Progressive content

Children will learn

Harold's Picnic

• Understand that medicines can sometimes make people feel better when they’re ill;

• Give examples of some of the things that a person can do to feel better without use of medicines, if they are unwell;

• Explain simple issues of safety and responsibility about medicines and their use.

How safe would you feel?

• Identify situations in which they would feel safe or unsafe;

• Suggest actions for dealing with unsafe situations including who they could ask for help.

What should Harold say?

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

I don't like that

• Recognise that body language and facial expression can give clues as to how comfortable and safe someone feels in a situation;

• Identify the types of touch they like and do not like;

• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

Fun or not?

• Recognise that some touches are not fun and can hurt or be upsetting;

• Know that they can ask someone to stop touching them;

• Identify who they can talk to if someone touches them in a way that makes them feel uncomfortable.

Should I tell?

• Identify safe secrets (including surprises) and unsafe secrets;

• Recognise the importance of telling someone they trust about a secret which makes them feel unsafe or uncomfortable.

Progressive content

Children will learn

Getting on with others

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

When I feel like erupting

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

Feeling Safe

• Identify special people in the school and community who can help to keep them safe;

• Know how to ask for help.

Harold saves for something special

• Understand that people have choices about what they do with their money;

• Know that money can be saved for a use at a future time;

• Explain how they might feel when they spend money on different things.

How can we look after our environment?

• Identify what they like about the school environment;

• Identify any problems with the school environment (e.g. things needing repair);

• Make suggestions for improving the school environment;

• Recognise that they all have a responsibility for helping to look after the school environment.