Progressive content

Children will learn

Danger, risk or hazard?

• Define the terms 'danger', 'risk' and 'hazard' and explain the difference between them;

• Identify situations which are either dangerous, risky or hazardous;

• Suggest simple strategies for managing risk.

How dare you!

• Define what is meant by the word 'dare';

• Identify from given scenarios which are dares and which are not;

• Suggest strategies for managing dares.

Keeping ourselves safe

• Describe stages of identifying and managing risk;

• Suggest people they can ask for help in managing risk.

Raisin challenge (2)

• Understand that we can be influenced both positively and negatively;

• Give examples of some of the consequences of behaving in an unacceptable, unhealthy or risky way.

Picture wise

• Identify images that are safe/unsafe to share online;

• Know and explain strategies for safe online sharing;

• Understand and explain the implications of sharing images online without consent.

Medicines - check the label

• Understand that medicines are drugs;

• Explain safety issues for medicine use;

• Suggest alternatives to taking a medicine when unwell;

• Suggest strategies for limiting the spread of infectious diseases (e.g. hand-washing routines).

Knowing the norms

• Understand some of the key risks and effects of smoking and drinking alcohol;

• Understand that increasing numbers of young people are choosing not to smoke and that not all people drink alcohol (Social Norms theory).

Traffic lights

• Identify strategies for keeping personal information safe online;

• Describe safe behaviours when using communication technology.

Progressive content

Children will learn

Who helps us stay healthy & safe?

• Explain how different people in the school and local community help them stay healthy and safe;

• Define what is meant by 'being responsible';

• Describe the various responsibilities of those who help them stay healthy and safe;

• Suggest ways they can help the people who keep them healthy and safe.

Its your right

• Understand that humans have rights and also responsibilities;

• Identify some rights and also responsibilities that come with these.

How do we make a difference

• Understand the reason we have rules;

• Suggest and engage with ways that they can contribute to the decision-making process in school (e.g. through pupil voice/school council);

• Recognise that everyone can make a difference within a democratic process.

In the news

• Define the word influence;

• Recognise that reports in the media can influence the way they think about a topic;

• Form and present their own opinions based on factual information and express or present these in a respectful and courteous manner.

Safety in numbers

• Explain the role of the bystander and how it can influence bullying or other anti-social behaviour;

• Recognise that they can play a role in influencing outcomes of situations by their actions.

Harold's expenses

• Define the terms 'income' and 'expenditure';

• List some of the items and services of expenditure in the school and in the home;

• Prioritise items of expenditure in the home from most essential to least essential.

Why pay taxes?

• Explain what is meant by the terms 'income tax', 'National Insurance' and 'VAT';

• Understand how a payslip is laid out showing both pay and deductions;

• Prioritise public services from most essential to least essential.