Progressive content

Children will learn

Safe or unsafe?

• Identify situations which are safe or unsafe;

• Identify people who can help if a situation is unsafe;

• Suggest strategies for keeping safe.

Danger or risk?

• Define the words danger and risk and explain the difference between the two;

• Demonstrate strategies for dealing with a risky situation.

The risk robot

• Identify risk factors in given situations;

• Suggest ways of reducing or managing those risks.

None of your business

• Know that our body can often give us a sign when something doesn't feel right; to trust these signs and talk to a trusted adult if this happens;

• Recognise and describe appropriate behaviour online as well as offline;

• Identify what constitutes personal information and when it is not appropriate or safe to share this;

• Understand and explain how to get help in a situation where requests for images or information of themselves or others occurs.

Super searcher

• Evaluate the validity of statements relating to online safety;

• Recognise potential risks associated with browsing online;

• Give examples of strategies for safe browsing online.

Help or harm?

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

Alcohol & cigarettes; the facts

• Identify some key risks from and effects of cigarettes and alcohol;

• Know that most people choose not to smoke cigarettes; (Social Norms message)

• Define the word 'drug' and understand that nicotine and alcohol are both drugs.

Progressive content

Children will learn

Helping each other to stay safe

• Identify key people who are responsible for them to stay safe and healthy;

• Suggest ways they can help these people.

Recount task

• Understand the difference between 'fact' and 'opinion';

• Understand how an event can be perceived from different viewpoints;

• Plan, draft and publish a recount using the appropriate language.

Our helpful volunteers

• Define what a volunteer is;

• Identify people who are volunteers in the school community;

• Recognise some of the reasons why people volunteer, including mental health and wellbeing benefits to those who volunteer.

Can Harold afford it?

• Understand the terms 'income', 'saving' and 'spending';

• Recognise that there are times we can buy items we want and times when we need to save for items;

• Suggest items and services around the home that need to be paid for (e.g. food, furniture, electricity etc.)

Earning money

• Explain that people earn their income through their jobs;

• Understand that the amount people get paid is due to a range of factors (skill, experience, training, responsibility etc.)

Harold's environment project

• Define what is meant by the environment;

• Evaluate and explain different methods of looking after the school environment;

• Devise methods of promoting their priority method.