SEAL and PSHE mapping... · 2g - what improves and harms local, natural and built environment and...

SEAL

SOCIAL AND EMOTIONAL ASPECTS OF LEARNING

SEAL AND PSHE

MAPPING TOOLS / ASSESSMENT TOOLS

www.healthpromcornwall.org/ [email protected]

Highlighted reference numbers (in orange) NOT covered by SEAL curriculum

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Year One

Active citizenship Being the best I can. Developing their abili-ties. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a positive way. 2a-take part I discussions one-to-one and whole class. 2b - debate topical issues. 2c - recognise choices make recognise differ-ence between right /wrong. 2d - agree and follow rules for group/class and understand how they help.

Developing a healthy lifestyle Sex education 3b - maintain personal hygiene 3d - understand the proc-ess of growing young to old how needs change. 3e - name the main parts of the body.

Developing good Relationships Making a happy school. 4b - listen to others play and work co-operatively. 4c - identify and respect differences and similari-ties between people. 4d - family and friends should care for each other.

Active citizenship Improving the environment. 2e - realise people and other living things have needs and they have re-sponsibility to meet them. 2f - they belong to vari-ous groups/communities eg. Family/school. 2g - what improves and harms local, natural and built environment and how to look after them.

Developing a healthy lifestyle personal hy-giene Active citizenship 3a - how to make simple choices that improve their health and well being. 3b - maintain personal hygiene. 3c - how some diseases spread and can be con-trolled.

Developing a healthy lifestyle road safety Developing their abili-ties. 3g - rules for and ways of keeping safe including basic road safety and people who can keep them safe. 1c - recognise name and deal with feelings posi-tively. 1d - think about them-selves learn from their experience and recognise what they’re good at. 1e - how to set simple goals.

Class code Unit 1Taking Part

Science QCA growth Hygiene hand washing.

Unit 5 Diverse World

Unit 6 Link to geography

Healthy eating/hygiene Unit 4 People who help us. Make local environ-ment safe. Link to geography and DT.

Road safety Unit 5 Diverse World

PSHE & C Planning KS1


Year Two

Active citizenship Being the best class. 2a - take part in discus-sions one-to-one and whole class. 2c - recognise choices make and difference be-tween right and wrong. 2d - agree and follow rules for group/class un-derstand how rules help. 2e - realise people and other living things have needs and they have re-sponsibility to meet them.

Developing a healthy lifestyle Drug Education 3f - all household prod-ucts including medicines can be harmful if not used properly. 3g - rules for and ways of keeping safe including basic road safety and people who help them keep safe.

Developing a healthy lifestyle firesafety Active citizenship 3f - all household prod-ucts including medicines can be harmful if not used properly. 3g - rules for and ways of keeping safe including basic road safety and people who help them keep safe. 2e - realise people and other living things have needs and they have re-sponsibilities to meet them.

Developing good relationships. Combating bullying 4a - recognise how their behaviour affects other people. 4b - listen to others play and work co-operatively. 4e - there are different types of teasing and bul-lying that bullying is wrong and how to get help dealing with bully-ing.

Active citizenship Charities project 2b - to take part in a sim-ple debate about a topical issue. 2h - to contribute to the life of the class and school. 2i - realise money comes from different sources and can be used for dif-ferent purposes.

Developing their abili-ties. Preparing to move on. 1a - Recognise what they like/dislike what is fair/unfair what is right/wrong. 1b - to share their opin-ions on things that matter to them and explain their views. 1c - recognise name and deal with feelings posi-tively. 1d - think about them-selves learn from their experience and recognise what they’re good at. 1e - how to set simple goals.

Class code Unit 1Taking Part move on from year One.

Drug education Link to science drug/electrical safety.

Fire safety Liaison Officer Link to history.


Charities project Unit 2 Making choices Unit 3 Animals and us.




Year three

Developing their abilities Making the best of me. 1a - to talk & write about their opinions, explain their views re issues affect them/society. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible choices, take action.

Active citizenship The good society. 2a - to research, discuss, debate topical issues, problems, events. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - to reflect on spiritual, moral, social, cultural issues. Use imagination to understand other peo-ple’s experience.

Developing a healthy lifestyle The healthy me. 3a - Healthy lifestyle benefits exercise healthy eating. What affects men-tal health how to make informed choices. 3b - bacteria and viruses can affect health follow-ing simple routines can reduce their spread. 3g - school rules about health and safety, basic emergency aid proce-dures and where to get help.

Developing good rela-tionships Making the most of groups. 4a - understand actions affect themselves/others. Care about others feel-ings and see things from their point of view. 4c - aware different types relationship marriage/friends/families. Develop skills have effective rela-tionships. 4g - Where individuals, families, groups can get help.

Developing their Abilities Looking to the future. 1b - Recognise worth as individuals by identifying positive things about themselves/their achieve-ments. See mistakes, make amends, set per-sonal goals. 1e - range of jobs carried out by people they know. How they can develop the skills to contribute in the future. 1f - look after money understand the value of saving.

Active citizenship What does it mean to be British? 2i - appreciate range na-tional regional religious ethnic identities in the UK. 2k - to explore how the media presents informa-tion.

Unit 8 rules belonging confidence

P.E. team skills rules. Unit 1 taking part in the community.

Link to science healthy eating health and safety. P.E. exercise Circle time discussion.

Link P.E. team games Circle time Unit 5 Diverse world.

Circle time Unit 5 diverse world.

Link to history settlers. Unit 11 Media.




Year Four

Active citizenship Making a parliament. 2g - what democracy is and the basic institutions that support it locally/nationally. 2h - recognise the role of voluntary, community and pressure groups. 2j - resources can be allocated in different ways & these economic choices affect individs/communities/sustainability environ.

Dev good relationships Active Citz. Global me. 4b - think about lives people other places/times with diff values/customs. 4c - diff types relation-ship marriage/friends/family. Develop skills to be effective in relats. 4d - realise nature/consequences racism teasing bullying aggres-sive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 2k - to explore how the media present informa-tion

Active citizenship Dev good relationships Celebrating differences. 2c - realise consequences aggressive/anti social behaviour on individuals/communities. 2e - reflect on spiritual moral social cultural is-sues use imagination un-derstand others’ experi-ence. 2f - resolve diffs looking at alternatives make deci-sions explain choices. 4d - realise nature/consequences racism teasing bullying aggres-sive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 4f - diffs/similarities of people due to cultural/ethnic/racial/religious diversity/gender/disability.

Active Citizenship Developing a healthy lifestyle/fire safety. 2d - different kinds re-sponsibilities, rights, du-ties at home/school/community they can con-flict with eachother. 3e - recognise the risks in different situations. De-cide how to behave re-sponsibly. Road use/acceptable bodily contact. 3f - may be pressured to behave in an unaccept-able/risky way by people you know. How to resist pressure and ask for help.

Developing their abili-ties Developing a healthy lifestyle making the most of mind/body. 1a - talk/write about opin-ions. Explain views is-sues that affect them-selves/society. 1b - recognise worth as indivds identify positive things about selves their achievements. See mis-takes make amends set personal goals. 1c - face new challenges positively by collecting info, making responsible choices, taking actions. 1d - puberty changes emotions how to deal with feelings positively. 3a - healthy lifestyle benefits exercise/healthy eating. What affects men-tal health make informed choices. 3b - bacteria viruses af-fect health simple rou-tines can reduce their spread. 3g - School rules re health safety basic emer-gency aid procedures and where to get help.

Developing a healthier lifestyle Drug education 3d - which commonly available substances/drugs are legal and ille-gal. Their effects/risks. 3e - recognise the risks in different situations. De-cide how to behave re-sponsibly. Road use/acceptable bodily contact 3f - may be pressured to behave in an unaccept-able/risky way by people you know. How to resist pressure and ask for help.

Link to history Unit 10 local democracy (Unit 8)

Unit 7 Children’s rights/human rights.

Unit 7 as before. Fire safety Liaison Officer.

Unit 2 Making choices Link P.E. exercise/hygiene

Drug education.




Year Five

Active citizenship Creating a good soci-ety for all. 2a - to research, dis-cuss, debate topical issues, problems, events. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - to reflect on spiri-tual, moral, social, cultural issues. Use imagination to under-stand other people’s experience.

Developing their abilities Achieving my best. 1a - to talk & write about their opinions, explain their views re issues affect them/society. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible choices, take action.

Active citizenship What does it mean to belong? 2i - appreciate range national regional reli-gious ethnic identities in the UK. 2k - to explore how the media presents infor-mation.

Developing good rela-tionships Dealing with others. 4a - understand actions affect themselves/others. Care about oth-ers feelings and see things from their point of view. 4c - aware different types relationship mar-riage/friends/families. Develop skills have effective relationships. 4g - Where individu-als, families, groups can get help.

Developing a health-ier lifestyle/sex educa-tion. 3c - how the body changes as they ap-proach puberty.

Developing their abilities. Me in ten years time and more. 1b - Recognise worth as individuals by iden-tifying positive things about themselves/their achievements. See mistakes, make amends, set personal goals. 1e - range of jobs car-ried out by people they know. How they can develop the skills to contribute in the fu-ture. 1f - look after money understand the value of saving.

Geography uses water/environment. Link history social reform Unit 1 Taking part.

Personal statements Unit 8 Rules and laws.

Unit 5 Diverse world. Unit 5 Diverse world. Sex education school nurse.

Unit 1 Taking part




Year Six

Active citizenship Looking at government. .2g - what democracy is and the basic institutions that support it locally/nationally. 2h - recognise the role of voluntary, community and pressure groups. 2j - resources can be allo-cated in different ways & these economic choices affect individs/communities/sustainability environ.

Developing good rela-tionships Active citizenship my place in the world. 4b - think about lives people other places/times with diff values/customs. 4c - diff types relation-ship marriage/friends/family. Develop skills to be effective in relats. 4d - realise nature/consequences racism teasing bullying aggres-sive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 2k - explore how the me-dia present information.

Active citizenship Developing good rela-tionships multi-cultural Britain. 2c - realise consequences aggressive/anti social behaviour on individuals/communities. 2d - different kinds of responsibilities/rights/duties at home, school, community. These can sometimes conflict with eachother. 2e - reflect on spiritual moral social cultural is-sues use imagination un-derstand others’ experi-ence. 2f - resolve diffs looking at alternatives make deci-sions explain choices. 4d - realise nature/consequences racism teasing bullying aggres-sive behaviour. How to respond ask for help. 4e - recognise/challenge stereotypes. 4f - diffs/similarities of people due to cultural/ethnic/racial/religious diversity/gender/disability.

Developing a healthier lifestyle. Fire safety. 3e - recognise the risks in different situations. De-cide how to behave re-sponsibly. Road use/acceptable bodily contact. 3f - may be pressured to behave in an unaccept-able/risky way by people you know. How to resist pressure and ask for help

Developing their abili-ties Developing a healthier lifestyle sex education. 3c - how the body changes as they approach puberty. 1a - talk/write about opin-ions. Explain views is-sues that affect them-selves/society. 1b - recognise worth as indivds identify positive things about selves their achievements. See mis-takes make amends set personal goals. 1c - face new challenges positively by collecting info, making responsible choices, taking actions. 1d - Recognise as ap-proach puberty how feel-ings change and how to deal with feelings to-wards selves/family/others positively.

Developing a healthier lifestyle drug education. 3d - which commonly available substances/drugs are legal and ille-gal. Their effects/risks. 3e - recognise the risks in different situations. De-cide how to behave re-sponsibly. Road use/acceptable bodily contact 3f - may be pressured to behave in an unaccept-able/risky way by people you know. How to resist pressure and ask for help.

Class code Unit 10 Local democracy.

Own resources 4bcde Unit 11 Media

Answers book 2 Unit 2 Making choices Unit 5 diverse world

Fire safety Answers book 2

Answers book 2 Sex education

Lung puppets The bag video Police Liaison Officer Answers book 2 units 5, 12, 13.

PSHE & C Highlighted reference numbers (in orange) NOT covered by SEAL curriculum

Autumn 1 New Beginnings

Autumn 2 Getting on falling out

Spring 1 Going for goals

Spring 2 Good to be me

Summer 1 Relationships

Summer 2 changes

Year One

Belonging, self-awareness, managing my feelings, understanding others’ feelings, making choices, understanding rights/responsibilities. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a posi-tive way. 2a-take part I discussions one-to-one and whole class. 2b - debate topical issues. 2c - recognise choices make recognise difference between right /wrong. 2d - agree and follow rules for group/class and under-stand how they help. 2e - Contribute to the life of the class/school. 3a - Recognise how behaviour affects others. 3b - Listen to others, work/play co-operatively. 4b Listen to others play and work co-operatively. 4c - identify/respect peoples differences.

Friendship, seeing things from another point of view, working together, managing feelings (anger), resolving conflict. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1c - recognise, name and deal with feelings in a posi-tive way. 1d - To think about them-selves, learn from experi-ences, recognise what good at. 1e - how set simple goals. 2c - recognise choices make recognise difference between right /wrong. 2h - contribute to life class/school. 4a - Recognise behaviour affects others. Care about others feelings see from their point of view. 4b - Listen to others play and work co-operatively. 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother.

Knowing myself, setting realistic goals, planning to reach goals, persis-tence, making choices, evaluation & review. 1c - recognise, name deal with feelings positively. 1d - think about themselves, learn from experience, recognise what good at. 1e - To know how to set a simple goal. 4a - recognise how their behaviour affects others. Care about others feelings see from their point of view.

Knowing myself, under-standing my feelings, managing my feelings, standing up for myself, making choices. 1c - recognise, name and deal with feelings in a posi-tive way. 1d - To think about them-selves, learn from experi-ences, recognise what good at. 1e - how set simple goals. 1h - to contribute to life of class/school. 4b - Listen to others play and work co-operatively. 4c - identify/respect peoples differences. 4g - consider social/moral dilemmas in everyday lives.

Knowing myself, under-standing my feelings, managing my feelings, understanding the feel-ings of others. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a posi-tive way. 1d - think about themselves, learn from experience, recognise what good at. 4a - recognise how their behaviour affects others. Care about others feelings see from their point of view. 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother. 4e - realise nature/consequences racism/bullying how respond ask help. 4f - Differences/similarities due to cultural, ethnic, ra-cial, religious , gender, disability. 4g - Where get help sup-port from.

Knowing myself, plan-ning to reach a goal, making choices. 1c - recognise, name deal with feelings positively. 1d - To think about them-selves, learn from experi-ences, recognise what good at. 1e - how to set a simple goal. 2a-take part I discussions one-to-one and whole class. 2c - recognise choices make recognise difference between right /wrong. 4a - recognise how their behaviour affects others. Care about others feelings see from their point of view. 4c - identify/respect peoples differences.

Class code Unit 1Taking Part

Science QCA growth Hygiene hand washing.


Unit 6 Link to geography

Healthy eating/hygiene Unit 4 People who help us. Make local environment safe. Link to geography and DT.

Road safety Unit 5 Diverse World






Summer 2 changes

Year Two

Belonging, self-awareness, managing my feelings, understanding others’ feelings, making choices, understanding rights/responsibilities. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a posi-tive way. 1d - How to set a simple goal. 2a-take part I discussions one-to-one and whole class. 2b - debate topical issues. 2c - recognise choices make recognise difference between right /wrong. 2d - agree and follow rules for group/class and under-stand how they help. 2e - Contribute to the life of the class/school. 3a - Recognise how behaviour affects others. 3b - Listen to others, work/play co-operatively. 4b - Family/friends should care for eachother. 4c - identify/respect peo-ples differences.

Friendship, seeing things from another point of view, working together, managing feelings (anger), resolving conflict. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1c - recognise, name and deal with feelings in a posi-tive way. 1d - To think about them-selves, learn from experi-ences, recognise what good at. 1e - how set simple goals. 2c - recognise choices make recognise difference between right /wrong. 2h - contribute to life class/school. 4a - Recognise behaviour affects others. Care about others feelings see things their point of view. 4b - Listen to others play and work co-operatively. 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother.

Knowing myself, setting realistic goals, planning to reach goals, persis-tence, making choices, evaluation & review. 1c - recognise, name deal with feelings positively. 1d - think about themselves, learn from experience, recognise what good at. 1e - To know how to set a simple goal. 4a - recognise how their behaviour affects others. Care about others feelings see things from their point of view.

.Knowing myself, under-standing my feelings, managing my feelings, standing up for myself, making choices. 1c - recognise, name and deal with feelings in a posi-tive way. 1d - To think about them-selves, learn from experi-ences, recognise what good at. 3d - the process of growing older and how peoples needs change.

Knowing myself, under-standing my feelings, managing my feelings, understanding the feel-ings of others. 1a - recognise what they like/dislike, fair/unfair, right/wrong. 1b - share opinions and explain views. 1c - recognise, name and deal with feelings in a posi-tive way. 1d - think about themselves, learn from experience, recognise what good at. 4a - recognise how their behaviour affects others. Care about others feelings see from their point of view. 4c - identify/respect peoples differences. 4d - Family/friends should care for eachother. 4e - realise nature/consequences racism/bullying how respond ask help. 4f - Differences/similarities due to cultural, ethnic, ra-cial, religious , gender, disability. 4g - Where get help sup-port from.

Knowing myself, plan-ning to reach a goal, making choices. 1c - recognise, name deal with feelings positively. 1d - To think about them-selves, learn from experi-ences, recognise what good at. 1e - how to set a simple goal. 2a-take part I discussions one-to-one and whole class. 2c - recognise choices make recognise difference between right /wrong. 4a - recognise how their behaviour affects others. Care about others feelings see from their point of view. 4c - identify/respect peoples differences.

Class code Unit 1Taking Part move on from year One.

Drug education Link to science drug/electrical safety.

Fire safety Liaison Officer Link to history.


Charities project Unit 2 Making choices Unit 3 Animals and us.






Summer 2 changes

Year three

Belonging, self-awareness, understanding my feelings, understandings the feel-ings of others, managing my feelings, social skills, making choices, under-standing rights and re-sponsibilities. 1b - recognise their worth, identify positive things re them-selves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsi-ble choices, take action. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2d - there are different kinds responsibilities, rights, duties at home/school/community they can conflict. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types rela-tionship marriage/friends/families. Develop skills have effective relationships. 4d - realise nature and conse-quences racism, teasing, bullying, aggressive behaviours and how to respond to them ask for help.

Friendship, seeing things others’ point of view, working together, manag-ing feelings (anger), resolv-ing conflict. 1b - recognise their worth, identify positive things re them-selves their achievements. See mistakes, make amends, set personal goals. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 2f - Resolve differences by looking at alternatives, make decisions, explain choice. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4f - Differences/similarities between people arise from a number of factors, cultural, ethnic, racial, religious, gender, disability.

Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & review. 1b - recognise their worth, identify positive things re them-selves their achievements. See mistakes, make amends, set personal goals. 2f - Resolve differences by looking at alternatives, make decisions, explain choice. 3e - to recognise the different risks in different situations and how to behave responsibly.

.Knowing myself, under-standing my feelings, man-aging my feelings, standing up for myself. 1a - talk and write about opinions explain their views issues affect themselves society. 1b - recognise their worth, identify positive things re them-selves their achievements. See mistakes, make amends, set personal goals. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 4a - understand actions af-fect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types relationship marriage/friends/families. Develop skills have effective rela-tionships.

Knowing myself, under-standing my feelings, man-aging my feelings, under-standing the feelings of others, social skills, mak-ing choices.

Knowing myself, under-standing my feelings, un-derstanding the feelings of others, managing my feel-ings, planning to reach a goal, belonging to a community. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsi-ble choices, take action. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 2i - to appreciate the range of national, regional, religious, and ethnic identities in the UK.

Unit 8 rules belonging confidence

P.E. team skills rules. Unit 1 taking part in the commu-nity.

Link to science healthy eating health and safety. P.E. exercise Circle time discussion.

Link P.E. team games Circle time Unit 5 Diverse world.

Circle time Unit 5 diverse world.

Link to history settlers. Unit 11 Media.






Summer 2 Changes

Year Four

Belonging, self-awareness, understanding my feelings, understandings the feel-ings of others, managing my feelings, social skills, making choices, under-standing rights and re-sponsibilities. 1b - recognise their worth, iden-tify positive things re them-selves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsi-ble choices, take action. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2d - there are different kinds responsibilities, rights, duties at home/school/community they can conflict. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types rela-tionship marriage/friends/families. Develop skills have effective relationships. 4d - realise nature and conse-quences racism, teasing, bullying, aggressive behaviours and how to respond to them ask for help

Friendship, seeing things others’ point of view, working together, manag-ing feelings (anger), resolv-ing conflict. 1a - Talk/write about opin-ions, explain their views, issues affect themselves and society. 1c - to face new challenges positively, collect info, seek help, make responsi-ble choices, take action. 2a - Research, discuss and de-bate issues/problems/events. 2c - Realise consequences anti-social aggressive behaviours, such as bullying racism on indi-viduals and communities. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4f - diffs/similarities of people due to cultural/ethnic/racial/religious diversity/gender/disability.

Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evaluation & review. 1b - recognise their worth, iden-tify positive things re them-selves their achievements. See mistakes, make amends, set personal goals. 1c - face new challenges posi-tively by collecting info, look-ing for help, making reasonable choices, taking action. 3e - to recognise the different risks in different situations and how to behave responsibly. 4a - recognise how actions af-fect themselves/others, care about other’s feelings, see things from others point of view.

Knowing myself, under-standing my feelings, man-aging my feelings, standing up for myself. 1a - talk and write about opinions explain their views issues affect themselves so-ciety. 1b - recognise their worth, iden-tify positive things re them-selves their achievements. See mistakes, make amends, set personal goals. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 4a - understand actions af-fect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types relationship marriage/friends/families. Develop skills have effective relation-ships.

Knowing myself, under-standing my feelings, man-aging my feelings, under-standing the feelings of others, social skills, mak-ing choices.

Knowing myself, under-standing my feelings, un-derstanding the feelings of others, managing my feel-ings, planning to reach a goal, belonging to a community. 1a - talk and write about opinions explain their views issues affect themselves society. 1c - face new challenges posi-tively by collecting info, look-ing for help, making reasonable choices, taking action. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 4a - understand actions af-fect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types relationship marriage/friends/families. Develop skills have effective rela-tionships.

Link to history Unit 10 local democracy (Unit 8)

Unit 7 Children’s rights/human rights.

Unit 7 as before. Fire safety Liaison Officer.

Unit 2 Making choices Link P.E. exercise/hygiene

Drug education.






Summer 2 changes

Year Five

Belonging, understanding my feelings, managing my feelings, understandings the feelings of others, social skills, making choices, understanding rights and responsibili-ties. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsi-ble choices, take action. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - Reflect on spiritual, moral, social, cultural issues imagine others’ experience. 3a - actions affect themselves and others, care about others feelings, see others points of view. 3b - Be aware different types relationships, including mar-riage, friends, family, develop skills to be effective in rela-tionships. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view.

Friendship, seeing things others’ point of view, working together, manag-ing feelings (anger), re-solving conflict. 2a - Research, discuss and debate issues/problems/events. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types rela-tionship marriage/friends/families. Develop skills have effective relationships.

Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evalua-tion & review. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible choices, take action. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view.

Knowing myself, under-standing my feelings, managing my feelings, making choices. 1a - talk and write about opinions explain their views issues affect them-selves society. 1d - Recognise as approach puberty how feelings change and how to deal with feelings towards selves/family/others posi-tively. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 3e - o recognise the different risks in different situations and how to behave responsibly. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types relationship marriage/friends/families. Develop skills have effective rela-tionships.

Knowing myself, under-standing my feelings, managing my feelings, understanding the feel-ings of others, social skills, making choices. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1d - Recognise as approach puberty how feelings change and how to deal with feelings towards selves/family/others posi-tively. 2e - Reflect on spiritual, moral, social, cultural issues imagine others’ experience. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types rela-tionship marriage/friends/families. Develop skills have effective relationships. 4d - realise nature and conse-quences racism, teasing, bullying, aggressive behav-iours and how to respond to them ask for help 4e - recognise and challenge stereotypes.

Knowing myself, under-standing my feelings, un-derstanding the feelings of others, managing my feelings, belonging to a community. 1b - recognise their worth, identify positive things re themselves their achieve-ments. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make respon-sible choices, take action. 2e - Reflect on spiritual, moral, social, cultural issues imagine others’ experience. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4b - Think about lives others in other places/times and peo-ple different values/customs. 4c - aware different types relationship marriage/friends/families. Develop skills have effective relationships. 4f - differences/similarities of people due to cultural/ethnic/racial/religious di-versity/gender/disability.

Geography uses water/environment. Link history social reform Unit 1 Taking part.

Personal statements Unit 8 Rules and laws.

Unit 5 Diverse world. Unit 5 Diverse world. Sex education school nurse. Unit 1 Taking part






Summer 2 changes

Year Six

Belonging, understanding my feelings, managing my feelings, understandings the feelings of others, social skills, making choices, understanding rights and responsibilities. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsi-ble choices, take action. 2b - why & how rules laws made & enforced. Why need rules to suit situation how to help make/change rules. 2e - Reflect on spiritual, moral, social, cultural issues imagine others’ experience. 3a - actions affect themselves and others, care about others feelings, see others points of view. 3b - Be aware different types relationships, including mar-riage, friends, family, develop skills to be effective in rela-tionships. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view.

.Friendship, seeing things others’ point of view, working together, manag-ing feelings (anger), re-solving conflict. 2a - Research, discuss and debate issues/problems/events. 2c - Realise consequences antisocial, aggressive behav-iours such as bullying/racism on individuals/communities. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 2f - Resolve differences by looking at alternatives, making decisions and explaining choices. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types rela-tionship marriage/friends/families. Develop skills have effective relationships. 4d - realise nature and conse-quences racism, teasing, bullying, aggressive behav-iours and how to respond to them ask for help 4e - recognise challenge stereotypes. 4f - diffs/similarities of people due to cultural/ethnic/racial/religious di-versity/gender/disability.

Knowing myself, setting realistic goals, planning to reach goals, persistence, making choices, evalua-tion & review. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make responsible choices, take action. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view.

Knowing myself, under-standing my feelings, managing my feelings, making choices. 1b - recognise their worth, identify positive things re themselves their achievements. See mistakes, make amends, set personal goals. 3f - may be pressured to behave in an unacceptable/risky way by people you know. How to resist pres-sure and ask for help. 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4c - aware different types relationship marriage/friends/families. Develop skills have effective rela-tionships.

Knowing myself, under-standing my feelings, managing my feelings, understanding the feel-ings of others, social skills, making choices. 2a - Research, discuss and debate issues/problems/events 2e - reflect on spiritual, moral, social, cultural issues. Under-stand others’ experience. 3e - recognise the risks in different situations. Decide how to behave responsibly. Road use/acceptable bodily contact 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4b - Think about lives others in other places/times and peo-ple different values/customs. 4c - aware different types rela-tionship marriage/friends/families. Develop skills have effective relationships. 4f - differences/similarities of people due to cultural/ethnic/racial/religious diversity/gender/disability.

Knowing myself, under-standing my feelings, un-derstanding the feelings of others, managing my feelings, belonging to a community. 1b - recognise their worth, identify positive things re themselves their achieve-ments. See mistakes, make amends, set personal goals. 1c - to face new challenges positively, collect info, seek help, make respon-sible choices, take action. 2e - Reflect on spiritual, moral, social, cultural issues imagine others’ experience. 4a - understand actions affect themselves/others. Care about others feelings and see things from their point of view. 4b - Think about lives others in other places/times and peo-ple different values/customs. 4c - aware different types relationship marriage/friends/families. Develop skills have effective relationships. 4f - differences/similarities of people due to cultural/ethnic/racial/religious di-versity/gender/disability.

Class code Unit 10 Local democracy.

Own resources 4bcde Unit 11 Media

Answers book 2 Unit 2 Making choices Unit 5 diverse world

Fire safety Answers book 2

Answers book 2 Sex education

Lung puppets The bag video Police Liaison Officer Answers book 2 units 5, 12, 13.

PSHE outcomes cross-referenced to SEAL Themes

Theme KS1 Theme KS2 1,2, 3,6

1a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong

2,3, 7

1a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society

2,3, 6,7

b. to share their opinions on things that matter to them and explain their views

1,2, 3,4, 6,7

b. to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals

1,2, 3,4, 5,6, 7

c. to recognise, name and deal with their feelings in a positive way

1,2, 3,4, 7

c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

1,2, 3,4, 5,6, 7

d. to think about themselves, learn from their experiences and recognise what they are good at

5,7, 6

d. to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way

1,2, 3,4, 5,7

e. how to set simple goals. e. about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the

2

2a. to take part in discussions with one other person and the whole class

f. to look after their money and realise that future wants and needs may be met through saving.

b. to take part in a simple debate about topical issues

2,3 2a. to research, discuss and debate topical issues, problems and events

1,2, 3,

c. to recognise choices they can make, and recognise the difference between right and wrong

1,3

b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules

1,3,

d. to agree and follow rules for their group and classroom, and understand how rules help them

2,3, 5

c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities

1 e. to realise that people and other living things have needs, and that they have responsibilities to meet them

1,6 d. that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other

1,7 f. that they belong to various groups and communities, such as family and school

1,2, 3,5, 6,7

e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences

g. what improves and harms their local, natural and built environments and about some of

2,3, 4

f. to resolve differences by looking at alternatives, making decisions and explaining choices


the ways people look after them 1,2, 3,5

h. to contribute to the life of the class and school

g. what democracy is, and about the basic institutions that support it locally and nationally

i. to realise that money comes from different sources and can be used for different purposes.

h. to recognise the role of voluntary, community and pressure groups

3a. how to make simple choices that improve their health and well-being

7 i. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom

b. to maintain personal hygiene j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment

c. how some diseases spread and can be controlled

k. to explore how the media present information.

7 d. about the process of growing from young to old and how people's needs change

3a. what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices

e. the names of the main parts of the body

b. that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread

f. that all household products, including medicines, can be harmful if not used properly

c. about how the body changes as they approach puberty

3 g. rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.

d. which commonly available substances and drugs are legal and illegal, their effects and risks

1,2, 3,4, 7

4a. to recognise how their behaviour affects other people

3,4, 5

e. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable

1,2, 3,5, 7

b. to listen to other people, and play and work cooperatively

3,5

f. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong

1,2, 3,5, 6,7

c. to identify and respect the differences and similarities between

g. school rules about health and safety, basic emergency aid procedures and where to get help.

1,2, 3,5, 6

d. that family and friends should care for each other

1,2, 3,4, 5,6, 7

4a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view

3 e. that there are different types of teasing and bullying, that bullying

7 b. to think about the lives of people living in other places and


is wrong, and how to get help to deal with bullying.

times, and people with different values and customs

5a. take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets well]

1,2, 5,6

c. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships

b. feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]

1,2, 3,5, 6

d. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help

c. take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as 'where our food and raw materials for industry come from']

2,3, 6

e. to recognise and challenge stereotypes

d. make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]

2,3, 6,7

f. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability

e. meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]

3,6 g. where individuals, families and groups can get help and support.

f. develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]

6 5a. take responsibility [for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school]

5 g. consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong,

b. feel positive about themselves [for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take]

h. ask for help [for example, from family and friends, midday supervisors, older pupils, the police].

c. participate [for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]

d. make real choices and


decisions [for example, about issues affecting their health and well-being such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]

e. meet and talk with people [for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers]

f. develop relationships through work and play [for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, e-mail or letters]

g. consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment]

h. find information and advice [for example, through helplines; by understanding about welfare systems in society]

i. prepare for change [for example, transferring to secondary school].

1 Knowing myself a I know when and how I learn most

effectively. Yes No Don’t know When I want to learn something new I can find a good way to do that.

b I can take responsibility for my actions and learning.

Yes No Don’t know I make up my mind to behave sensibly and get on with my learning.

c I feel good about the things I do well, and accept myself for who and what I am.

Yes No Don’t know I am happy that I do some things well and it’s OK if I find some things hard.

d I can recognise when I find something hard to achieve.

Yes No Don’t know I know what things I find hard to do.

2 Understanding my feelings b I can identify, recognise and express a

range of feelings. Yes No Don’t know I usually know how I am feeling and I can tell

people. c I know that feelings, thoughts and

behaviour are linked. Yes No Don’t know I know that how I behave has got something to

do with what I think and how I’m feeling. d I can recognise when I am becoming

overwhelmed by my feelings. Yes No Don’t know I know when I am going over the top or getting

carried away or getting too upset to think. d I know that it is OK to have any feeling,

but not OK to behave in any way I feel like.

Yes No Don’t know I know that it is OK to have any feeling, but not OK to behave in any way I feel like.

3 Managing how I express my feelings a I can stop and think before acting. Yes No Don’t know I can stop and think before I do something. b I can express a range of feelings in ways

that do not hurt myself or other people. Yes No Don’t know I can say what I am feeling without upsetting

people or getting too upset myself. c I understand that the way I express my

feelings can change the way other people feel.

Yes No Don’t know I know that the way I show my feelings affects the way other people feel.

d I can adapt the way I express my feelings to suit particular situations or people.

Yes No Don’t know I show my feelings differently depending who I’m with or where I am.

4 Managing the way I am feeling a I can calm myself down when I choose

to. Yes No Don’t know I can calm myself down when I choose to.

b I have a range of strategies for managing my worries and other uncomfortable feelings.

Yes No Don’t know I know some helpful things to do when I feel worried or uncomfortable.

b I have a range of strategies for managing my anger.

Yes No Don’t know I can calm myself down when I get angry.

c I understand that changing the way I think about people and events changes the way I feel about them.

Yes No Don’t know I know I can sometimes feel differently about things when I think about them differently.

d I can change the way I feel by reflecting on my experiences and reviewing the way I think about them.

Yes No Don’t know Sometimes I can change how I feel by going back over things in my head.

e I know that I can seek support from other people when I feel angry, worried or sad.

Yes No Don’t know I know I can ask people for help when I feel angry, worried or sad.

f I know what makes me feel good and know how to enhance these comfortable feelings.

Yes No Don’t know I know some things I can do to make me feel good.

5 Setting goals and planning to meet them

a I can set a challenge or goal, thinking ahead and considering the consequences for others and myself.

Yes No Don’t know I can set myself a goal and think what that might mean for me and other people

b I can break a long-term plan into smaller achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them.

Yes No Don’t know If there’s something big I want to be able to do, I can work out for myself how to do it step by step. Then I’ll know when I’m getting there.

6 Persistence and resilience a I can choose when and where to direct

my attention, concentrate and resist distractions for increasing periods of time.

Yes No Don’t know I can keep my mind on what I need to do and not get put off. I can keep doing this for longer than I used to.

b I know and can overcome some barriers to my learning such as feelings of boredom and frustration and know when to keep trying or try something different.

Yes No Don’t know I can keep going with my learning even when I’m finding it hard work or boring.

c I can bounce back after a disappointment or when I have made a mistake or been unsuccessful.

Yes No Don’t know I can bounce back even when things go wrong for me.

7 Evaluation and review a I know how to evaluate my learning and

use this to improve future performance. Yes No Don’t know I know how well I have been learning something

and I can think about this so that I learn better next time.

8 Understanding the feelings of others a I can recognise the feelings of others. Yes No Don’t know I can tell how other people are feeling

sometimes b I know that all people have feelings but

understand that they might experience and show their feelings in different ways or in different circumstances.

Yes No Don’t know I know that everyone has feelings, but they don’t always show them in the same way.

c I can understand another person’s point of view and understand how they might be feeling.

Yes No Don’t know I can understand another person’s point of view and understand how they might be feeling.

9 Valuing and supporting others a I value and respect the thoughts,

feelings, beliefs and values of other people.

Yes No Don’t know It’s OK for people to think and feel differently about things and to believe in different things.

b I can be supportive to others and try to help them when they want it.

Yes No Don’t know I can be kind and helpful to people when they want me to.

c I know that my actions affect other people and can make them feel better or worse.

Yes No Don’t know I know that what I do affects other people and can make them feel better or worse.

10 Belonging to a community a I feel that I belong to and am valued in

my class, school and community. Yes No Don’t know I feel like this is my class and my school and my

community. I belong here and I matter to other people.

b I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everyone.

Yes No Don’t know I know that I have the right to feel safe and be treated fairly at school. I also have to help make the school a safe and fair place for everyone.

11 Friendships and other relationships a I know how to be friendly – I can look and

sound friendly, be a good listener, give and receive compliments and do kind things for other people.

Yes No Don’t know I know how to be friendly – I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people.

b I recognise ‘put-downs’ and know how they affect people, so I try not to use them.

Yes No Don’t know I know what ‘put-downs’ are and I know how they affect people, so I try not to use them.

c I can make, sustain and break friendships without hurting others.

Yes No Don’t know I can make friends and keep them. If I break friends I can do that without hurting people.

12 Working together a I can work well in a group, cooperating

with others to achieve a joint outcome. Yes No Don’t know I can work well in a group and co-operate with

people so that we get things done together b I can tell you what helps a group to work

well together. Yes No Don’t know I can tell you what helps a group to work well

together. 13 Resolving conflicts Yes No Don’t know a I can resolve conflicts to ensure that

everyone feels positive about the outcome.

Yes No Don’t know If I don’t agree with someone, or if we argue, I can sort things out so that everyone feels OK in the end.

14 Standing up for myself a I can be assertive when appropriate. Yes No Don’t know I know how to stand up for myself without

having to be nasty. 15 Making wise choices Yes No Don’t know a I can solve problems by thinking of all the

options, identifying advantages and disadvantages, choosing a solution and evaluating it later on.

Yes No Don’t know If I have a problem, I can work out what might be the best thing to do. I can think about what would be good or bad if I tried different things.

b I can make a wise choice with work or behaviour.

Yes No Don’t know I can make a wise choice with my work or my behaviour

1. Knowing myself a I know when and how I learn most effectively. b I can take responsibility for my actions and learning.

c I feel good about the things I do well, and accept myself for who and what I am.

d I can recognise when I find something hard to achieve.

2. Understanding my feelings a I can identify, recognise and express a range of feelings.

b I know that feelings, thoughts and behaviour are linked.

c I can recognise when I am becoming overwhelmed by my feelings.

d I know that it is OK to have any feeling, but not OK to behave in any way I feel like.

3. Managing how I express my feelings a I can stop and think before acting. b I can express a range of feelings in ways that do not hurt myself or other people.

c I understand that the way I express my feelings can change the way other people feel.

d I can adapt the way I express my feelings to suit particular situations or people.

4. Managing the way I am feeling a I can calm myself down when I choose to. b I have a range of strategies for managing my worries and other uncomfortable feelings.

c I have a range of strategies for managing my anger.

d I understand that changing the way I think about people and events changes the way I feel about them.

e I can change the way I feel by reflecting on my experiences and reviewing the way I think about them.

f I know that I can seek support from other people when I feel angry, worried or sad.

g I know what makes me feel good and know how to enhance these comfortable feelings.

5. Setting goals and planning to meet them a I can set a challenge or goal, thinking ahead and considering the consequences for others and myself.

b I can break a long-term plan into smaller achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them.

Social and Emotional Aspects of learning: Group Record of Knowledge skills and understanding This is a subjective record based on the perceptions of the professionals working with individuals included on the sheet. Children’s own perceptions can be recorded separately if considered appropriate. Suggested coding: = Unable to comment

0 = No evidence of this yet 1 = Some evidence of this 2 = Strong evidence of this

6. Persistence and resilience a I can choose when and where to direct my attention, concentrate and resist distractions for increasing periods of time.

b I know and can overcome some barriers to my learning such as feelings of boredom and frustration and know when to keep trying or try something different.

c I can bounce back after a disappointment or when I have made a mistake or been unsuccessful.

7. Evaluation and review a I know how to evaluate my learning and use this to improve future performance.

8. Understanding the feelings of others a I can recognise the feelings of others. b I know that all people have feelings but understand that they might experience and show their feelings in different ways or in different circumstances.

c I can understand another person’s point of view and understand how they might be feeling.

9. Valuing and supporting others a I value and respect the thoughts, feelings, beliefs and values of other people.

b I can be supportive to others and try to help them when they want it.

c I know that my actions affect other people and can make them feel better or worse.

10. Belonging to a community a I feel that I belong to and am valued in my class, school and community.

b I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everyone.

11. Friendships and other relationships a I know how to be friendly – I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people.

b I recognise ‘put-downs’ and know how they affect people, so I try not to use them.

c I can make, sustain and break friendships without hurting others.

12. Working together a I can work well in a group, cooperating with others to achieve a joint outcome.

b I can tell you what helps a group to work well together.

13. Resolving conflicts a I can resolve conflicts to ensure that everyone feels positive about the outcome.

14. Standing up for myself a I can be assertive when appropriate. 15. Making wise choices a I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later on.

b I can make a wise choice with work or behaviour.

SEAL and PSHE mapping... · 2g - what improves and harms local, natural and built environment and...

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