1. what rules are, some basic safety rules and how different rules can help to keep people safe in different situations  PS1 

2. how to recognise potentially harmful or hazardous situations in everyday life, including at home  PS1

3. ways to keep safe when out and about, e.g. near railways, on the street and in busy places  PS2 

4. how to cross the road safely without adult support  PS2 

5. how to keep safe around water, using the water safety code  PS2 

6. about the people whose job it is to help keep children safe and how to get help from an adult if there is an accident or emergency  BS4   BS7 

7. how to dial 999 in an emergency (including from a locked mobile phone), and what to say  BFA1 

8. about the role of rules and laws in keeping people safe  PS1   PS2 

9. about hazards that may cause harm or injury in the home e.g. fire risks; how to help keep themselves safe, including around electrical appliances  PS1

10. how to predict, assess and manage risk in different situations  PS1 

11. strategies for keeping safe in familiar and unfamiliar places or when travelling with, or without, an adult (e.g. rail, water, road, cycle and firework safety)  PS2 

12. what is meant by first aid; basic techniques for dealing with common injuries (e.g. bruises, scalds, burns, bleeds)*  BFA2 

* schools might also choose to teach about how to manage asthma attacks, allergic reactions, a person who is choking or unresponsive. For head injuries, pupils should be taught to seek adult help immediately but not to attempt to move the person

13. when and how to make a clear and efficient call to the emergency services; that staying safe and reporting incidents are more important than filming them  BFA1 

1. that everyone has a different pathway through life, education and work; that all jobs and careers have different challenges and rewards; routes into work, training and other vocational and academic opportunities

2. to review their values and personal qualities, and develop their strengths, interests and skills; how these might impact their future education and career coices

3. to identify their own early career aspirations, and how to manage feelings about future employment, including anxiety, worry or uncertainty

4. how to set realistic yet ambitious targets and goals; the benefits of setting ambitious goals and being open to opportunities in all aspects of life

5. to identify transferable skills and qualities that will benefit someone throughout their education and career; how to develop study, organisational, research, digital, and presentational skills, flexibility, creativity and initiative

6. about different work roles, career pathways, employment sectors, types and patterns of work, including employment, self-employment, entrepreneurialism and voluntary work; the factors that might influence a person's type of employment

10. how to evaluate and further develop their study and employability skills (including presentation, public speaking and leadership skills), respond to feedback, assess their personal strengths and areas for development, and use this to inform goal setting

11. how strengths, interests, skills, qualities and aspirations can change and develop; how this might relate to future career choices and employability, acknowledging that they may go on to have work roles that do not exist, due to societal, environmental and technological changes

12. the range of opportunities available to them for career progression, including in education, training and employment

13. how careers can impact, and be impacted by, the natural environment, community and society, politics and the economy

14. the nature of the labour market, including the impact of AI and other influences; local, national and international employment opportunities

15. different employment sectors and types, and changing patters of employment, including hybrid or home working, zero hours contracts and the gig economy

1. how to notice and name a range of feelings in themselves and others, such as happiness, excitement, anger and sadness; that feelings can be felt more or less strongly  GW3   GW4   GW5 

2. that being aware of their thoughts and feelings can help someone to manage them and is an important part of keeping healthy and well  GW2    GW4 

3. that someone's feelings can affect how they behave; ways to manage strong feelings, reactions and responses  GW5   RRK3 

4. about things that can help people feel good (e.g. playing outside, being in nature, physical activity, doing things they enjoy, spending time with family and friends, getting enough sleep)  GW1 

5. simple strategies to manage distraction, unhelpful thoughts and strong, unpleasant or uncomfortable feelings; that the brain can get better at remembering how to use these strategies   GW1   GW5 

6. about different kinds of change and loss (including death); how change and loss can affect people and who can help  GW8 

7. about preparing to move to a new class or year group and how to manage feelings during times of change  GW3   GW8 

8. who they can talk to if finding things difficult, or needing help with feelings (including adults in school) and how to ask for help  GW9 

9. the importance of taking care of mental health and wellbeing, as well as physical health  GW2

10. how to identify, name and describe a wide range of emotions; how emotions range in intensity and can change over time  GW3   GW4   GW5 
11. about everyday behaviours that help maintain wellbeing (e.g. rest, quality sleep, physical activity, time outdoors and in nature, activities and hobbies, balanced diet, involvement in community groups, doing things for others, time with family and friends)  GW1 

12. how feelings can impact people's behaviour and how they respond to others; skills to manage strong emotions, reactivity and responses  GW1 

13. how to direct attention and manage distractions to support mental health and wellbeing  GW1 

14. self-regulation strategies and how to use them to manage feelings, thoughts, setbacks and responses in different situations  GW1 

15. that when someone practises self-regulation strategies, over time their brain will help them to use these strategies automatically and effectively  GW1 

16. how to manage emotional responses to events outside of their control (e.g. climate change or distressing events)  GW5 

17. that everyone feels worried, lonely or sad sometimes and that these feelings can affect wellbeing; the benefits of speaking to someone if feeling lonely, worried or sad  GW3   GW6   CF3 

18. if unpleasant thoughts and feelings are strong, last a long time, or cause problems that affect daily wellbeing (e.g. by making it difficult to do important things, such as learning or playing), this can be a sign of a mental health difficulty, and there is support available to help people manage this  GW10 

19. about change, loss and grief, including bereavement; that people feel, express, and manage grief in different ways; strategies that can help with change, loss and grief  GW8 

20. about preparing for the opportunities and challenges of moving to a new class or school, including managing thoughts and feelings associated with transition  GW8 

21. when, why, and how to seek help for their own or others' wellbeing or mental health; who they can speak to at home and in school  GW9   GW10 

1. how to identify and articulate a range of emotions accurately and sensitively, using appropriate vocabulary  MW1 

2. how language and misconceptions about mental health can affect how someone responds to mental health difficulties; how to challenge stigma and access appropriate support services and mental health organisations  MW1   MW4   MW5 

3. the benefits of sleep, physical activity, personal interests, hobbies and time outdoors/in nature for wellbeing, happiness and developing a positive relationship with oneself  RR3   MW2 

4. how friendships, community participation and doing things for others can contribute to belonging, happiness and wellbeing; that most people will feel lonely at times and ways to manage feelings of loneliness  MW2   MW3 

5. that families can change; how to respond to changes in family relationships including birth, loss, death, separation, divorce and new relationships   F6 

6. about factors that affect wellbeing in adolescence; to evaluate which activities contribute to their wellbeing; that it is normal to experience a range of emotions at different times, including worrying or feeling down, and that these are not in themselves a sign of a mental health condition  MW4   MW6 

7. to recognise situations which may increase feelings of anxiety or worry; how to overcome barriers to participating in enjoyable or rewarding activities; that participating in these activities can help reduce anxiety over time  MW7 

8. to manage emotions and promote a sense of individual agency when they may feel powerless or overwhelmed, e.g. in response to the climate crisis or distressing events   MW4   MW7 

9. how self-regulation strategies and problem solving can help to manage strong, unpleasant or uncomfortable feelings (including worry, anxiety, tension, stress, anger and fear), and to manage distractions, respond to disappointments and setbacks, and promote wellbeing  MW7 

10. to recognise warning signs of emotional and mental health difficulties, such as anxiety, depression, or eating disorders; why self-harm and disordered eating are unhealthy coping strategies; why, when and how to seek help for self or others, even when it is challenging to do so*  MW5 

* In line with best practice outlined in the statutory RSHE guidance under Health and wellbeing (42-47), it is important to avoid teaching that provides instruction on unhealthy coping strategies (e.g. ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others), or that might provide inspiration for students who are more vulnerable.

11. how mental health and wellbeing can change throughout life, including the impact of changes, opportunities and challenges on wellbeing  MW4    MW6   MW7 

12. strategies for building connectedness with others, including making the most of opportunities for community participation and volunteering, and the importance of doing so for happiness and wellbeing  MW2   MW6 

13. how mental health and wellbeing can be affected positively and negatively by relationships; skills to discuss feelings with others; ways to safely manage feelings of loneliness  MW1   MW3 

14. how wellbeing can be affected by negative thinking patterns; how to reframe negative thinking and learn from disappointments and setbacks   MW4   MW6   MW7 

15. to evaluate a range of cognitive and practical strategies to promote wellbeing and overcome barriers to living a fulfilling life, including strategies for managing worry, rumination, stress or tension   MW4   MW6   MW7 

16. the nature and prevalence of mental health difficulties that commonly affect young people; facts about, and signs of, more serious mental health conditions; what someone should do if concerned about their own or others' mental health or wellbeing  MW5 

17. about potential long-term mental health harms from addictive behaviours such as gambling, alcohol or other substance misuse; how to recognise when they or someone else may need help with addictive behaviours  MW8   MW9 

18. to recognise when they or others are using unhealthy coping strategies, such as self-harm, disordered eating, alcohol or other substance misuse; the bidirectional relationship between substance use and mental health difficulties; the importance of seeking help, including when it is necessary to break a confidence to ensure someone else's safety or wellbeing*  MW6   MW9 

* In line with best practice outlined in the statutory RSHE guidance under Health and wellbeing (42-47), it is important to avoid teaching that provides instruction on unhealthy coping strategies (e.g. ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others), or that might provide inspiration for students who are more vulnerable.

19. why, when and how to access emotional support that may be needed during life changes and/or difficult experiences; how to critically assess different sources of information, advice and support for mental health and wellbeing, including identifying inappropriate or unreliable sources   MW6   WO7 

KS1 | Learning opportunities: Pupils should have the opportunity to learn…

KS2 | Learning opportunities: Pupils should have the opportunity to learn…

 1. what friendship is and what makes a good friend   CF1   CF2   CF4 

2. how people make friends and how to be kind and caring in friendships  CF1   CF2 

3. that friends can argue, and they can also make up  CF5   RRK3 

4. simple ways to resolve arguments between friends positively; that physically hurting someone is never the right way to solve an argument  CF6    RRK3 

5. how to ask for help if a friendship is making them feel unhappy  CF7 

6. about the importance of friendships; that positive friendships support wellbeing  CF1 

7. what constitutes a positive, healthy friendship (e.g. mutual respect, trust, kindness, generosity, sharing interests, enjoying being together, and support with problems and difficulties); that truthfulness and loyalty are also part of this, but when might be less appropriate  CF2   CF4   RRK2 

8. how people choose and make friends; skills for building caring, kind friendships (e.g. mutual support, listening, respecting boundaries, celebrating friends' successes)  CF1   CF2 

9. that healthy friendships are not controlling or possessive; that everyone can have more than one friend, and that having different friends can bring different positive experiences  CF1   RR4   RRK2 

10. that healthy friendships make people feel included, safe and happy; how to recognise when they or others feel lonely or excluded; strategies to include others; the importance of seeking support if feeling lonely or excluded  CF1   CF3   CF4   GW6 

11. strategies for recognising and managing peer influence and the desire for peer approval in friendships  CF2 

12. about balancing the needs and wishes of different people, e.g. in families or friendships; the importance of balancing their own needs with being kind to others  RRK1   RR4 

13. that friendships have ups and downs and can change over time; that working through differences can sometimes strengthen friendships  CF5 

14. how to recognise if a friendship is making them feel unsafe, unhappy, or uncomfortable; how to manage this and ask for help if necessary  CF7 

1. to develop a healthy relationship with themself; ways to develop self-worth, self-respect, personal interests and independence; to clarify personal values in relation to friendships and intimate relationships  RR3 

2. about different types of relationships, including friendships, family, peer, romantic and intimate relationships, and the features of positive, healthy relationships, e.g. care, equality, honesty, respect and trust; how to recognise when they are being treated with respect by others  RR1   RR3   ISR3 

3. that sexual attraction and sexuality are diverse   RR1   RR3 

4. the importance of loving family relationships for bringing up children and roles and responsibilities within families  F2   F7 

5. qualities and behaviours they should expect in family relationships, and what to do if family life makes them feel unsafe  F8 

6. that ethical behaviours in relationships include care, attention and respect for the other person; about behaviours online and offline, that build or undermine trust; the effect of power imbalances on relationship behaviours  RR8   RR10 

7. how their behaviour affects others, and the role of kindness and respect in supporting inclusive communities; how to behave safely and respectfully in all contexts, including in public spaces and in interactions with people they don't know  RR2   RR5 

8. how to form, maintain, manage and end relationships safely and responsibly, including online; how to manage emotions when relationships end or change  RR7 

9. the skills of active listening, clear communication, negotiation, compromise, and how to reconcile after disagreements, including within families  RR5    F8 

10. the services available to support healthy relationships and manage unhealthy relationships, and how to access them  RR5   RR6   BS16   ISR11 

 11. that characteristics such as self-worth, independence and having a positive relationship with oneself support personal wellbeing; building and maintaining healthy, equal relationships with others  RR3 

12. the characteristics and benefits of healthy, positive relationships of all kinds, and the impact of ethical principles and values on relationships; how to assert and respect personal values and boundaries in relationships, including online  BS1   RR1   RR8 

13. about diversity in romantic and sexual attraction; when, where and how someone might access support and advice  RR1   RR3 

14. strategies to manage the strong emotions associated with the different stages of relationships; how to develop skills to effectively communicate with others in relationships of all kinds  RR2   RR7 

15. how to safely and responsibly manage changes in personal relationships, including conflict, reconciliation and the ending of relationships  RR1    RR7 

16. how to judge the trustworthiness of adults and when a family relationship is unsafe, and to confidently access appropriate sources of support   F8 

17. strategies to access reliable, accurate and appropriate services, advice and support with relationships, and how to help others access these when needed  RR5   RR6   BS16 

18. reasons people have for making different choices about long-term relationships and parenting  F2   F3   F7 

19. about the nature, legal status, rights and protections of different types of committed relationships, such as marriage, arranged marriage, cohabitation and civil partnerships  F1    F3   F4 

20. that marriage and civil partnerships are legal, social and emotional commitments, entered into freely after the age of 18 and never through force or coercion  F3   F5 

21. that forced marriage is illegal, and how to access help if they or someone they know is at risk of forced marriage  BS12   F5 

22. about the qualities, responsibilities, joys and challenges of parenthood, and factors that support development in the early years of a child's life  F7 

23. about shifting family dynamics and how to manage their increasing independence in relation to others in their family  F6