School Logo

Trefonen CE Primary School

Learning in love, growing in faith.

Get in touch

Hawks Class

Health & Well-being

Key Themes:  Mental well-being, Staying Safe (including risk management & first aid), Substance awareness, RSE


Strand 1: Mental Well-being:

By the end of  this strand  children should:

  • Know how to to recognise that they may experience conflicting emotions and when they might need to listen to, or overcome these (H7)
  • Know about change, including transitions (between key stages and schools), loss, separation, divorce and bereavement (H8)


Strand 2: Staying Safe  & Risk Management

By the end of  this strand  children should:

  • Know how to recognise how their increasing independence brings increased responsibility to keep themselves and others safe (H11)
  • Know how pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know and the media. (H13)
  • Know some key strategies for keeping physically and emotionally safe including road safety & cycle safety and safety in the environment (including rail, water and fire safety) (H21)


Strand 3: First Aid (Red Cross First Aid Programme):

By the end of  this strand  children should:

Know the school rules about health and safety, basic emergency aid procedures, where and how to get help. (H15)

Strand 4: Substance Awareness (Drugs /Alchol / Tobacco):

By the end of  this strand  children should:

  • Know what is meant by the term ‘habit’ and why habits can be hard to change (H16)
  • Know which, why and how, commonly available substances and drugs (including alcohol, tobacco and ‘energy drinks’) can damage their immediate and future health and safety; that some are restricted and some are illegal to own, use and give to others (H17)


Strand 5: RSE Programme (Respect Yourself: Changes):

By the end of  this strand  children should:

  • Know how their body will, and their emotions may, change as they approach and move through puberty (H18)
  • Know about human reproduction  (H19)
  • Know about how to take care of their body, understand that they have the right to protect their body from inappropriate and unwanted contact; understand that actions such as female genital mutilation (FGM) constitute abuse and are a crime, and develop the skills and strategies required to get support if they have fears for themselves or their peers (RSE:PANTS). (H20)


Strand 6: E-Safety

By the end of  this strand  children should:

  • Know about strategies for keeping themselves safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others (H22)
  • Know about the responsible use of mobile phones: safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.) (H24)
  • Know how to manage requests for images of themselves or others; what is and is not appropriate to ask for or share; who to talk to if they feel (H25)


Key Vocabulary

Bereavement, Conflict, Divorce, Emergency, Emergency Services, Emotions, Feelings, First aid, Fitness, Health, Loss, Media, Mental Health, Resilience, Risk management, Safe / Safety, Separation, Well-being






Key Themes: Respectful Relationships (including Safeguarding) & Equalities

By the end of  this strand  children should:

  • Be able to listen and respond respectfully to a wide range of people, to feel confident to raise their own concerns, to recognise and care about other people's feelings and to try to see, respect and if necessary constructively challenge others’ points of view (R10) Add to Wrens & Puffins Spr Term
  • Know that that civil partnerships and marriage are examples of a public demonstration of the commitment made between two people who love and care for each other and want to spend their lives together and who are of the legal age to make that commitment (R5)
  • Know that that marriage is a commitment freely entered into by both people, that no one should marry if they don’t absolutely want to do so or are not making this decision freely for themselves (R6)
  • Know that two people who love and care for one another can be in a committed relationship and not be married or in a civil partnership (R19)
  • Know that that forcing anyone to marry is a crime; that support is available to protect and prevent people from being forced into marriage and to know how to get support for them self or others (R20)


Strand 2: Safeguarding:

By the end of their study of this strand  children should:

  • Know that some kinds of physical contact is not acceptable  (PANTS) (R8)
  • Know how to judge what kind of physical contact is acceptable or unacceptable and how to respond (PANTS)  (R8)


Strand 3: Equalities:


By the end of their study of this strand children should:

  • Understand the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyber bullying, use of prejudice-based language, ‘trolling’, how to respond and ask for help) (R14)
  • Know that differences and similarities between people arise from a number of factors, including family, cultural, ethnic, racial and religious diversity, age, sex, gender identity, sexual orientation, and disability (see ‘protected characteristics’ in the Equality Act 2010) (R13)
  • know the difference between, and the terms associated with, sex, gender identity and sexual orientation (R17)know how
  • to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person, online and through social media (R18)


Key Vocabulary

Civil partnership, Commitment, Consent, Crime, Domestic violence, Forced marriage, Free will, Gay / transgender / gender non-specific,  LBGT+, Law, Marriage, Partnership, Protection / Prevention, Respect, Relationship, Respectful relationship,

Bullying / cyber-bullying, Culture /cultural, Disability, Discrimination, Diversity, Ethnic / Ethnicity , Gay / transgender / gender non-specific, Respect, Relationship, Race / Racial, Sexual identity / sexual diversity, Protected characteristics, Prejudice, ‘Trolling’





Living in a wider world

Key Themes: Citizenship & Economic Well-being


By the end of their study of the Citizenship theme children should:


  • Know that that they belong to different groups and communities, such as family and school (L4).
  • Know about and be able to recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing. (L10)
  • Know that information contained in social media is not always accurate and it can misrepresent or mislead (L18)
  • be able to talk critically about how the media / social media presents and sometimes misrepresents information , and understand why it is important to do so (L17)
  • Know the importance of being careful what they forward to others on-line (L18)



Economic Well-being:

By the end of their study of the Economic Well-being theme children should:


  • Know about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer ( L13)
  • have  an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’, and their contribution to society through the payment of VAT (L14).
  • Know what is meant by enterprise and begin to develop enterprise skills (L16).


Key Vocabulary

Balanced argument, Bias, Citizen, Citizenship, Community, Critical / critically, Family, Health, Media / Social media, Misrepresent, Mislead, Pressure, Pressure group, School Community, Voluntary


Critical, Consumer, Contribution, Debt, Enterprise, Interest, Loan, Money, Payment, Tax, Society, VAT