20. To know strategies to respond to hurtful behaviour experienced or witnessed, offline and online (including teasing, name calling, bullying, trolling, harassment or the deliberate excluding of others); To how to report concerns and get support
R21. To know about discrimination: what it means and how to challenge it
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How do we keep our money safe? L21. different ways to keep track of money L22. about risks associated with money (e.g. money can be won, lost or stolen) and ways of keeping money safe L23. about the risks involved in gambling; different ways money can be won or lost through gambling-related activities and their impact on health, wellbeing and future aspirations L24. to identify the ways that money can impact on people’s feelings and emotions.
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Year 6 |
How could I provide Emergency or First Aid to somebody else? H10. how medicines, when used responsibly, contribute to health; that some diseases can be prevented by vaccinations and immunisations; how allergies can be managed H43. about what is meant by first aid; basic techniques for dealing with common injuries (including bruises, scalds, bleeds (cuts or nose bleeds. Also how to manage asthma attacks, allergic reactions and a person who is coking or unresponsive. For head injuries pupils will be taught to seek adult help and not attempt to move the person) H44. how to respond and react in an emergency situation; how to identify situations that may require the emergency services; know how to contact them and what to say. |
How do I choose the right job for me? H28. To be able to identify personal strengths, skills, achievements and interests and how these contribute to a sense of self-worth H35. about the new opportunities and responsibilities that increasing independence may bring L25. to recognise positive things about themselves and their achievements; set goals to help achieve personal outcomes L26. that there is a broad range of different jobs/careers that people can have; that people often have more than one career/type of job during their life L27. about stereotypes in the workplace and that a person’s career aspirations should not be limited by them L28. about 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) L29. that some jobs are paid more than others and money is one factor which may influence a person’s job or career choice; that people may choose to do voluntary work which is unpaid L30. about some of the skills that will help them in their future careers e.g. teamwork, communication and negotiation L31. to identify the kind of job that they might like to do when they are older L32. to recognise a variety of routes into careers (e.g. college, apprenticeship, university)
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Themes |
Relationships Education and Health Education Mapped to Thomas Jones’ Personal Development Curriculum
The following table sets out the content grids from the Statutory Guidance for Relationships Education, RSE and Health Education 2020 which have been mapped onto our own programme of study for Personal Development. The table clearly identifies in which year group(s) the statutory content has been addressed.
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Pupils should know: |
KS1 |
KS2 |
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Families and people who care for me |
That families are important for children growing up because they can give love, security and stability. |
Year 1 R2 |
Year 4 and 5 R6 |
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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. |
Year 1 and 2 R1, R4 |
Year 4 and 5 R8 |
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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. |
Year 1 and 2 H22, R3 |
Year 4, 5 and 6 R2, R7 |
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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. |
Year 1 R3 |
Year 3, 4, 5 and 6 R1, R6, R7 |
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That marriage represents a formal and legally recognised commitment of two people to each other which is intended to be lifelong. |
Year 2 R4 |
Year 6 R 3, R5 |
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How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed. |
Year 1 R5 |
Year 4, 5 and 6 R 4, R9 |
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Caring friendships |
How important friendships are in making us feel happy and secure, and how people choose and make friends. |
Year 2 R6 |
Year 3 and 5 R10 |
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The characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties. |
Year 2 R6 |
Year 3 and 5 R11 |
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That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. |
Year 2 R7 |
Year 3, Year 5 R13, R14 |
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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. |
Year 2 R8 |
Year 3, Year 5 R16 |
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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. |
Year 2 R9 |
Year 3, 4 and 5 R 17, R18 |
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Respectful relationships |
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. |
Year 1 and 2 H22, R23, L4, L6 |
Year 3 and 4 R32, R33, L6 |
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Practical steps they can take in a range of different contexts to improve or support respectful relationships. |
Year 2 R6, R8 |
Year 3 and 4 R33, R34 |
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The conventions of courtesy and manners. |
Year 2 R22 |
Year 3 R33 |
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The importance of self-respect and how this links to their own happiness. |
Year 1 and 2 H21, H23, R22 |
Year 4 R31 |
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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. |
Year 2 R22, H22 |
Year 4 R31 |
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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. |
Year 1 and 2 R10, R11, R12 |
Year 3, 4 and 5 R19, R20, R28 |
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What a stereotype is, and how stereotypes can be unfair, negative or destructive. |
Year 1 L4 |
Year 3, 4, 5 and 6 R21, L7, L8, L9 |
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The importance of permission-seeking and giving in relationships with friends, peers and adults. |
Year 2 R15, R17 |
Year 4, 5 and 6 R22, R26, R3, R4 |
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Online relationships |
That people sometimes behave differently online, including by pretending to be someone they are not. |
Year 2 R14 |
Year 5 R23 |
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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. |
Year 2 R12 |
Year 4 and 5 R24, R30, R31 |
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The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them. |
Year 1 and 2 R20 |
Year 4 and 5 R24, R29 |
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How to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met. |
Year 2 R15 |
Year 4 and 5 R24 |
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How information and data is shared and used online. |
Year 2 H34 |
Year 5 L13, L14 |
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Being Safe |
What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context). |
Year 2 R17 |
Year 4 and 5 R22, R28 |
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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. |
Year 1 and 2 R13, R18 |
Year 4 and 5 R27, H42, R22 |
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That each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact. |
Year 1 and 2 R13 |
Year 4 and Year 5 R25 |
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How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know. |
Year 1 and 2 R14, R15, R19 |
Year 4 and 5 R24 |
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How to recognise and report feelings of being unsafe or feeling bad about any adult. |
Year 1 and 2 R20 |
Year 4 and 5 R29, R9, R18 |
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How to ask for advice or help for themselves or others, and to keep trying until they are heard. |
Year 1 and 2 R 12, R20 |
Year 4 and 5 R29, R9, R18 |
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How to report concerns or abuse, and the vocabulary and confidence needed to do so. |
Year 1 and 2 R12 R20 |
Year 4 and 5 R29, R9 |
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Where to get advice e.g. family, school and/or other sources. |
Year 1 and 2 R12 R20 |
Year 4 and 5 R29, R9 |
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Mental Wellbeing |
That mental wellbeing is a normal part of daily life, in the same way as physical health. |
Year 1 H1 |
Year 3 and 6 H15 |
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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. |
Year 1 and 2 H11, H12, H13, H14 |
Year 3 and 5 H17 |
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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. |
Year 1 and 2 H15, H16 |
Year 3, 5 and 6 H19 |
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How to judge whether what they are feeling and how they are behaving is appropriate and proportionate. |
Year 1 H18, H19 |
Year 3, 5 and 6 H20, H21 |
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The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness. |
Year 2 H17 |
Year 3 and 6 H16 |
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Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. |
Year 1 and 2 H18, H20, H24 |
Year 3 and 6 H16 |
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Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support. |
Year 1 and 2 H24, H27, R7 |
Year 3 and 6 H24, R13 |
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That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. |
Year 1 and 2 R10, R11 |
Year 3, 5 R19 |
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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). |
Year 1 and 2 H19, R12 |
Year 3, 5 and 6 H21, R20 |
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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. |
Year 2 H24 |
Year 6 H22 |
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Internet safety and harms |
That for most people the internet is an integral part of life and has many benefits. |
Year 2 L7, L8 |
Year 5 L11 |
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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. |
Year 2 H9 |
Year 5 H13 |
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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. |
Year 1 and 2 R10, R12 |
Year 4 and 5 R30, L11, L15 |
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Why social media, some computer games and online gaming, for example, are age restricted. |
Year 1 H28 |
Year 3 and 5 H37, L23 |
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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. |
Year 2 H34 |
Year 3, 5 H37, R20, L11 |
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How to be a discerning consumer of information online including understanding that information, including that from search engines, is ranked, selected and targeted. |
Year 2 L9 |
Year 4 and 5 L12, L13, L14, L16 |
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Where and how to report concerns and get support with issues online. |
Year 2 H34 |
Year 5 H42 |
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Physical health and fitness |
The characteristics and mental and physical benefits of an active lifestyle. |
Year 1 H1 |
Year 4 H7 |
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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. |
Year 1 H3 |
Year 4 H7 |
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The risks associated with an inactive lifestyle (including obesity). |
Year 1 H3 |
Year 4, 5 H4, H7 |
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How and when to seek support including which adults to speak to in school if they are worried about their health. |
Year 2 H10 |
Year 5 H14 |
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Healthy eating |
What constitutes a healthy diet (including understanding calories and other nutritional content). |
Year 1 H2, H3 |
Year 3, 4 and 6 H1, H6 |
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The principles of planning and preparing a range of healthy meals. |
Year 1 H2 |
Year 3, 4 H6 |
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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). |
Year 1 H2 |
Year 3, 4 and 6 H2, H3, H6 |
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Drugs, alcohol and tobacco |
The facts about legal and illegal harmful substances and associated risks, including smoking, alcohol use and drug-taking. |
Year 2 H37 |
Year 3, 5 and 6 H46, H47, H48 |
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Health and prevention |
How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body. |
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Year 3 and 6 H5 |
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About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer. |
Year 2 H8 |
Year 3 H12 |
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The importance of sufficient good quality sleep for good health and that a lack of sleep can affect weight, mood and ability to learn. |
Year 1 H4 |
Year 4 H8 |
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About dental health and the benefits of good oral hygiene and dental flossing, including regular check-ups at the dentist. |
Year 1 H7 |
Year 3 H11 |
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About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing. |
Year 2 H5 |
Year 3 and 4 H9, H40 |
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The facts and science relating to allergies, immunisation and vaccination. |
Year 2 H6 |
Year 3 and 6 H10 |
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Basic first aid |
How to make a clear and efficient call to emergency services if necessary. |
Year 1 and 2 H35, H36 |
Year 6 H44 |
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Concepts of basic first-aid, for example dealing with common injuries, including head injuries. |
Year 1 and 2 H35, H37 |
Year 6 H43 |
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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. |
Year 1 and 2 H25, H26 |
Year 4 and 6 H30, H31, H32, H34 |
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About menstrual wellbeing including the key facts about the menstrual cycle. |
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Year 4 and 6 H30, H31 |
Special Educational Needs and Disabilities
The personal development of all pupils is a priority to us. We are committed to ensuring that all of our pupils are afforded opportunities to develop the key skills and attributes that we have identified as important for our pupils and that all pupils should have exposure, explore and respond to learning objectives within our core themes. Learning will be differentiated for individual pupils dependent upon their individual needs to ensure that pupils are working towards the learning objectives set for each year group and that activities are supporting development in the key skills and attributes. For children with special educational needs we recognise that more time might need to be taken to ensure children are able to develop within the core themes of healthy relationships, safety, positive physical and mental health, identity and understanding their place in the world.
At Thomas Jones we recognise that some children with special educational needs or disabilities are more vulnerable to abuse and are less likely to report it. For this reason access to our Personal Development curriculum is essential for all pupils with special educational needs or disabilities.
Children’s ability to have their voice heard is essential. At Thomas Jones all children are taught from the time they join us to communicate clearly if they do not like something with the saying ‘Stop, I don’t like it’. Children are also taught to listen to their peers and respond appropriately to ensure that all children’s wishes are heard and respected.