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Trefonen CE Primary School

Learning in love, growing in faith.

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Puffins Class



Health & Well-being

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

Strand 1 - Mental Well-being:

By the end of  this strand  children should:

  • know how to recognise how images in the media (and online) do not always reflect reality and can affect how people feel about themselves (H4)
  • know how to deepen their understanding of good and not so good feelings, to extend their vocabulary to enable them to explain both the range and intensity of their feelings to others (H6)


Strand 2 - Staying Safe (including Risk Management):

By the end of  this strand  children should:

  • know how to recognise, predict and assess risks in different situations and decide how to manage them responsibly (including sensible road use and risks in their local environment) and to use this as an opportunity to build resilience (H10)
  • know 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 school rules about health and safety, basic emergency aid procedures, where and how to get help (H15)


Strand 4 - 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 taking care of their body, understanding that they have the right to protect their body from inappropriate and unwanted contact; understanding 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 5  E-Safety

By the end of  this strand  children should:

  • Know strategies for keeping safe online; the importance of protecting personal information, including passwords, addresses and the distribution of images of themselves and others (H22)
  • Key Vocabulary

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


    Know how to use mobile phones responsibly: safe keeping (looking after it) and safe user habits (time limits, use of passcode, turning it off at night etc.). H25. 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 uncomfortable or are concerned by such a request (H24)



Key Themes: Respectful Relationships (including Safeguarding) & Equalities

Strand 1: Respectful Relationships:

By the end of this unit children should know:

  • to recognise what constitutes a positive, healthy relationship and develop the skills to form and maintain positive and healthy relationships (R2)
  • to recognise ways in which a relationship can be unhealthy and whom to talk to if they need support (R3)
  • to know about and be able to use strategies to resolve disputes and conflict through negotiation and appropriate compromise and to give rich and constructive feedback and support to benefit others as well as themselves (R12)
  • to know about and develop an understanding of 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)


Strand 2: Safeguarding:

By the end of this unit children should know:

  • to know how to judge what kind of physical contact is acceptable or unacceptable and how to respond (PANTS). (R8)
  • the concept of ‘keeping something confidential or secret’, when they should or should not agree to this and when it is right to ‘break a confidence’ or ‘share a secret’ (R9)
  • to understand personal boundaries; to identify what they are willing to share with their most special people; friends; classmates and others; and that we all have rights to privacy (R21)


Strand 3: Equalities:

By the end of this unit children should 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)
  • to recognise and challenge stereotypes (R16)
  • 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

Abuse, Boundary / personal boundary, Banter, Bullying / Cyber bullying, Compromise, Confidence / Confidential, Conflict, Democracy, Dispute, Discrimination, Family, Healthy Relationship, Negotiate / Negotiation, Relationship, Respect, Rule of Law, Personal boundary, Positive relationship, Prejudice, Privacy, Secret, Teasing, ‘Trolling’, Underwear rule, Unhealthy relationship,


Belief / Faith, British values, Bullying / Cyber-bullying, Culture, Difference, Disability, Discrimination, Diversity, Equality / Gender identity, Protected characteristics, Religious diversity, Respect, Individual Liberty, Sexual orientation, Similarity, Stereotype.



Living in a wider world

Key Themes: Citizenship & Economic Well-being


By the end of this unit children should know:

  • that people and other living things have rights and that everyone has responsibilities to protect those rights (including protecting others’ bodies and feelings; being able to take turns, share and understand the need to return things that have been borrowed). (L3)
  • what improves and harms their local, natural and built environments and develop strategies and skills needed to care for these (including conserving energy) (L5)
  • to consider the lives of people living in other places, and people with different values and customs (L12)


Economic Well-being:

By the end of this unit children should know:

  • about the role money plays in their lives including how to keep it safe, choices about spending or saving money and what influences those choices (L7)
  • that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world (L15
  • Key Vocabulary

    Climate / climate change, Conservation, Customs, Environment / Environmental, Local / natural / built environment, Right, Responsibility, Values, Sustainability


    Choice, Community, Economic, Money, Safe, Save / Savings, Spend, Sustainable / Sustainability