1. Caring Friendships (RH)

2. Being Kind (RH)

3. Families (R)

1. In this lesson the chn look at different emotions (e.g. happy, sad, shy) and how what we do changes how our friends feel. 

2. In this lesson, children think about a story where two friends fall out and how it makes them feel.  They then consider the importance of saying "sorry". The importance of not hurting others is discussed. 

3. In this lesson, children think about how different families are made up - reflecting on their own family and sharing it with others. 

1. Photos of children showing different emotions. 

2. No images used

3. Photos of different families are shown

1. Different Friends (RH)

2. Growing and Changing (SCI)

3. Families and Care (RH)

1. In this lesson, the children will think about how they are the same/ different to others (e.g. clothes, skin colour, hair colour, eye colour, tastes).  

2. In this lesson, the children will consider why babies need so much care and support and why people need less help to do things as they get older. The children match up images with labels (e.g. toddler, child, teenager, adult)

3. In this lesson, the children explore a story where something changes at home and asks the children to think about who they could talk to if they were upset / worried.  

1. No images used

2. Images of naked newborn babies (male and female) - see example; images of people at different stages of development (clothed). 

3. Photos of different families are shown (same photos as Reception)

1. Differences: Boys and Girls (R) (SCI)

2. Differences: Males and Females (R) (SCI)

3. Naming the Body Parts (H) (SCI)

Parents / carers will be given the option to withdraw their children from this lesson.

1. In this lesson, children will consider their perceived differences between boys and girls and will explore stereotypes. This will include an activity where the teacher pulls out objects (e.g. pink hairbrush or football) and the chn have to decide whether it is used by a boy, girl or both. The lesson finishes by looking at newborn baby images and asking how a doctor can tell if the newborn is a boy or a girl. 

2. In this lesson, the children consider how they can tell if an animal is male of female (e.g. lion's mane or peacocks plumage) before looking at the images of animals and exploring that it is usually the females who feed their young (through teats or udders).  The chn draw a picture of a cat feeding her kittens. 

3. In this lesson, the children consider which body parts both males and females have (e.g. eyes, hands), which just females have (e.g. vulva) and which just males have (e.g. penis and testicles). The chn completed a worksheet naming the body parts.

1. Images of everyday objects; images of naked newborn babies (male and female) - see example

2. Images of male / female animals

3. Diagram of naked boy and girl; x-ray diagram of a girl showing the inside of her body - see example)

1. Body differences (R)

Parents / carers will be given the option to withdraw their children from this lesson.

2. Personal Space (R)

3. Family Differences (R)

1. In this lesson, the children will recap their learning from Year 2 (ensuring that children know the terms: penis, testicles, vulva, vagina and uterus). The chn will then match the body parts to different statements (e.g. drawing with the label 'male private parts'). The lesson concludes with a discussion about why they are called 'private parts', keeping them private and keeping hands to ourselves.  

2. In this lesson, children will focus on what is appropriate (and not) with personal space and touching other people (e.g. hugging, shaking hands, stroking hair tickling). Chn to work together the explore scenarios and think about how they could behave to show respect to others. The lesson concludes by reinforcing the PANTS rule (see NSPCC website)

3. In this lesson, the children will recap their learning on families from Reception and Year 1. The children will explore different types of families (including single-parent families, carers, adoptions) - reflecting the range of family types in our community.  The chn will then look at who they can talk to if they feel upset - family, friends, a trusted adult in the community (teacher, police, religious leader) and will also be introduced to Childline. 

1. 'It's OK to be different'; the diagrams from Year 2, Lesson 3; drawings of different body parts - see example

2. Link to NSPCC website (PANTS rule)

3. Photos of different families are shown (same photos as Reception and Year 1); link to Childline website

1. Growing and Changing (H)(SCI)

All or part of this lesson will be taught in single-sex groups.

2. What is puberty? (H)(SCI)

All or part of this lesson will be taught in single-sex groups.

3. Healthy Relationships (R)

1. In this lesson, the children will start by refreshing the life cycle (Year 1: Lesson 2) - using terms like toddler, teenager etc - and the names of body parts (Year 3: Lesson 2). The term puberty will be introduced as a period where we "grow up" and our bodies change.  The chn will identify the external physical changes that occur (e.g. body hair, spots, body shape) and will finish with a true / false quiz about the physical changes.  

2. In this lesson, the children explore in more depth the scientific reasons why puberty happens (hormones) and the changes that take place (e.g. physical, emotional, menstruation), completing a sheet on whether the changes happen to boys, girls or both.  The lesson also includes an introduction to the scientific changes occurring in the body (e.g. boys producing sperm, girls producing a special egg, an ovum).  At this age, there is no discussion on how the sperm gets from the man's to the woman's body; this is covered in Year 6.

3. In this lesson, the children consider what a 'good', 'healthy' friendship looks like - the sorts of things 'good' friends do for each other (e.g. stick up for each other) and also consider unhealthy friendships (e.g. where one person is bossy or mean).  The chn will also look at images of different relationships and discuss how respect might be important in the relationship.  The session concludes with the chn watching a short video - "Online Respect and Self-Respect", 

1. Images of people at different stages of development (clothed); diagram of naked boy and girl (pre-puberty and post-puberty) - see examples 

2. Images the represent aspects of puberty (see example).

Note: No images are used for the section on the internal scientific changes (e.g. sperm / ovum).

3. Images of different relationships (see example); link to 'Online Respect and Self-Respect'

1. Talking about Puberty (H) (SCI)

2. The Reproductive System (H)

3. Puberty: Help and Support (H)

1. In this lesson, the children will recap the changes that take place during puberty (physical and emotional) and will consider how these changes might impact on their relationships with family and friends. This will be developed to show x-ray diagrams inside the male and female body to see the changes internally. At the end of the lesson, chn will have an opportunity  to ask anonymous questions about puberty.  Please note: any questions about the process of reproduction / sexual intercourse / acts will not be discussed.

2. In this lesson, the children will recap the learning from the previous lesson before exploring menstruation in more detail by watching and discussing an animation; this will include discussing how this impacts on a woman's well-being (including discussing tampons, pads etc.). The chn will also explore the changes that happen for boys' and the impact that this may have on their emotions. The session concludes with a puberty 'true or false' game. 

3. In this lesson, the children will focus on personal hygiene as a result of puberty (e.g. soap, deodorant, comb, shaving foam, bra) and consider which are essential. Following this, the children will consider some "problems" that other teenagers have raised (e.g. "I have lots of spots"; "I don't have the newest mobile phone"; "I am smaller than all of my friends") and think of the advice that they would give them.

1. X-ray diagrams of male and female body (see example)

2. X-ray diagrams of male and female body (see example); link to menstruation animation; diagrams of changes for boys (see example)

3. Images of personal hygiene items

1. Puberty and Reproduction (H)

2. Communication in Relationships (R)

3. Conception and Pregnancy (R) (S) (SCI)

Parents / carers will be given the option to withdraw their children from this lesson.

4. On-line Relationships (RH)

1. In this lesson, the children begin by recapping learning from previous years by completing a body parts quiz (identifying if the part is male, female or both). Then, in pairs, the children will complete a reproduction quiz (e.g. what is menstruation? where are sperm made?).  In this lesson, there is no discussion on how the sperm gets from the man's to the woman's body

2. In this lesson, the children will build on their work on healthy relationships (Year 4: Lesson 3), focussing on equality, respect communication skills in friendships (which could also be applied to romantic relationships when they are older). The children will look at scenarios and decide whether they show good or poor communication between friends and discuss how it could have been dealt with.

3. This is the Sex Education Lesson and parents / carers can choose to opt out of this lesson.

In this lesson, the children will look at different images of 'couples' and construct a relationship timeline of things that might happen between 'meeting' and 'deciding to have a baby' (e.g. get to know each other, get married, move in together). Following this, the children will watch a BBC video clip ("What is Sex?) before exploring the "How does a baby start?" activity - which is a timelining activity for the process of intercourse. The lesson finishes by discussing that intercourse is not the only way of having a child (e.g. IVF, adopting)

4. In this lesson, the children will explore some of the terminology around relationships (e.g. "going out") before exploring how people communicate with each other online. The chn will explore different scenarios where people communicate online (e.g. ) and discuss whether it is safe. The children will be reminded of the SMART internet safety rules. 

1. Diagrams of body parts - see example 

2. Link to 'Healthy Relationship' video

3. Images of different couples (see example); link to BBC "What is Sex?" video; diagrams explaining how a baby starts (see example)

4. Link to SMART rules