In EYFS and Key Stage 1 pupils learn practical, age‑appropriate ways to look after their bodies and minds so they can make safe choices and develop healthy routines. Units cover sleep, exercise, diet, cleanliness, basic first aid and the risks of substances, alongside emotional literacy (naming feelings, mindfulness, gratitude) and coping strategies. Pupils are taught choice and consent (including the Underwear Rule), how to seek help and when something is private, and how to manage change. At Bishops Lydeard this work is explicitly linked to our values of Respect and Endurance and is differentiated so disadvantaged pupils and those on the SEND register can access and practise self‑regulation, hygiene and wellbeing skills that support classroom readiness and long‑term health.

KS1 relationships work builds pupils’ social skills and sense of belonging through lessons on teamwork, kindness, families, friendship and resolving conflict. Children learn class and school rules, how to recognise and respond to bullying or teasing, what makes a good friend and how to communicate respectfully — including online. Activities use role‑play and scaffolded discussion so pupils practise listening, empathy and restorative approaches, and pupils learn who their VIPs and trusted adults are. In our context this curriculum underpins positive behaviour for learning and ensures vulnerable pupils have clear, accessible routes to support in school.

Pupils explore aspiration, equal opportunity, community and basic financial and global awareness to become responsible, curious citizens. Lessons encourage a positive learning attitude, identification of personal strengths and future ambitions, understanding of jobs and money (wants/needs, safe ways to pay), and respect for cultural and environmental diversity — locally and around the world. At Bishops Lydeard these themes are taught through community‑linked projects and respect for our church school vision, ensuring pupils from disadvantaged backgrounds gain the vocabulary, confidence and practical understanding to participate fully in school life and beyond.

In Lower KS2 pupils deepen practical self‑care and safety knowledge so they take increasing responsibility for their physical and mental health: hygiene, sleep, exercise, balanced diet, safe use of medicines and awareness of harmful substances. Consent and respect remain central; children identify trusted adults and learn basic first aid and how to respond in emergencies. Emotional literacy and resilience are developed through mindfulness, growth‑mindset strategies and coping techniques so pupils can manage uncomfortable feelings and maintain readiness to learn. At Bishops Lydeard this learning is taught inclusively and explicitly linked to our values of Respect and Endurance, ensuring pupils who are disadvantaged (41 PP), on the SEND register (25) or with EHCPs (5) gain the routines and skills they need to thrive in class and beyond.

Lower KS2 relationships work strengthens teamwork, friendship and conflict‑resolution skills while promoting respect for diverse families and identities. Pupils practise assertiveness, listening, restorative approaches and strategies for dealing with peer pressure and bullying (including online), and they map their own support networks of VIPs and trusted adults. Lessons use role‑play and scaffolded discussion so pupils rehearse positive behaviour and empathy; in our context this directly supports behaviour for learning and ensures vulnerable pupils have clear, accessible routes to help in school.

Pupils develop aspiration, civic awareness and practical financial skills: setting goals, breaking targets into manageable steps, understanding jobs and budgeting, and recognising global interdependence (climate, inequality, fair trade). Digital citizenship and critical media literacy are woven through the work so pupils learn to evaluate online information, manage privacy and resist online pressure. At Bishops Lydeard these themes are tied to community projects and our church‑school vision, widening opportunity for disadvantaged pupils and building the confidence and vocabulary they need to participate as responsible local and global citizens.

These UKS2 units develop pupils’ understanding of caring for their physical and mental health, personal safety, growth and resilience. "It’s My Body" covers autonomy and consent, healthy lifestyles (sleep, exercise, nutrition), body image, the risks of substances and resisting pressures so pupils can make informed choices. "Safety First" teaches risk awareness and practical safety around roads, rails, water, fireworks, medicines and dangerous substances, plus how to assess risk and act responsibly in emergencies. "Growing Up" explains puberty, emotional changes, types of relationships, and the basics of human reproduction, while reinforcing positive body image. "Think Positive" builds emotional literacy, self-regulation, growth mindset and simple mindfulness strategies to manage uncomfortable feelings. (These strands directly support your Teaching Excellence and Diversity & Inclusion goals by strengthening pupils’ readiness to learn and their resilience across the school.)

The Relationships provision focuses on belonging, respect, healthy friendships and digital conduct. "TEAM" emphasises positive team attributes, respectful disagreement, collaboration, shared responsibility and identifying and responding to bullying. "Be Yourself" celebrates individuality, supports pupils to express feelings, resist peer pressure and learn from mistakes. "VIPs" explores close relationships (family and friends), conflict resolution, when secrets are inappropriate and recognising healthy versus unhealthy relationships. "Digital Wellbeing" links these themes online — recognising safe, respectful online relationships, spotting cyberbullying and misinformation, and knowing how to get help. (These lessons reinforce your Curriculum and Inclusion priorities by promoting safe relationships, social skills and the inclusive culture you aim to embed.)

This area develops pupils’ aspirations, citizenship, environmental responsibility and financial awareness. Pupils reflect on how they learn, set goals and plan steps to achieve them ("Aiming High"), explore global citizenship through sustainability, biodiversity and climate action ("One World"), and learn about money — budgeting, borrowing, financial risks and ethical spending ("Money Matters"). "Diverse Britain" situates these ideas in civic life: local and national government, democracy, law, human rights and the role of charities and community groups. Together the units encourage responsible choices, respect for diversity and practical life skills. (These topics align with your Curriculum intent and Strategic Goal 2 by preparing pupils to participate confidently in their community and future workforce.)