• Dress and undress independently 

• Begin to manage their own personal hygiene 

• Show understanding that good practices about exercise, eating, sleeping and hygiene can contribute to good health. 

• Understand the need to be healthy on the inside and the outside.

• Begin to develop an awareness of different physical needs

• Begin to understand rules for keeping safe in the local environment

• Show understanding of the need for safety when tackling new challenges and considers and manages some risks. 

• Value and contribute to own well-being and self-control 

• Form good relationships with adults and peers 

• Work as part of a group or class 

• Take turns and share fairly 

• Show confidence and the ability to stand up for own rights 

• Begin to develop an awareness of the boundaries set and behavioural expectations 

• Understand what is right, what is wrong and why 

• Say sorry, please and thank you 

• Consider the consequences of their words and actions for themselves and others

• Know some of the things that make them unique.

• Develop feelings of self as part of the wider world

• Talk about some of the similarities and differences in relation to friends or family, communities and traditions. 

• Know that other children do not always enjoy the same things and are sensitive to this.  

• Take into account others ideas about how to organise activities

• Have an awareness of how we can contribute to looking after our environment

• Develop positive self-esteem 

• Show developing empathy for others 

• Listen to an adult and to a friend

• Understand boundaries and routines

• Develop feelings of self as part of a class, school, family and community

• Show awareness of needs of others 

• Begin to resolve conflict 

• Show respect for own culture and the culture of others

• Talk about their own and others behaviour and its consequence

• Begin to make simple choices that improve their health and well-being (physical activity, rest, healthy eating & dental health)

• Begin to maintain personal hygiene 

• Begin to understand that certain actions spread disease 

• Identify the main parts of the body 

•Identify the process of growing from young to old 

• Say no when subject to pressure/ something feels wrong (privacy/secrets)

• Ask for help from adults

•Begin to talk about feelings and develop strategies to manage them 

• Make simple choices that improve their health and well-being 

• Maintain personal hygiene 

• Understand that certain actions spread disease

• Understand rules for keeping safe in the environment (roads, railways, people, fire, water) and recognise potential risks to self and others 

• Make sensible choices (food, games, television, money)

•Develop how talk about good and bad feelings and develop strategies to manage them. 

•Discuss change and loss and the feelings associated 

•Understand that growing and changing brings new responsibilities

• Listen to other people, and play and work cooperatively 

• Develop a caring attitude towards family, friends and each other 

• Greet and talk with adults 

• Develop positive relationships through work and play 

• Recognise worth in others and say why someone is special to them 

• Make new friends and cope with losing friends 

• Recognise how their behaviour affects other people 

• Identify and respect the differences and similarities between people 

• Understand there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying 

• Consider social and moral dilemmas that they come across everyday 

• Voice differences of opinion sensitively and courteously 

• Be aware of different physical needs and how they can help people

•Begin to construct and agree to follow group and class rules and to understand how these rules help them. 

•Contribute to the life of the classroom. 

 •Understand that they belong to various groups and communities such as family and school.  

•Begin to understand that money comes from different sources and can be used for different purposes, including the concepts of spending and saving

•Begin to understand people and other living things have needs and that they have responsibilities to meet them (including being able to take turns, share and understand the need to return things that have been borrowed). 

•Develop understanding about the role money plays in their lives including how to manage their money, keep it safe, choices about spending money and what influences those choices. 

• Continue to develop empathy for others 

• Recognise what is right and wrong, show responsibility for themselves and others in different situations 

• Make, agree and follow rules for their classroom 

• Know how to apologise and make amends 

• Realise that people and other things have needs 

• Develop understanding of groups they belong to 

• Contribute to the life of the class and school • Ask questions of a range of adults 

• Listen and respond in group discussions 

• Express own views with increasing confidence 

• Participate in a simple debate about school issues 

• Identify different choices they can make 

• Recognise the difference between right and wring 

• Able to make “I” statements instead of blaming others 

• Beginning to understand that they have more responsibilities to meet the needs of living things 

• Begin to understand what harms their local, natural and built environments, make suggestions to improve them

 • Work together as a class or group on a project

• Begin to make informed choices to maintain a balanced lifestyle (food, exercise, mental and emotional health) 

• Follow simple, safe routines to reduce the spread of bacteria/ viruses

• Manage hygiene procedures 

•Deepen understanding of feelings and conflicting emotions

•Reflect on and celebrate achievements, identify strengths and areas for improvement (aspirations and goal setting)

• Behave safely and responsibly in different situations 

• Follow school rules about health and safety, basic emergency aid procedures and where to get help 

• Extend strategies to cope with risky situations and personal safety

• Understand that their actions affect themselves and others 

• Able to empathise with another viewpoint 

• Consolidate understanding of differences and similarities between people 

• Recognise their own and other people’s feelings 

• Initiate friendships 

• Empathise with the lives of people living in other places and times, and people with different values and customs 

• Realise the nature and consequences of negative behaviour 

• Able to identify strategies to respond to negative behaviour constructively and ask for help 

• Develop skills needed for relationships e.g. listening, supporting and showing care 

• To understand the different strategies available in school and the wider community to support people with physical disabilities

•Understand why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules.  

•Continue to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices. 

 • Think about the lives of people living in other places, and people with different values and customs. 

•  Explore and critique how the media present information.

• Realise the consequences of anti-social behaviours such as bullying and discrimination of individuals and communities.  

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•Understand there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment.  

 •Continue to develop the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer

• Value contributions of others in discussion 

• Begin to develop negotiating strategies 

• Participate in making and changing rules 

• Contribute to decision making in a small group 

• To continue to develop skills to take part in small discussions about community issues 

• Continue to value contributions of others  

• Continue to develop negotiating strategies & know when to compromise 

• Understand why rules are needed and that there are consequences when rules are broken 

• Understand that there are responsibilities as well as rights 

• Use different ways to communicate and express personal and group views about an issue

• Discuss, ask questions and understand how the body changes during puberty 

• Know that drugs can be legal/ illegal and that they have effects and risks 

• Begin to make choices and decisions about issues affecting their health and well-being 

• Decide how to behave responsibly (social media, use of mobile phones, staying safe online)

• Develop sensible rules for road use 

• Use basic techniques to resist peer pressure to behave in an unacceptable or risky way 

• Follow simple, safe routines to reduce the spread of bacteria and viruses that affect health

• Recognise the different risks in different situations 

• Judge what kind of physical contact is acceptable or unacceptable

• Be aware of different types of relationships

• Recognise and challenge stereotypes 

• Respond assertively to teasing and bullying 

• Demonstrate tolerance and respect for others 

• Continue to greet and talk with a wider range of adults 

• Continue to develop relationships through work and play 

• Consider social and moral dilemmas that they come across in life 

• Identify how to find information and advice through helplines

•Understand that similarities and differences between people arise from a number of factors 

• Identify ways to integrate people with disabilities into our school community and support them where appropriate

• Understand that everyone has human rights, all people and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child.  

• Recognise what being part of a community means, and about the varied institutions that support communities locally and nationally.  

• Recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing.

•Understand resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment.  

 • Develop understanding about enterprise and the skills that make someone ‘enterprising’.  

•Research, discuss and debate topical issues, problems and events concerning health and wellbeing and offer their recommendations to appropriate people.  

•Know that there are some cultural practices which are against British law and universal human rights, such as female genital mutilation.  

•Appreciate the range of national, regional, religious and ethnic identities in the United Kingdom.  

 •Develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT).

• Be able to lead discussions and debates about wider issues (aware of different rights, roles and responsibilities) 

• Understand why and how laws are made and enforced 

• Understand there are consequences when rules/ laws are broken 

• Resolve differences by looking at alternatives, making decisions and explaining choices 

• Participate in school’s decision-making process 

• Identify the bias in media reporting 

• Develop skills to inform choices which influence the sustainability of the environment 

• Make informed decisions about how to allocate fund raising money 

• Adapt different roles, right and responsibilities during discussions and debates about wider issues 

• Realise the consequence of anti-social and aggressive behaviour 

• Understand what democracy is and about the basic institutions that support it locally and nationally 

• Recognise the role of voluntary, community and pressure groups 

• Demonstrate appreciation for the range of national, regional, religious and ethnic identities in the UK