Progressive content

Children will learn

Human machines

• Demonstrate strategies for working on a collaborative task;

• Define successful qualities of teamwork and collaboration.

Ok or not (part 1) ?

• Explain what we mean by a ‘positive, healthy relationship’;

• Describe some of the qualities that they admire in others.

Ok or not (part 2)?

• Recognise that there are times when they might need to say 'no' to a friend;

• Describe appropriate assertive strategies for saying 'no' to a friend.

An email from Harold

• Describe 'good' and 'not so good' feelings and how feelings can affect our physical state;

• Explain how different words can express the intensity of feelings.

Different feelings

• Identify a wide range of feelings;

• Recognise that different people can have different feelings in the same situation;

• Explain how feelings can be linked to physical state.

Under pressure

• Give examples of strategies to respond to being bullied, including what people can do and say;

• Understand and give examples of who or where pressure to behave in an unhealthy, unacceptable or risky way might come from.

Progressive content

Children will learn

Can you sort it?

• Define the terms 'negotiation' and 'compromise';

• Understand the need to manage conflict or differences and suggest ways of doing this, through negotiation and compromise.

What would you do?

• List some of the ways that people are different to each other (including differences of race, gender, religion);

• Recognise potential consequences of aggressive behaviour;

• Suggest strategies for dealing with someone who is behaving aggressively.

The people we share our world with

• List some of the ways in which people are different to each other (including ethnicity, gender, religious beliefs, customs and festivals);

• Define the word respect and demonstrate ways of showing respect to others' differences.

Friend or acquaintance?

• Recognise that they have different types of relationships with people they know (e.g. close family, wider family, friends, acquaintances);

• Give examples of features of these different types of relationships, including how they influence what is shared. Adoption mentioned - cohort sensitivity maybe required.

Islands

• Understand that they have the right to protect their personal body space;

• Recognise how others' non-verbal signals indicate how they feel when people are close to their body space;

• Suggest people they can talk to if they feel uncomfortable with other people's actions towards them.