Key Stage 1

Year 1

Theme

Wellbeing explore

Wellbeing moments

eduu.school progression statement

RSE and health education guidelines (DFE)

Related resources

Blast from the Past

In Blast from the Past, pupils will look more closely at their own memories that they recall in Explore 4 My memories. They will make the connection between memories and feelings by looking back at experiences that made them feel happy, sad, excited or nervous. They will discuss how change can affect the way they feel and create very powerful memories that we remember for a long time.

There are wellbeing moments in these Explores:

•         Explore 3: pupils will talk about experiences they may have had where someone was unkind to them because of their differences, and how they can respond responsibly to these actions.

•         Explore 12: pupils will think about the foods that they eat, and consider that a healthy diet will likely lead to a healthy body and mind.

•         I can understand what feelings are

•         I can identify basic feelings in myself and others (happiness, sadness, anger, fear, surprise, nervousness)

•         can describe I different basic feelings in myself and others

•         I know that changes in life can cause different feelings

•         I am developing an awareness that feeling have different intensities.

•         There is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Explore 3 Celebrating differences: teaching notes

·    Explore 3 Celebrating differences: teaching slides

·    Explore 12 Food then and now: teaching notes

·    Explore 12 Food then and now: teaching slides

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Twist and shout

In Twist and Shout, pupils will listen to famous rock and roll songs such as American Pie by Don McLean, Dancing in the Dark by Bruce Springsteen and Hound Dog by Elvis Presley. As they listen to these songs, they will concentrate on how the sounds and lyrics they hear make them feel and affect their mood. The pupils will consider how music can help us experience a range of emotions, even if these emotions are sometime difficult and sad. They'll then go on to think about how other creative hobbies can impact on the way they feel.

Detail to come when theme released

•         I know what mental wellbeing is

•         I can describe mental wellbeing in simple terms

•         I am developing an understanding of how hobbies and interests (music) can change our mood and support wellbeing

•         I am able to identify different basic feelings and their intensity levels in simple terms

•         I know I can calm myself to manage big feelings

•         I know simple ways to manage my own big feelings (breathing and music

•         That mental wellbeing is a normal part of daily life, in the same way as physical health.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests

•         There is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Mental wellbeing: feelings pictures

·    Mental wellbeing: feelings sheet

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

United

In United, pupils will discuss the key British values of democracy, individual liberty, respect and tolerance, and the rule of law. They will think about how these values provide safety for them and their communities, and allow them to live life in a happy and fulfilling way. With this in mind, the pupils will then imagine they are the Prime Minister, so they can decide which issues matter most to them and what they would do with their power to help those in need.

Detail to come when theme released

•         I can describe what loneliness is and how it feels in simple terms

•         I know simple ways to get support if I am feeling sad/lonely and how I can support others

•         I understand what being kind to others means and why it is important

•         I understand I can help myself if I am feeling uncomfortable feelings like loneliness or sadness (speak to someone I trust about how I feel)

•         I am developing a simple understanding that changes and loss can affect how I and others feel

•         I am  aware that changes and loss can cause different and sometimes difficult/big feelings

•         Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Amazon

In Amazon, pupils will learn about deforestation that takes place across the globe and the devastating impact it has on the rainforest. They will look at some of the main reasons behind deforestation, such as clearing land for building houses, creating transport links and growing crops. The pupils will group together to discuss deforestation and share their thoughts and feelings on the damage being done to the environment. They will also think about the things they can do – and stop doing – to help reduce deforestation.

Detail to come when theme released

•         I can recognise and describe basic feelings in myself and others

•         I can show empathy with others

•         I am developing an understanding of how basic emotions affect people’s bodies and behaviour

•         I am  developing an understanding of how hobbies and interests (music) can change my mood and support wellbeing

•         I am  developing an understanding of the importance of relaxation, nature and being outside on mental wellbeing

•         I know simple things that can help with mental wellbeing (being outside, connecting with nature, relaxation and rest)

•         I am  able to identify and express the intensity of my feelings in simple terms

•         I know that changes in life can cause different and sometimes difficult/big feelings

•         I know that difficult/big feelings can be managed

•         I am  developing an awareness of why it is important to manage big feelings

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

•         There is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Wellbeing: Deforestation – teaching slides

·    Wellbeing: Deforestation – teacher notes

·    Wellbeing: Deforestation – images for circle time

Amazing Animals

In Amazing Animals, pupils will think about any pets they may have and what it takes to care for them. They'll discuss the basic needs of pets, such as food, shelter and exercise, and consider why it is important for pet owners to provide these things. This will help the pupils to think more broadly about empathy both towards human beings and animals, and what they can do to protect the physical and emotional wellbeing of others.

There are wellbeing moments in these Explores:

•         Explore 6: pupils will consider the difficulties faced by those who have sense impairments, and how people who are blind and/or deaf communicate with others.

•         Explore 7: pupils will continue their learning from the previous explore by taking part in challenges without the use of sight and hearing. This will further help them to empathise with those who are blind and/or deaf.

•         I understand that some feelings can be difficult and feel ‘big’

•         I know that difficult/big feelings can sometimes make us behave in ways that are not helpful

•         I am  developing an understanding of helpful and appropriate behaviours for basic emotions

•         I know that we can develop our ability to choose to behave in helpful ways

•         I know that difficult/big feelings can be managed

•         I am developing an awareness of why it is important to manage big feelings

•         I know I can calm myself to manage big feelings

•         I am starting to be able to identify when I need help with my big feelings

•         I know to ask for help with big feelings and how to do this in simple ways

•         There is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Explore 6 Human senses: teaching notes

·    Explore 6 Human senses: teaching slides

·    Explore 7 Testing our senses: teaching notes

·    Explore 7 Testing our senses: teaching slides

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Dinosaur Discovery

In Dinosaur Discovery, pupils will focus on the life and work of Mary Anning and through the study of this significant person, begin to understand how feelings can change when different situations arise. Pupils will come to understand how Mary felt when she discovered fossils and compare this to her emotions when she was not credited for her important work. Pupils will learn to cope with more negative feelings.

There are wellbeing moments in these Explores:

•         Explore 4: pupils will learn that nerves are a normal part of life and we often feel these emotions when we are preparing to do something daunting such as presenting to an audience. Pupils will learn coping strategies so that they can overcome their nerves.

•         Explore 8: pupils will use their learning on dinosaur habitats to come to appreciate the places that they live.Related strategy: Positivity strategies: Gratitude diary

•         I can identify basic emotions (happiness, sadness, anger, fear, surprise, nervousness) in myself and others

•         I am  developing an understanding of how feelings affect people’s bodies 

•         I know that big feelings can be managed 

•         I am developing an understanding of simple ways to calm big feelings down (breathing techniques)

•         There is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situation.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Explore 8 mental wellbeing moment: teaching slides

·    Mental wellbeing: activity worksheet

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Motivation: Use of praise

·    Positivity: Gratitude diary

Key Stage 1

Year 2

Theme

Wellbeing explore

Wellbeing moments

eduu.school progression statement

RSE and health education guidelines (DFE)

Related resources

Then and Now

In Then and Now, pupils will consider the physical and human geographical features of their local area and think about how these places can improve their mental wellbeing. They will think about the activities they enjoy, such as playing at the park, going on bike rides and playing in the stream with paper sailing boats. The pupils will also talk about the things they like to do with their friends and family, and discuss how they can help loved ones who are going through a hard time by being with them outdoors and staying fit and healthy with them.

Detail to come when theme released

•         I can show empathy for others

•         I understand that other people can support me and I can support others in simple ways

•         I understand how being unkind can make others feel

•         I understands what being kind to others means and why it is important

•         I know that caring relationships are important for mental health and wellbeing

•         I am  developing an understanding of the importance of having caring people in my life and being caring to myself and others

•         I am  developing an understanding of the importance of relaxation, nature and being outside on mental wellbeing

•         I know that helping others and voluntary/community activities  can support my own and others’ mental wellbeing

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

•         That mental wellbeing is a normal part of daily life, in the same way as physical health.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Wellbeing: Feeling good in our local area – teaching slides

·    Wellbeing: Feeling good in our local area – teacher notes

Worth Repeating

In Worth Repeating, pupils will discover the benefits of being outside. Links to how the weather can affect our mood will be made and pupils will be able to discuss how the different seasons affect their own moods. Pupils will investigate the different ways to use the outdoors to improve their wellbeing, including exercise, mindful walks and exploring and appreciating nature.

There are wellbeing moments in these Explores:

•         Explore 2: pupils will look at how art makes us feel. They will be encouraged to use vocabulary associated with describing feelings.Related strategy: Self-efficacy strategies: Teaching relaxation techniques

•         Explore 6: pupils will make links between colour and emotion and use these colours to describe and explain how they are feeling.Related strategy: Resilience and persistence strategies: Open door

•         I can describe mental wellbeing in simple terms

•         I can describe simple ways I can look after my mental wellbeing

•         I am  developing an understanding of how hobbies and interests (music, art, outside activities, exercise) can change my mood and support wellbeing

•         I know the specific ways that help me to change my mood, manage my big feelings and support my mental wellbeing

•         I know simple ways that work for me to manage my own big feelings (name it to tame it, deep breathing basics, visualisation, relaxing music, mindfulness techniques)

•         That mental wellbeing is a normal part of daily life, in the same way as physical health.

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.  

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Explore 2 Wellbeing moment: teaching slides

·    Explore 6 Wellbeing moment: teaching slides

·    Mental wellbeing: activity worksheet

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Resiliency: Open door

·    Self-efficacy: Relaxation

Roll up, Roll up!

In Roll Up, Roll Up, pupils will think about the range of emotions they might feel when visiting the funfair. They'll imagine the scary experience of a ghost train, the thrills of a rollercoaster and the excitement of a pirate ship. They will discuss how it is ok to feel nervous and afraid when going on these rides, and think about the things they can do to help them feel safer.

There are wellbeing moments in these Explores:

Explore 2: pupils will look at how the global climate has changed over the last 200 years, and what we can do to make sure we care for our planet.

Explore 4: pupils will think about how they look, and learn how they can be more comfortable with their own image.

•         I can identify a range of basic feelings in myself and others

•         I am  developing an understanding of how basic emotions affect people’s bodies and behaviour

•         I am  developing awareness and understanding that feelings change and have differing levels of intensity

•         I understand that some feelings can be difficult and feel ‘big’

•         I know that difficult/big feelings can sometimes make us behave in ways that are not helpful

•         I know that difficult/big feelings can be managed

•         I am  starting to be able to identify when I need help with my big feelings

•         know to ask for help with big feelings and how to do this in simple ways

•         I am  developing an awareness of why it is important to manage big feelings

•         I know I can calm themselves to manage big feelings

•         I know simple ways that work for me to manage my own big feelings

•         I know that difficult/big feelings can sometimes make us behave in ways that are not helpful

•         I am  developing an understanding of helpful and appropriate behaviours for basic emotions

•         I know that we can develop our ability to choose to behave in helpful ways

•         I am is developing an understanding of how hobbies and interests (music) can change my mood and support wellbeing

•         That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.  

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.  

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Explore 2 Funfair on ice: teacher's notes

·    Explore 2 Funfair on ice: teaching slides

·    Explore 4 Hall of mirrors: teacher's notes

·    Explore 4 Hall of mirrors: teaching slides

·    Wellbeing: Feelings at the funfair – teacher notes

·    Wellbeing: Feelings at the funfair – teaching slides

Creepy Crawlies

In the Mental wellbeing explore pupils learn about overcoming phobias. 

Pupils will recognise that some people may have a fear of animals or creepy crawlies. They will come to understand the physical and mental experiences of having a phobia.

Children will explore how to help a person who has a phobia of creepy crawlies and they will work on giving helpful, kind advice.

Related strategy: Self-efficacy strategies: Sharing experiences

There are wellbeing moments in these Explores:

•         Explore 5: pupils will look at how they can actively work to protect a species. They will create a bug hotel ensuring that the creepy crawlies have all that they need to keep them safe.

•         Explore 12: pupils reflect on what is happening to the bees and make links to how they feel when they are not treated kindly or fairly.   

•         I know simple things that can help with mental wellbeing (hobbies and interests, spending time with family, being outside, connecting with nature, relaxation and rest)

•         I know that caring relationships are important for mental health and wellbeing

•         I am  developing an understanding of the importance of having caring people in my life and being caring to myself and others

•         I can show empathy for others

•         I can say what is good about myself and recognise good things about others

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Explore 5 Mental wellbeing moment: teaching slides

·    Explore 12 Mental wellbeing moment: teaching slides

·    Mental wellbeing: activity worksheet

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Self-efficacy: Sharing experiences

Brilliant Bodies

In Brilliant Bodies, pupils will discuss what we mean by 'mental health', and talk about the positive and negative emotions that everybody feels. The pupils will be introduced to the practice of keeping a journal, which may help them to express their feelings in creative ways. They will then look at some other activities that can improve our mental health, such as yoga and practising mindfulness.

Detail to come when theme released

•         I can describe what mental wellbeing means in simple terms

•         I can describe simple ways I can look after my mental wellbeing

•         I am starting to develop an awareness of the difference between the brain and the mind

•         I know simple things that can help with mental wellbeing (hobbies and interests, spending time with family, being outside, connecting with nature, relaxation and rest)

•         I know the basics of the importance of sleep, healthy diet and exercise for healthy mind and brain

That mental wellbeing is a normal part of daily life, in the same way as physical health.

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Mental wellbeing: The Guest House poem

Shipwreck

In Shipwreck, pupils will read the story of Robinson Crusoe and ask themselves how he could survive in such challenging circumstances. They'll imagine what life would be like if they were to end up stranded on an island, and use that scenario to think about their most treasured possessions. The pupils will discuss the difference between a 'want' and a 'need', and decide on the one luxury item they would take to an island to help bring them some enjoyment in their lives.

Detail to come when theme released

•         I know the basics of the importance of sleep, healthy diet and exercise for a healthy mind and brain

•         I am developing an understanding of the importance of relaxation, nature and being outside on mental wellbeing

•         I know simple things that can help with mental wellbeing  being outside, connecting with nature, relaxation and rest)

•         I know that helping others and voluntary/community activities  can support our own and others’ mental wellbeing

•         I can show empathy for others

•         I understand how being unkind can make others feel

•         I understand what being kind to others means and why it is important

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

•         Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing.

•         That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing. 

·    Mental wellbeing: sorting cards activity

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Lower Key Stage 2

Year 3

Theme

Wellbeing explore

Wellbeing moments

eduu.school progression statement

RSE and health education guidelines (DFE)

Related resources

Trailblazers

In the Mental wellbeing explore pupils reflect on the achievements of the many trailblazers in this theme.

They will discover that during history women have not been given the credit that they have deserved for their achievements and will discuss how unfair and unjust this is.

Pupils will come to understand the importance of celebrating everybody’s achievement.

Related strategy: Resilience and persistence strategies: Brilliant moments

There are wellbeing moments in these Explores:

•         Explore 11: pupils will learn about the importance of celebrating differences.

•         Explore 13: pupils will look at how music can affect their mood and can be used as a strategy for improving mental health and wellbeing.

•         I can recognise and discuss my own and other’s achievements and strengths

•         I can identify and explain a range of feelings in myself and others

•         I can demonstrate empathy with others in an increasing range of situations

•         That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Explore 11 mental wellbeing moment: teaching slides

·    Explore 13 mental wellbeing moment: teaching slides

·    Mental wellbeing: activity worksheet

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Resiliency: Brilliant moments

Prehistoric Planet

In Prehistoric Planet, pupils will reflect on the Stone Age diet they have learned about in Prehistoric Planet, and compare the food our ancestors ate to the food found in modern-day diets. The pupils will explore the basic human needs of water, exercise and balanced diets, and use their knowledge to plan a healthy meal. The pupils will then make the link between a balanced diet and a healthy mind and body, which will help them understand the importance of healthy living.

Detail to come when theme released

•         I am developing a simple understanding of mental ill health, including anxiety

•         I know what signs to look out for that may indicate I, or someone else, need help with feelings of anxiety

•         I know how and who to ask for help for my own or someone else’s mental health

•         I understand simple, practical ways that can help to manage feelings of anxiety

•         I understand the importance of social relationships for giving and getting support

•         I understands and can explain how it feels to be included and excluded from groups

•         That mental wellbeing is a normal part of daily life, in the same way as physical health.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests

•         Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).  

•         It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.

·    Explore 9 Wellbeing – Grow your own: food diary

·    Explore 9 Wellbeing – Grow your own: teaching notes

·    Explore 9 Wellbeing – Grow your own: teaching slides

It's Not Fair

Detail to come when theme released

•         I can describe simple ways to take care of mental health and why this is important

•         I am  developing a simple understanding of mental ill health

•         I am  developing a simple understanding of the impact of factors such as poverty and loneliness on mental health

•         I am  starting to understand the impact of community and having a purpose in life on mental health and wellbeing

•         I can demonstrate empathy with others in an increasing range of situations

The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

·    Wellbeing: What do you want? – teaching slides

·    Wellbeing: What do you want? – teacher notes

·    Wellbeing: What do you want? – diamond nine worksheet

Planet SOS

In Planet SOS, pupils will think about the individual qualities that make every person unique. They'll reflect on the many ways to care for the planet that they have learned throughout the theme, and think about how we can care for human beings as well. This will help pupils to make the link between creating a healthier planet and the positive impact this would have on people and communities, especially those who are vulnerable to the effects of climate change.

Detail to come when theme released

•         I can discuss change and loss in simple ways

•         I am  beginning to understand the impact of change and loss in different domains of life

•         I am  beginning to be able to explain how others may be impacted by grief

•         I can express feelings relating to loss

•         I understand simple, helpful ways of dealing with loss and grief

•         I know and can explain the impact of nature and art on mood and wellbeing

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         Simple self-care techniques, including the importance of rest … and the benefits of hobbies and interests.

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Zeus

In the Mental wellbeing explore pupils learn about Heracles, and are given the opportunity to show empathy towards him when discussing the different scenarios he would have faced.

Pupils will make links to their own experiences and understand that during their lives, they will experience a range of both positive and negative emotions.

Pupils will be able to verbalise their feelings and describe the range and intensity of their emotions.

There are wellbeing moments in these Explores:

•         Explore 8: pupils will recognise when they have felt different emotions and will learn different things that they can do when they are struggling to cope with their changing emotionsRelated strategy: Positivity strategies: Creating a safe climate

•         Explore 10: pupils will recognise the feelings of a Spartan boy soldier and use specific vocabulary to describe these. Pupils will understand how feelings can change as the child soldier grows in to an adult.

•         I can use a range of vocabulary to identify and describe different feelings

•         I can explain in simple terms how others might feel in a range of different situation

•         I can demonstrate understanding that I may feel conflicting emotion

•         I can understand appropriateness of emotions and use a range of emotional vocabulary to describe different emotion

•         I can recognise and discuss my own and other’s achievements and strengths

•         That there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

·    Mental wellbeing: activity worksheet

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Positivity: Safe climate

Catastrophe

In Catastrophe, pupils will reflect on the devastating disasters that have hit places like Pompeii, Kantō and Galveston, and think about the tragic loss of human life that results from eruptions, earthquakes, tsunamis and hurricanes. They will remember their learning about organisations such as UNICEF, Oxfam and the Red Cross, and discuss how people can come together to help those who have suffered through a terrible crisis. The pupils will also think about how people might cope with the loss of their loved ones in these disasters.

Detail to come when theme released

•         I can discuss loss of life and bereavement in simple ways

•         I am  beginning to understand  the impact of loss and bereavement in different domains of life

•         I am beginning to be able to explain how people may be impacted by grief

•         I know some simple helpful ways of dealing with death, grief and bereavement

•         I understand that recovery is possible after loss and bereavement

•         I am  building simple awareness of what can help with recovery after bereavement, loss or change

•         I can explain what resilience is in simple terms

•         That there is a normal range of emotions and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Lower Key Stage 2

Year 4

Theme

Wellbeing explore

Wellbeing moments

eduu.school progression statement

RSE and health education guidelines (DFE)

Related resources

Musical Express

In Musical Express, pupils will listen to some of the most famous pieces of music of all time, by composers and bands such as Beethoven, Debussy and the Beatles. As the pupils experience this range of music, they think about how the various sounds and vocals affect them and make them feel. They will think about their famous genres, and explain why those particular songs and compositions inspire them to perhaps create their own songs. The pupils will reflect on how music can improve our mental health and help us to feel happier and more relaxed

Detail to come when theme released

•         I can identify and explain a range of feelings in myself and others

•         I can use a good range of vocabulary to identify and describe a range of feelings

•         I understand and can describe the impact of music, art and nature on mood, stress levels and mental wellbeing in simple ways

•         I understand some simple aspects of the brain and how to look after my brain

•         I understand and can use a range of practical ways to manage difficult, overwhelming emotions

•         That there is a normal range of emotions and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Wellbeing: Musical inspiration – teaching slides

·    Wellbeing: Musical inspiration – teacher notes

·    Wellbeing: Musical inspiration – pupil reflection sheet

Merlin

Detail to come when theme released

•         I can explain what resilience is

•         I can describe what wisdom is in simple terms

•         I understand and can explain in simple ways why mistakes and failure are an important part of learning and building resilience

•         I know who can help me when I fail and make mistakes and how I can ask for help

•         I understand the importance of social relationships for giving and getting support

•         I am  developing and demonstrating simple problem solving skills

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Romans

In Romans, pupils think about Boudicca’s characteristics, and look at what it means to be brave.

In the Wellbeing Moments, pupils will learn how the Romans enjoyed using public baths to clean and care for themselves. Pupils will then discover the importance of self-care as a way of looking after themselves and making ourselves feel better and uplifted.

Many Celts would have described the Romans as bullies after seeing them invade their country and control their way of living. Pupils will discuss appropriate reactions to bullying and how they can seek help if they ever feel they are being bullied. 

•         I know simple self-care strategies and why they are important for mental wellbeing

•         I understand and can describe the impact of music, art and nature on mood, stress levels and mental wellbeing

•         I understand in simple terms what bullying is and what it looks like offline and online

•         I know where and how I can ask for help if I am being bullied or I am  worried someone else is

•         That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

·    Explore 7 The Romans vs the Celts: teacher notes

·    Explore 7 The Romans vs the Celts: teaching slides

·    Explore 10 Wellbeing – Being brave: Boudicca worksheet

·    Explore 10 Wellbeing – Being brave: storyboard

·    Explore 10 Wellbeing – Being brave: teacher notes

·    Explore 10 Wellbeing – Being brave: teaching slides

Mountain High, River Low

In Mountain High, River Low, pupils will learn about the River Ganges in India, which Hindus believe is sacred. They will read about the festival of Kumbh Mela, where Hindus gather at various locations along the river to cleanse themselves with the purifying water and pay their respects. The pupils will consider the link between nature and spirituality through the experience of Hindus, and think about how nature can help our own sense of physical, mental and spiritual wellbeing.

Detail to come when theme released

•         I know simple self-care strategies and why they are important for mental wellbeing

•         I understand and can describe the impact of music, art and nature on mood, stress levels and mental wellbeing

•         I understand and can explain the importance of sleep, exercise and diet for good mental health and wellbeing

•         I understand and can use a range of practical ways to manage difficult, overwhelming emotions

•         I know when and how to get help and support with managing overwhelming emotions

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

·    Wellbeing: Sacred rivers – teaching slides

·    Wellbeing: Sacred rivers – teacher notes

Savage Settlers

In the Mental wellbeing explore pupils will discover the reputation of the Saxons and Vikings.

Throughout history, they have been remembered for being savage and aggressive and their behaviour unfair.

Pupils will discuss the reputation that they want to have and how they can ensure that they leave a positive impression on people by being kind and fair towards others.

There are wellbeing moments in these Explores:

•         Explore 8: pupils learn helpful and appropriate ways to react when someone is unkind to them.

•         Explore 13: Pupils look at how stitching is a hobby that can relax and distract the mind. They will also learn how to stay resilient and persevere when they find something difficult to do. Related strategy: Resilience and persistence strategies: Relaxation techniques

•         I can explain what resilience is

•         I understand and can explain the importance of good relationships for my own and others’ wellbeing

•         I understand what good relationships look like and how to build positive relationships

•         I know and demonstrate helpful ways to deal with differences and manage disagreements and conflict

•         I understands simple, helpful ways of dealing with death, grief and bereavement

Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Resiliency: Relaxation techniques

Around the World

In the Mental wellbeing explore for Around the World, pupils will look at Tchaikovsky's The Nutcracker. First, they will listen to 'The Russian Dance', one of the famous compositions from the ballet, and discuss their emotional responses to the music. They will then focus on stereotypes within the world of ballet and dance in general, challenging the idea that dancing is for girls only and appreciating the skill and strength of ballet performers.

There are wellbeing moments in these Explores:

•         Explore 2: pupils will think about the places across the world that they would like to visit, and think about why it is important to experience different cultures.

•         Explore 7: pupils will listen to music from Tchaikovsky's Swan Lake and record how the sounds make them feel.

•         I can recognise good things in my life

•         I can respect differences

•         I am  developing  awareness of what is meant by happiness

•         I am developing awareness of how different countries and cultures view and support mental wellbeing

Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Explore 2 Geographical features: wellbeing moment

·    Explore 7 Tchaikovsky: wellbeing moment

·    Explore 8 Wellbeing: teacher notes

·    Explore 8 Wellbeing: teaching slides

·    Wellbeing: The Nutcracker – teaching slides

·    Wellbeing: The Nutcracker – teacher notes

Upper Key Stage 2

Year 5

Theme

Wellbeing explore

Wellbeing moments

eduu.school progression statement

RSE and health education guidelines (DFE)

Related resources

Framed

In Framed, pupils will learn about Sir Antony Gormley, a British sculptor who has created art that explores the human form. They will look at some of the most famous examples of Gormley's sculptures, such as Iron:Man 1993 in Birmingham, the Angel of the North in Gateshead and Exposure in the Netherlands. The pupils will think about the motivations and inspiration Gormley may have had in mind when creating his works, and reflect on what they would like to express in their own artwork.

Detail to come when theme released

•         I can understand how art can help to express and generate different feelings and support mental wellbeing

•         I can understand what is meant by loneliness, the impact of loneliness and isolation and how to get support.

•         I can understand the ways in which emotions change and can explain emotional intensity 

•         I can understand and can use practical ways to manage difficult, overwhelming emotions

•         I know when and how to get help and support with managing overwhelming emotions

•         Isolation and loneliness can affect children and that it is very important for children to discuss their feelings with an adult and seek support.

•         Simple self-care techniques … benefits of hobbies and interests.

•         That there is a normal range of emotions and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Wellbeing: Sir Antony Gormley – teaching slides

·    Wellbeing: Sir Antony Gormley – teacher notes

Bloodhound

In Bloodhound, pupils will reflect on their learning and experience throughout the theme and think about the nature of competition and aspiration. They will remember their experiences of racing their own cars against each other and discuss how they felt on the day with their classmates. They will consider what we mean by 'losing' when we compete, and consider how losing is a part of life that shouldn't get us down. The pupils will also talk about ways to overcome disappointment and use setbacks to help them win and be successful in the future.

Detail to come when theme released

•         I can work effectively in a team

•         I can deal with challenges and failures with increasing confidence and competence

•         I am  developing and demonstrating helpful problem solving skills

•         I know and demonstrate helpful ways to deal with differences and manage disagreements and conflict

•         I can recognise and celebrate my own and other’s achievements and strengths

•         The benefits of …community participation, voluntary and service-based activity on mental wellbeing and happiness.

•         That there is a normal range of emotions and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Wellbeing: Winning and losing – teaching slides

·    Wellbeing: Winning and losing – teacher notes

Galaxy Quest

In the Mental wellbeing explore pupils will learn what stress is and how the feelings of stress affect the mind and body.

Pupils look at how stargazing can be used as a way to combat stress and relax the mind.

Related strategy: Resilience and persistence strategies: Developing secure relationships

There are wellbeing moments in these Explores:

•         Explore 4: pupils link their learning on the seasons to how they cope with change. They will learning coping strategies for instances when they must deal with change in their lives.

•         Explore 10: pupils reflect on the space race and how competition can be healthy and a way to motivate and stretch and challenge ourselves. Pupils will learn to celebrate their failures as we learn from them and they make us who are today.Related strategy: Resilience and persistence strategies: Using stories to build resiliency 

•         I can explain what stress is

•         I am developing an understanding of the impact of stress on mental health and wellbeing

•         I am developing a simple understanding of mental ill health

•         I know how and who to ask for help for my own or someone else’s mental health and that early support is important

•         I can explain the importance of sleep for mental health and wellbeing

•         I know simple self-care strategies and why they are important for mental wellbeing

•         I understand and can describe the impact of nature on mood, stress levels and mental wellbeing

•         That mental wellbeing is a normal part of daily life, in the same way as physical health

•         That there is a normal range of emotions and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         The benefits of ... time outdoors  ... on mental wellbeing and happiness

•         Simple self-care techniques, including the importance of rest

·    Explore 4 mental wellbeing moment: teaching slides

·    Explore 10 mental wellbeing moment: teaching slides

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Resiliency: Secure relationships

·    Resiliency: Using stories

Mummified

In Mummified, pupils will reflect on their learning about mummification and the burial of pharaohs, focusing on the customs that were followed to prepare people for the afterlife. They'll look at the many treasures that have been discovered in the tombs of great pharaohs, and use this as a springboard to thinking about their own treasures. The pupils will discuss their most meaningful possessions, and why they would want to place them in an Ancient Egyptian tomb.

Detail to come when theme released

•         I can discuss change, loss of life and bereavement

•         I understand and can explain how others may be impacted by grief

•         I understand helpful ways of dealing with death, grief and bereavement

•         I can identify and explain a growing range of feelings in myself and others

•         I understand that we can have different, complex and conflicting feelings about things

•         I can use a wide range of vocabulary to identify and describe a growing range of feelings

•         I can understand the ways in which emotions change and can explain emotional intensity

•         That there is a normal range of emotions and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

·    Mental wellbeing: storyboard template

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Amazing Islands

In the Mental wellbeing explore pupils  discover the life and work of Nelson Mandela.

They will learn what goals and aspirations are and will look at how Nelson Mandela remained committed to his despite facing difficulties and hardship.

Pupils will then set their own goals and aspirations.

Related strategies:

Positivity strategies: Taking chances

Self-efficacy strategies: Goal setting

There are wellbeing moments in these Explores:

•         Explore 9: pupils will learn what climate change is and what the effects of that are. They will learn their role in the world and how they can help to protect the Earth. 

•         Explore 12: pupils will learn how they can avoid overusing plastics and some natural materials. They will also explore how they can protect the plants and animals living on the Earth.

•         I can use a wide range of vocabulary to identify and describe a growing range of feelings

•         I can understand and describe the impact of music, art and nature on mood, stress levels and mental wellbein

•         I understand how the impact of community and having a purpose in life supports mental health and wellbeing

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others' feelings.

·    Explore 9 Mental wellbeing moment: teaching slides

·    Explore 13 Mental wellbeing moment: teaching slides

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Positivity: Taking chances

·    Self-efficacy: Goal setting

What the Dickens?

In What the Dickens, pupils will learn about the experience of poor children in the Victorian era, and make comparisons with their own lives today. The pupils will look at why children from poor families were often sent to work in mines and factories, while those from rich families could avoid such work. The pupils will then make the link between Victorian attitudes to labour and our modern-day laws that protect children from mistreatment, and discuss the importance of showing empathy and compassion towards the most vulnerable people in society.

Detail to come when theme released

•         I can demonstrate empathy with others in an increasing range of situations

•         I understand how the impact of community and having a purpose in life supports mental health and wellbeing

•         I am developing an understanding of the impact of factors such as poverty on mental health

•         I am developing a simple understanding of mental ill health, including anxiety and depression

•         I know what common signs to look out for that may indicate I, or someone else, need help with feelings of anxiety or low mood

•         I know how and who to ask for help for my own or someone else’s mental health and that early support is important

The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

·    Explore 5 Wellbeing - Child labour: Hot-seating information gathering sheet

·    Explore 5 Wellbeing - Child labour: teacher's notes

·    Explore 5 Wellbeing - Child labour: teaching slides

Upper Key Stage 2

Year 6

Theme

Wellbeing explore

Wellbeing moments

eduu.school progression statement

RSE and health education guidelines (DFE)

Related resources 

Forensic

In Forensic, pupils will listen to the song 'Firework' by Katy Perry and think about fireworks as a metaphor for colour, noise and energy. They'll then consider why Perry uses this particular image to inspire people to be confident and passionate in their lives, and use this to start a conversation about their own talents and personal qualities. The pupils will look at successful public figures like Naomi Osaka, Marcus Rashford and David Weir, and think about ways that they can set and achieve ambitious goals in their lives

Detail to come when theme released

•         I understand what bullying is and what it looks like offline and online

•         know the potential impacts on mental wellbeing of being bullied

•         I can recognise when I might need help and ask for help, both online and offline

•         I know where and how I can ask for help

•         I understand how to behave respectfully, responsibly and safely online and what to do if I make a mistake

•         I know and demonstrate helpful ways to deal with differences and manage disagreements and conflict

•         I am  developing and demonstrating helpful problem solving skills

•         That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

·    Mental wellbeing: goals and aspirations template

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

Iceberg Ahead!

In the Mental wellbeing explore pupils will learn about first-, second- and third-class tickets for the journey on board the Titanic, and look at the differences in comfort, luxuries and living conditions. This will allow pupils to think about how people were treated differently based on their status in the past, particularly when the class system was dominant in Great Britain. They will appreciate that those who were well off could afford to buy the best accommodation and services on the ship, while those who were less fortunate had to make do with challenging living conditions during the voyage.

There are wellbeing moments in these Explores:

•         Explore 11: pupils will listen to Ol' Man River performed by Paul Robeson, noting the way the song makes them feel and the lifestyle it seems to convey.

•         Explore 14: pupils will listen to What A Wonderful World performed by Louis Armstrong, and think about the uplifting message it sent during a turbulent time in US history.

•         I can recognise and discuss my own and other’s achievements and strength

•         I can demonstrate empathy with others in an increasing range of situations

•         I can explain what resilience, courage and wisdom are

•         I understand and can explain why mistakes and failure are an important part of learning and building resilience

•         I know who can help me when I fail and make mistakes and how I can ask for help

•         I can understand the ways in which emotions change and can explain emotional intensity

•         That there is a normal range and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

·    Explore 5 Wellbeing – Who was on board?: comparison table

·    Explore 5 Wellbeing – Who was on board?: comparison table example answers

·    Explore 5 Wellbeing – Who was on board?: teacher's notes

·    Explore 5 Wellbeing – Who was on board?: teaching slides

·    Explore 5 Wellbeing – Who was on board?: tickets

·    Explore 11 The Mississippi River: wellbeing moment

·    Explore 14 People that changed the United States: wellbeing moment

Blitz

In the Mental wellbeing explore pupils  explore how children might have felt during evacuation from cities to the countryside.

This is used as an introduction to dealing with fears about change, how we can help ourselves prepare for a change and managing difficulties during change(and may have conflicting emotions).

This leads to a focus on transition to secondary school and how they can prepare for the change positively. 

Related strategy: Self-efficacy strategies: Sharing positive academic experiences

There are wellbeing moments in these Explores:

•         Explore 3: pupils  are encouraged to show empathy to those families who lost love ones during the war. They will reflect on their own lives and share their experiences and explore how they can cope with loss and bereavement

•         Explore 12: pupils are encouraged to show empathy towards Anne Frank and how she was persecuted for being who she was. Pupils will understand the importance of respecting everyone’s religion, race, gender, culture, age.

•         I can identify and explain a growing range of feelings in myself and others

•         I understand that we can have different, complex feelings about things

•         I can use a wide range of vocabulary to identify and describe a growing range of feelings

•         I can explain how others might feel in a range of different situations, demonstrating understanding that they may feel conflicting emotions

•         I can understand appropriateness of emotions and use wide range of emotional vocabulary to describe different emotion

•         I can understand the ways in which emotions change and can explain emotional intensity 

•         I am developing and demonstrating helpful problem solving skills

•         I can recognise and describe the good things in my life and the positive impact they have

•         I understand the main common issues around transition to secondary school

•         I understand ways I can help myself during times of change, especially transition to secondary school and how I can get support if I need it

•         That there is a normal range and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

•         Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).

•         Simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests.

·    Explore 3 Mental wellbeing moment: teaching slides

·    Explore 12 Mental wellbeing moment: teaching slides

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

·    Self-efficacy: Sharing experiences

Mozart Mash-Up

In Mozart Mash-Up, pupils will be introduced to the form of music known as Gregorian chanting. They will learn that this chanting style would be sung a capella style by monks during the time of Pope Gregory the Great, and would be based on prayers that were sung in Latin. The pupils will think about the breathing techniques required to chant like the Gregorian monks, and consider how this chanting can be used to help them feel more relaxed. This will get the pupils to reflect about how music can be used to improve their mood and mental health

Detail to come when theme released

•         I am starting to understand about mental ill health, including anxiety and depression

•         I know what common signs to look out for that may indicate I, or someone else, need help with feelings of anxiety or low mood

•         I know how and who to ask for help for my own or someone else’s mental health

•         I understand ways that can help to manage feelings of anxiety and low mood

•         I understand and can describe the impact of music, art and nature on mood, stress levels and mental wellbeing

•         I understand how art and music can help to express and generate different feelings and support mental wellbeing

•         I understand practical ways that can help to manage feelings of anxiety and/or low mood

•         I can identify and explain a growing range of feelings in myself and others

•         I understand that we can have different, complex, conflicting feelings about things

•         I can use a wide range of vocabulary to identify and describe a growing range of feelings

•         That there is a normal range of emotions and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.

•         Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).

·    Mental wellbeing: teacher notes

·    Mental wellbeing: teaching slides

The Globe

In The Globe, pupils will recognise that various situations can cause a range of emotion, some of which are very intense. The will start off by looking at some real-life difficult scenarios and discussing how these events would make them feel, before looking at one of William Shakespeare's most famous tragedies – Romeo and Juliet. They will analyse the timeless issues of conflict, love, betrayal and death, and focus closely on the character of Juliet in order to establish empathy for her experiences.

Detail to come when resources released

•         I can understand appropriateness of emotions and use a wide range of emotional vocabulary to describe different emotions

•         I understand and can describe the impact of music, art and nature on mood, stress levels and mental wellbeing

•         I understand that we can have different, complex feelings about things

•         I can explain how others might feel in a range of different situations, demonstrating understanding that they may feel conflicting emotions

•         I can understand the ways in which emotions change and can explain emotional intensity 

•         I understand and can use practical ways to manage difficult, overwhelming emotions

•         Simple self-care techniques, including….benefits of hobbies and interests.

•         The benefits of physical exercise, time outdoors, community participation, voluntary and service-based activity on mental wellbeing and happiness.

•         That there is a normal range and scale of emotions that all humans experience in relation to different experiences and situations.

•         How to recognise and talk about their emotions, including having a varied vocabulary of words to use when talking about their own and others’ feelings.

•         How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.

·    Explore 11 Five ways to wellbeing: teacher's notes

·    Explore 11 Five ways to wellbeing: teaching slides

·    Explore 11 Five ways to wellbeing: training plan for Juliet

Digital Dragons' Den

In Digital Dragons' Den, pupils will focus on the importance of teamwork when it comes to achieving challenging and important goals. Throughout the theme, they will learn about charitable organisations such as the RSPB, WaterAid and UNICEF and the valuable work they do to protect human and animal life across the world. Having analysed the logos, materials and campaigns these organisations use to spread their message, the pupils will discuss how they can work as a team to devise their own missions and inspire others to join their cause. By collaborating with each other to carry out complex task, the pupils will appreciate how we can all feel better if we work together

Detail to come when theme released

•         I know and can discuss the common issues around transition to secondary school

•         I understand ways I can help myself during times of change, especially transition to secondary school and how I can get support if I need it

•         I am  starting to understand about mental ill health, including anxiety and depression

•         I understand and can explain to others practical ways that can help to manage feelings of anxiety and/or low mood

•         I know what common signs to look out for that may indicate they, or someone else needs help with feelings of anxiety or low mood

•         know how and who to ask for help for my own or someone else’s mental health

•         I can work effectively in a team

•         I can deal with challenges and failures with increasing confidence and competence

•         I am developing and demonstrating helpful problem solving skills

•         I know and demonstrate helpful ways to deal with differences and manage disagreements and conflict

•         That mental wellbeing is a normal part of daily life, in the same way as physical health.

•         It is common for people to experience mental ill health. For many people who do, the problems can be resolved if the right support is made available, especially if accessed early enough.

•         Where and how to seek support (including recognising the triggers for seeking support), including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).

·    Wellbeing: Effective teamwork – teaching slides

·    Wellbeing: Effective teamwork – teacher notes

·    Wellbeing: Effective teamwork – teamwork scenarios