Suggested Experiences & Outcomes

Responsibility of All Mental & Emotional Wellbeing

  • I know that we all experience a variety of thoughts and emotions that affect how we feel and behave and I am learning ways of managing them. HWB 3-02a
  • I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances. HWB 3-03a
  • I understand that my feelings and reactions can change depending upon what is happening within and around me. This helps me to understand my own behaviour and the way others behave. HWB 3-04a
  • I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others. HWB 3-05a
  • I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. HWB 3-07a
  • I understand that people can feel alone and can be misunderstood and left out by others. I am learning how to give appropriate support. HWB 3-08a

Responsibility of All Social Wellbeing

  • I recognise that each individual has a unique blend of abilities and needs. I contribute to making my school community one which values individuals equally and is a welcoming place for all. HWB 3-10a

Responsibility of All Physical Wellbeing

  • I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 3-15a
  • I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible. HWB 3-16a
  • I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 3-17a

Responsibility of All Health & Wellbeing Relationships, Sexual Health and Parenthood

  • I understand and can demonstrate the qualities and skills required to sustain different types of relationships. HWB 3-44b
  • I understand and can explain the importance of, and need for, commitment, trust and respect in loving and sexual relationships. I understand the different contexts of such relationships including marriage.  HWB 3-44c
  • I am aware of the need to respect personal space and boundaries and can recognise and respond appropriately to verbal and non-verbal communication. HWB 3-45b
  • I reflect on how my attitudes, beliefs, values and morality can influence my decisions about friendships, relationships and sexual behaviour. HWB 3-46a
  • I am developing skills for making decisions about my relationships and sexual behaviour. I am able to apply these to situations that may be challenging or difficult. HWB 3-46c
  • I understand my own body’s uniqueness, my developing sexuality, and that of others. HWB 3-47a
  • I can explain the importance and the enduring and complex responsibility of being a parent/carer, and the impact on life choices and options. HWB 3-51a
  • I can explain the support and care necessary to ensure a child is nurtured through the different stages of childhood. HWB 3-51b

Benchmarks: Identifies and explains influence/impact of media, including social media and pornography on self-esteem and decision making.

Demonstrates the skills needed to challenge stereotypical images in the media, including social media, for example, confidence, judgement.

Identifies and demonstrates the skills required to make positive choices in challenging situations, for example, assertiveness, empathy.

Describes how positive and negative feelings about body image can affect health, self-worth and behaviour, for example, confidence, self-harm, eating disorders. Recognises the impact of puberty and developing sexuality.

Explains the short and long term impact of parenthood, for example, joy, commitment, financial implications, anxiety, physical demands. 

Explains the meaning and importance of nurture in a child’s development. Identifies local support available for parents and carers.

Suggested Learning Intentions

  • To learn the correct language for body parts.
  • To develop understanding of how puberty affects me physically and emotionally.
  • To investigate the impact of puberty on myself/my relationships with others.

Suggested Success Criteria (I can...)

  • I can explain and discuss different parts of my body.
  • I can discuss how puberty affects me physically and emotionally.
  • I can identify ways that I can find out more about the changes in my body during puberty.

Suggested Learning Experiences

These suggested activities/tasks are for group work within a classroom. Please select activities/tasks that are most relevant to the needs of your learners and school community. Please use your professional judgement as to how best to deliver these types of activities/tasks/content with your learners and which other staff may also be able to provide support/differentiation to meet their needs.

  1. What do we know?
    What do learners already know about their bodies and how they are changing physically and emotionally during puberty?
    The following may be useful in your context:
    RSHP Resource Link – Part 1 Names of part of my body
    RSHP Resource Link – Part 2 How my body changes as I grow
  2. What do we need to know?
    The following may provide useful activities and links to engage learners in your context:
    RSHP Resource Link – Part 2 How my body changes as I grow
    RSHP Resource Link – Part 3 Menstruation
    RSHP Resource Link – Part 4 Masturbation
    Emotional Wellbeing Link – Part 1 The Age of Consent
    Emotional Wellbeing Link – Part 2 Looking After Myself & Others
    May be links with Body Image that have been previously discussed, https://youngminds.org.uk/find-help/feelings-and-symptoms/body-image/
  3. What’s happening here / locally? / What could we do next?
    Learners could discuss/explore/examine:
    What local issues do we have relating to any of the issues discussed in this topic?
    What local/national services/agencies are available to provide support for young people and their families?