Nursery

Reception

Year 1

Year 2

^For the children to acknowledge the main characters.

^Talk about own attributes and that of others.

^Say what love means and acknowledge people they love.

^Say what they think is special about themselves; say who their friends are and why they value them.

^Acknowledge main characters and appreciate why they are special.

^Talk about own attributes and that of others.

^Identify characteristics of a good friend.

^Encourage independence and confidence.

^Acknowledge what makes us feel good about ourselves and why.

^To understand everyone is different and that differences can be good.

^Identify different feelings experienced by ourselves and others.

^Understand we all have the right to feel safe.

^Understand what we learn at school, why and what we enjoy the most.

^Acknowledge we all like/dislike different things.

^Understand what happens to our body and how this feels when we feel unsafe.

^Create our own helping hand network.

^Understand how to contact emergency services and when we should call them.

^Identify where we feel safe.

^Identify Dot coms feelings and what makes her feel unsafe and what she does to feel safe again.

^Identify Rory, Jasmine & Dot visually and be able to talk about the personal attributes of the characters as well as their own.

^say what they think is special about them;

^say who their friends are and why they value them.

^to talk about their abilities, what they can feel proud of, their dreams and aspirations, likes and dislikes.

^talk about times when they experience a range of feelings;

^identify how they show and manage their feelings;

^describe physical feelings and early warning signs, (what Dot calls ‘uh-oh’ signs), and the possible effects and consequences of chosen

behaviour.

^talk about the emergency services and their roles;

^identify the people on their network’ who they could talk with/turn to for help when feeling unsafe.

^Recognise Rory, Jasmine & Dot and be able to talk about the personal attributes of the characters and also their own.

^say what they think is special/unique/different about them;

^talk about their abilities, what they can feel proud of, their dreams and aspirations, likes and dislikes.

^talk about times when they experience a range of feelings;

^identify how they show and manage their feelings;

^describe physical feelings and early warning signs, (what Dot calls ‘uh-oh’ signs), and the possible effects and consequences of chosen behaviour.

^Talk about the emergency services and their roles;

^identify the people on their ‘network’

who they could talk with/turn to for help when feeling unsafe being able to distinguish ‘network’ people as those with qualities including listening, believing and

doing something to help/help use to help ourselves.

^Describe and identify the main characters from the Dot Com programme.

^Discuss how training/equipment can help people to keep themselves and others safe.

^Become aware of the physical feelings that indicate people are not feeling safe.

^Identify things about them that are special and record examples of why/draw a picture about why they are special, acknowledging their own self-worth

^Identify things they are good at, feel proud of and can do independently.

^Identify and record how they are different from their peers and value these differences.

^Identify and value the different beliefs held by different people and recognise stereotypes.

^Describe the factors that make up an identity and the pressures that can influence this.

^Develop an awareness of how peer-pressure can influence the choices people make in terms of their behaviour.

^Begin to understand PB Theme 1 - 'We all have the right to feel safe all the time.

^Identify physical and emotional feelings and some that could be both e.g. We can feel physically and emotionally hurt etc.  

^Differentiate between a feeling, a thought and a behaviour

^Describe what 'masking' means in terms of hiding a feeling.

^Say why people might choose to 'mask' a feeling with another feeling and/or a behaviour

^Describe what feeling safe feels like in a multi-sensory way

^Start to visualize what safe feels like for them

^Decide how to spend different amounts of money and the effects and consequences of saving/not saving money.

^Describe what to do in order to keep their bodies clean and healthy

^Say what early warning signs are

^Identify examples of things that might feel safe, fun to feel scared, a risk on purpose and unsafe for people

^Start to identify their own early warning signs

^Understand that when they have no choice, no control and no time limit (do not know when something might stop) this means that it is an unsafe situation to be in.

^Identify people that they could have on their personal network/helping hand Know what qualities good network people need to have

^Understand that they will need to review their network to make sure people are still available

^Complete their Personal Network/Helping Hand of Support and acknowledge the need to review this at regular intervals

^Describe the physical feelings associated with feeling angry

^Identify things a person can do to manage angry feelings positively without hurting anyone else. Know that this choice of behaviour is called a 'Protective Interruption'.

^Say what 'safe' and 'unsafe' secrets are and use a 'safe' strategy to decide what to do/who to speak with.

^Identify safe and responsible ways to use social media.

^Identify the key points in the Dot Com programme in terms of personal safety and responsibilities to other people.

Year 3

Year 4

Year 5

Year 6

^Identify Dot and her friends, select the character they like the best and say what it is about them they like.

^Identify things about them that are special and write a short poem and/or draw a picture about being the best they can be,

acknowledging their own self-worth.

^Identify things they like in themselves and suggest things they would like to get better at.

^Identify that we all have basic needs that if met help us to feel safe: this is how we are similar.

^Understand how to care for pets and the responsibilities involved.

^Be able to explain how to keep safe around animals.

^Identify things that they can feel proud of and set realistic goals for achieving more things to feel proud of as well identify ways to make amends when mistakes are made.

^Identify early warning signs experienced in a variety of situations and develop strategies to help feel safe so can make calm and rational

decisions.

^Experience what feeling safe feels like. Identify when early warning signs may take control of behaviour and how to measure safety.

^Identify people they could talk with if they were feeling worried and make decisions that respect ‘We all have the right to feel safe all the time’.

^Experience what risking on purpose feel like; ^Introduce themselves to people they know less well and have a range of things they could talk about.

^Talk and/or write about respectful behaviour and offer examples of how this can be

achieved for individuals and communities.

^Introduce themselves confidently.

^Identify people whose job is it to help other people and keep other people physically safe.

^Discuss and identify environments that feel safe and unsafe as well as things that can be introduced to help places feel and be safer.

^Realise that responsibilities come with having rights.

^Name physical & emotional feelings and make a link between them

^Identify where physical feelings occur in their bodies

^Suggest a range of choices of behaviour linked to a particular event

^Identify ‘safe’ and ‘unsafe’ choices

^Develop coping strategies to help to think clearly.

^Identify the qualities necessary to be a good/safe friend.

^Identify behaviours that help people to feel safe/unsafe with other people.

^Identify rules that will help them to access the internet safely and behaviours that are not in keeping with this

^Identify and discuss examples of peer/gang pressure that can lead to extreme behaviour.

^Identify the characteristics of feeling loved and how this links with feeling safe.

^Recognise behaviours that are not consistent with love, respect and safety.

^Identify things that they can do to maintain their health and develop routines to keep healthy.

^Experience the effect of unhealthy choice on how the body performs.

^Identify safe drugs and say why people may use drugs and other substances to effect the way they feel.

^Understand the risks involved taking legal and illegal drugs/substances.

^Identify their own believes and an awareness of those of other people.

^Find ways to show respect for each other’s believes through discussion and working together.

^Illustrate and discuss what helps a home to feel safe

^Identify roles within families and how children grow into their ability to respond/responsibilities

^Discuss and write about the importance of attending school and what they value about this.

^Talk about the choice people make in terms of what to spend their money on and the pressure they may feel to buy particular products.

^Identify possessions that feel important to them and develop strategies to keep these things safe.

^Discuss their responsibilities to keep items that belong to their communities safe and what to do if these things get lost or broken.

^Identify their strengths and interests with a view to making the most of their abilities and preparing to play an active role as a citizen

^Review their Helping Hand Network to identify people who can help them achieve their dreams whilst feeling safe.

^Design a poster/posters that illustrates ‘We all have the right to feel safe all the time’. Other people have a right to feel safe with us’ and ‘We can talk with someone about anything, even if it feels awful or small.’

^Identify positive things about themselves and their achievements

^Understand that similarities and differences arise from a number of factors.

^Consider the possible jobs or careers open to them

^Understand that skills need to be developed and practiced and set personal goals!

^Understand the success can be achieved through hard work and learning from mistakes and setbacks

^Understand and describe different types of relationships and identify the advantages/

disadvantages of being in a friendship group/gang.

^Understand friendship groups/gangs can exclude others and people can feel vulnerable/unsafe as part of one or when on their own.

^Identify major religions and similarities and differences in beliefs. Be aware of the concept of community and what it means to be part of one.

^Identify unwritten rules/beliefs that can influence behaviour and use early warning

signs to make safe choices.

^Understand that we are responsible for our

behaviour and its effects and consequences.

^Describe some of the early warning/uh-oh signs people feel when they don’t feel safe and some of the effects and consequences of not listening to these and their “inner voice.

^Understand some of the barriers that prevent someone from ‘speaking out’ and that it is important to consider other people’s feelings when deciding what action to take.

^Identify risky situations they might find themselves in and decisions that need to be made. Discuss safe choices and clarify their responsibilities for self and to others.

^Understand why some people choose to bully others, how they might feel and what they might do.!

^Identify strategies to address bullying behaviour that respect that we all have the right to feel safe all the time.

^Understand that everyone feels worried from time to time!

^Make the distinction between feeling worried and safe and feeling worried and unsafe.

^Have practised converting negative statements into empowering statements.

^Say why some people feel angry and what this could lead to

^Identify non-violent ways of resolving disputes!

^Experience what feeling safe feels like and use this and other ‘Protective Interruptions’ to manage angry feelings

^Understand about different types of theft and identify the age of criminal responsibility. ^Explain the effects and consequences of committing a crime!

^Understand the way weapons are portrayed on film and TV is not a true reflection on reality and state reasons why someone might carry a real or replica weapon.

^Identify who to contact if they believe someone may be carrying a replica or real weapon.

^Identify essential and non-essential items needed to survive.

^Recognise the need to saving money and prioritise what to spend it on.

^Know who they can talk with to get advice about money issues.

^Recognise that when someone goes away or dies people can experience strong feelings and be aware of this in others.

^Understand that someone does not stop loving them if they go away.

^Find ways to remember people who they can no longer see.

^Identify differences between primary and secondary school including associated risks in terms of potential new routes to

and from school

^Build a new network/helping hand that could

be used in their new school

^Understand the concept of free time/leisure time and that they have choices about how to spend this time

^Identify ways of spending time that will benefit themselves and others Find ways to manage time efficiently so that they

are organised and have the time to do the things they have to and want to do

^Identify rules that will help them to access

the internet safely as well as behaviours that are not in keeping with this!

N.B we cover moving on at the end of year 4 as this is when our children start to think about secondary and the 11+.

^Identify and describe some of the characters in the Dot Com journals. Select a favourite character and say why they chose them.

^Understand that differences mean we are special

^Understand why we are all different and why it is important always to be the best they can rather than better than others

^Understand the rights of every child

^Know that with rights come responsibilities.

describe some of the similarities and differences between religions

^Understand the consequences of stereotyping/Unwritten Rules

^Identify that having friends meets one of our basic needs and that having older friends can be both positive and negative.

^Define what love, honour and courage mean, look at these from another perspective and identify how loving someone can lead to conflicting feelings.

^Understand that they are responsible for themselves and have responsibilities to other people, describe what feeling safe feels like,

identify people who can help them to feel and stay safe as well as times when it can feel fun to feel scared.

^Describe some of the early warning/’uh-oh’ signs people feel when they don’t feel safe and some of the effects and consequences of not listening to these and their ‘inner voice’.

^Identify a range of foods that help maintain health and understand what different foods do to our bodies.

^Identify different types of risk that could harm them and describe this in terms of accidental, violent, neglectful or abusive. Also construct a network/helping hand for personal safety.

^Know the consequences of taking drugs in terms of short and long term use and have an understanding of the effects of taking illegal drugs.

^Know why some people sell drugs and know the consequences of selling drugs.

^Know how to use aerosols safely and keep themselves safe describe what alcohol does to our bodies and therefore our feelings,

thoughts and behaviour.

^Identify reasons why some people choose to smoke and describe what the effects and consequences of this could be.

^To describe what Crimestoppers is, how to contact them and the reasons for doing so.

^Understand the importance of smoke detectors, fire escapes and the effects and consequences of making hoax calls, arson and calling the emergency services in case of an emergency.

^Be able to identify how to keep safe in the community and explain why they need to tell someone on their network where they are going.

^Outline the dangers of carrying knives and understand the effects and consequences of carrying knives.

^Know the law on carrying knives and know what to do if someone is carrying a knife

^Describe how to keep safe whilst travelling on the roads

^Demonstrate how to look after and save money

^Identify when a secret feels safe or unsafe and know what they could do to feel safe again.

^Identify risky situations they might find themselves in and decisions that need to be made.

^Discuss safe choices and clarify their

responsibilities for themselves and to others.

^Assess risk and understand the effects and consequences of situations or circumstances that they may find themselves in.

^Identify a set of values that are important to them and describe how some values can help keep people safe or unsafe.

^Identify some world religions and describe the values that they have in common.

^To understand the rights of every child and know that with rights come responsibilities.

^To define what love, honour and courage mean, look at these from another perspective and identify how loving someone can lead to conflicting feelings.

^To identify that having friends meets one of our basic needs and that having older friends can be both positive and negative.

^Identify the positives and negatives of being part of a group or gang and evaluate relationships in terms of safe and unsafe.

^To describe what ‘to influence’ means and be aware of potential unwritten rules that might influence the choices people make.

^To understand why some people choose to bully, how bullying affects all the people involved and identify strategies to address bullying behaviour that respects ‘we all have the right to feel safe all the time’.

^Looks at bullying from the point of view of those who see it going on.

^To use the strategy of one-step removed by looking at scenarios involving characters to evaluate safe and unsafe behaviours.

^Be able to reflect on their own responses to situations that to say why some people feel angry and what this could lead to as well as identify non-violent ways of resolving disputes that involve the use of ‘protective interruptions’.

^To understand the way weapons are portrayed on film and TV is not a true reflection on reality and also state reasons why someone might carry a real or replica weapon.

^Identify who to contact if they believe someone may be carrying a replica or real weapon.

^To recognise that when someone goes away or dies people can experience strong feelings and be aware of this in others.

^Understand that someone does not stop loving them if they go away and find ways to remember people who they can no longer see.

^To identify different types of drugs and theft and the age of criminal responsibility.

^Be able to explain the effects and consequences of committing a crime.

^To describe the positive values needed for good teamwork and say why rules are needed when playing and working together.

^To identify who to contact in an emergency and add these ‘up the sleeve’ on their network helping hand.

^To know how to contact the emergency services by dialing 999, know what information they will be asked for and understand the reasons for not making false alarm calls.

^To know what Crimestoppers is, how to

contact them and the reasons for doing so.

^To identify risky situations they might find themselves in and decisions that need to be made. Also, discuss safe choices and clarify their responsibilities for themselves and to others.

^To identify essential and nonessential

items needed to survive, recognise the need to save money and prioritise what to spend it on as well as know who they can talk with to get advice about money issues

^To understand that everyone feels worried from time to time, make the distinction between feeling worried and ‘safe’ and feeling worried and ‘unsafe’ as well as practised converting negative statements into empowering statements

^To describe some of the early warning/’uh-oh’ signs people feel when they don’t feel safe and some of the effects and consequences of

not listening to these and their ‘inner voice’.

^Be aware of the concept of community and what it means to be part of one.

^To understand the concept of free time/leisure time and that they have choices about how to spend this time.

^Identify ways of spending time that will benefit themselves and others and find ways to manage time efficiently so that they are organised and have the time to do the things they have to and want to do.

Reception

Year 1

Year 2

Journey in Love - God loves each of us in our uniqueness

Intellectual – Why is it important to have friends? What makes a good friend?

Physical – How am I unique and different to others? How am I the same as other people?

Emotional – How do good friends make us feel? Who are our friends? How do we play well with our friends?

Social – What is special about me that makes people be my friend? What are my favourite games to play with friends?

Spiritual – How is Jesus our friend? Who is Mary and why is she special to us?

Journey in Love - We meet God’s love in our family

Emotional – What are happy times we celebrate with family? When have we experienced sadness in our families? How do we show love for members of our family?

Intellectual – How do families help us to grow? When do we miss our families? Who are our extended family – communities etc?.

Physical – Who are my family? How do babies grow and change? Love between brothers, sisters and family.

Social – How do we help and care for each other at home? How do we look after babies? What do our families do for us? What do we do to help them?

Spiritual – We are all part of God’s family. How do we grow in God’s family?  How are Jesus, God and Mary part of our family?

Health and Well-being

-Describe their own emotions

- Use simple strategies to manage their feelings

- Communicate their feelings to others

- Recognise what other people are feeling

- Know about people around them

- Can identify how to approach other people for help

- Understand how to care for people

- Identify how other people show their feelings

- Identify that there are people who look after them.

- Recognise the special people in our community who look after us

- Know that they are part of different networks

- Understand how to ask for help

- Know that different people can help them in different ways

- Know that they belong in different communities and groups

- Identify and celebrate their strengths

- Set themselves achievable goals

- Offer constructive support and feedback to others

Identify similarities and differences between people

- Begin to understand ways in which we are all unique

- Make choices to benefit their health

- Understand the benefits of rest

- Begin to understand what we have in common with everyone else

- Make choices to benefit their health

- Understand the benefits of rest and relaxation

Journey in Love - We meet God’s love in our community

Physical – How do we show we belong to a family? What do communities do for each other? How make up our communities?

Emotional – How do communities and family help us develop our feelings and emotions? Are families and communities always happy? How can we help those who are upset in our communities?

Intellectual – Can people be lonely even if they are part of a community? What would we miss if we did not have family or a community? What do we like about the people we know in our families and communities?

Social – Why is community important? What do we give and receive in a community or family?

How important are members of our community?

Spiritual – God is our father, how can we be children of God? As children of God, how do we treat each other? How do we help those who are lonely?

Health and Well-being

- Know about positive and negative feelings

- Understand change and loss and the associated feelings

- Recognise that they might feel conflicting emotions

- Communicate their feelings to others

- Describe their feelings to others

- Recognise how others show feelings

- Identify and respect differences and similarities between people

- Recognise what we have in common with others

- Know ways in which we are all unique

- Recognise their strengths

Set simple but challenging goals

- Identify and respect differences and similarities between people

- Offer constructive support and feedback to others

- Recognise what we have in common with others

- Know ways in which we are all unique

- Learn from their experiences

- Use simple strategies for managing feelings

- Offer constructive support and feedback to others

- Understand the benefits of physical activity

- Make informed choices to improve their physical health

- Know ways in which we are all unique

- Make choices to improve their physical and emotional health

- Know how to maintain a healthy lifestyle including the benefits of rest

- Understand ways in which we are all the same and ways in which we are unique

First Aid

Star 1 - Bleeding and Fractures

Star 2 - Planning for an emergency and CPR

Star 3 - Choking and the use of AED

Star 4 - The unconscious casualty

Star 5 - Burns and Electrocution

Year 3

Year 4

Year 5

Year 6

Journey in Love - how we live in love

Physical - Who takes care of me? How I look after myself? How am I changing from when I was a baby?

Social - How do I keep myself safe? How do I help others to make and keep friends? How do I take care of others?

Emotional - How do I feel when a friend is not there for me? How do your friends feel when you are not there for them? How can you be a more supportive friend?

Intellectual - Recognise the difference between being alone and being lonely.  Recognise the need for personal privacy.

Spiritual - How can I forgive and include others like Jesus did?

Health and Well-being

- Celebrate their achievements

- Recognise different types of relationships

- Recognise that differences between people arise from a number of factors

- Understand that we are all unique

- Know what being part of a community means

- Develop skills to form and maintain healthy relationships

- Recognise that their actions affect others

- Recognise and respond to a range of feelings in others

- See and respect others’ points of view

- Identify their strengths

- Recognise that their actions affect others

- Understand personal boundaries: what they are willing to share with others

- Recognise what it means to be part of a community

- Recognise when they need to ask for help

- Know how to ask for help

- Set high aspirations and goals

- Work collaboratively towards shared goals

- Know that their actions affect themselves and others

- Know what positively and negatively affects their health

- Make informed choices

- Understand the benefits of a balanced diet

- Recognise increased independence means increased responsibility

- Work collaboratively towards shared goals

- Understand that they have different responsibilities

- Beginning to understand the concept of a balanced lifestyle

- Know what positively and negatively affects their health

First Aid

Challenge 1 - Hot and Cold Video

​Challenge 2 - Bites and Stings

Challenge 3 - Asthma and Anaphylaxis 

Challenge 4 - Diabetes and Seizures 

Challenge 5 - Heart Attacks and Strokes

Journey in Love - God loves us in our differences.

Physical - Continue to recognise that all pupils grow at different rates.  Name the different male and female body parts. Identify the development of the baby in the womb.

Social - How do I learn to accept and celebrate who I am? How do I accept differences in others? How do I deal with differences and manage the conflicts that arise?

Emotional - How do I appreciate my own gifts, talents and achievements and all that makes me unique? How do I appreciate others and the gifts they have been given?  How do I deal with the natural, negative emotions that present themselves?

Intellectual - Can I identify and name my feelings?  Do I know and understand what these feelings are?  How do I deal with what I feel and can I analyse my feelings and actions?

Spiritual – How does the bible and Jesus teach us to love?

Health and Well-being

- Understand what positively and negatively affects their emotional health

- Recognise increased independence means increased responsibility

- Recognise and respond to a range of feelings in others

- Know that they have different responsibilities

- Understand what positively and negatively affects their emotional health

- Recognise and respond to a range of feelings in others

- Recognise different types of relationship

- Know how their behaviour affects other people

- Know what being part of a community means

- See and respect others’ points of view

- Identify their strengths

- Reflect on and celebrate their achievements

- Recognise how their behaviour affects themselves and others

- Know what being part of community means

- Recognise that they have different responsibilities, rights and duties

- Develop the skills to ask for help

- Recognise conflicting emotions and when/how to overcome these

- Build resilience

- Respond appropriately to a range of feelings in others

- Understand that they actions affect themselves and others

- Develop skills to exercise responsibilities

- Develop strategies for getting support for themselves

- Know what positively and negatively affects their health

- Understand the benefits of a balanced diet

- Know routines can help prevent the spread of virus and bacteria

- Know that they have different responsibilities

- Know what positively and negatively affects their health

- Make informed choices

- How they can help keep themselves healthy

First Aid

Star 1 - Bleeding and Fractures

Star 2 - Planning for an emergency and CPR

Star 3 - Choking and the use of AED

Star 4 - The unconscious casualty

Star 5 - Burns and Electrocution

Journey in Love –

Physical and Intellectual - Identify and celebrate the ways I have changed since birth. Discuss the external and internal changes which happen to boys and girls in puberty. Recognise that sexual development is a natural part of human growth and that physical changes from child to adult mean the ability and potential to become a mother or father. Understand the purpose of the menstrual cycle and the importance of hygiene for boys and girls.

Social and Emotional - Recognise behaviour changes as we grow up.  Reflect on ways to become more sensitive to the emotional development of oneself and others. Identify how our responsibilities change, as we grow older. Who is dependent on me and who do I depend on?

Spiritual - Celebrate the wonder of change. What do we like about growing up? What can be difficult about growing up spiritually, emotionally and physically?

Health and Well-being

- Know what positively and negatively affects their mental and emotional health

- Know how to make informed choices

- Know how to communicate their feelings to others

- Consider the consequences of antisocial, harmful behaviour

- Know how to ask for help

- Recognise when they need to ask for help

- Recognise that differences between people arise from a number of factors

- Know what being part of a community means

- Know how to ask for help

- Recognise when they need to ask for help

Identify their strengths

- Work collaboratively towards shared goals

- Recognise when they need help

- Develop the skills to ask for help

- Build resilience

- Understand that they actions affect themselves and others

- Develop skills to exercise responsibilities

- Develop strategies for getting support for themselves

- Understand positive and negative emotions

- Know what positively and negatively affects their health

- Understand what a balanced lifestyle is

- Understand that they have different responsibilities

- Know what positively and negatively affects their health

- Understand what a balanced lifestyle is

First Aid

Challenge 1 - Hot and Cold Video

​Challenge 2 - Bites and Stings

Challenge 3 - Asthma and Anaphylaxis 

Challenge 4 - Diabetes and Seizures 

Challenge 5 - Heart Attacks and Strokes

Journey in Love - The wonder of God’s love in creating new life

Intellectual - Humans grow up in the circle of life and love.

Physical - Explain how human life is conceived. Understand how a child grows within the mother's womb. Identify the organs and reproductive systems of male and female humans.

Emotional - Understanding of how relationships develop. The different types of loving relationships that exist between people as we grow older.

Social - Recognise and compile a list of the signs of love expressed in those around us.  Reflect on the different degrees of friendship that exist. How do we share God’s love with each other?

Spiritual - Understand that God causes new life to begin. Celebrate God's creative love. The Church celebrates the Sacrament of Marriage and the importance of community.

Health and Well-being

- Recognise how images online do not always reflect reality and can affect how people feel about themselves

- Recognise how to respond to a range of feelings in others

- Examine what’s presented to us in social media

- Understand how social media can misrepresent or mislead

- Describe the range and intensity of their feelings to others

- Develop strategies to resolve disputes and conflicts through negotiation and compromise

- Listen to other people and raise own concerns

- Understand consequences of antisocial, aggressive, harmful behaviour

- Recognise when they need help and know how to ask for it

- Identify their strengths

- Work collaboratively towards shared goals

- Develop the skills to ask for help

- Build resilience

- Set high aspirations and goals

- Understand that they actions affect themselves and others

- Develop skills to exercise responsibilities

- Develop strategies for getting support for themselves

- Know what positively and negatively affects their health

- Understand the benefits of a balanced diet

- Understand what a balanced lifestyle is

- Understand that they have different responsibilities

- Know what positively and negatively affects their health

- Understand what a balanced lifestyle is