Identity and Wellbeing

This curriculum tree shows progression between 5 different stages. This identifies the key intentions for each area and the skills that we feel are most beneficial to our learners. Stage 1 and 2 (P Scales through to working towards Year 1 expectations) relates to the semi-formal curriculum and Stage 3 to 5 (Year 1 to Year 4 expectations) the Formal Curriculum. At Southgate, it is rare for pupils to be working above Year 4. Where pupils are working above this in any area, their curriculum will be personalised within the teacher’s medium-term plans

Deepen their understanding of how to challenge discrimination, express their emotions constructively and demonstrate respect and empathy

Deepen their application of social skills to sustain a range of mutually positive relationships, understanding the moral and legal rights and responsibility within relationships

Deepen understanding and their rights and responsibilities as citizens within different groups, with the confidence to take positive action for the benefit of themselves and others

Level 5 

Formal 

Broaden knowledge of their own emotions, beliefs and values and those of others who may or may not share their views

Broaden the social skills needed to sustain positive relationships, challenging and seeking appropriate help with any negative interactions

Broaden skills needed to make positive relationships and informed decisions, reflecting the needs of themselves and others in their community

Level 4

Formal

Develop a sense of idenity, know that they have control of their choice and respect a range of approaches to life

Develop the social skills to have positive relationships and begin to seek help with any negative interactions

Develop skills to communicate choices and opinions, actively participating in their community

Level 3

Formal

Semi Formal

Religious Education and SMSC

PSHE (including RSHE) and SMSC

Citizenship and SMSC

Understand the roles of people close to them, begin to engage with the wider community and develop a sense of self

Self

  • Use Zone of Regulation to explore simple emotions and needs; begin to manage own emotional responses with support
  • Show some understanding of the need for keeping themselves safe, including public and private and some ways to get help appriorately
  • Identify things that they like or dislike and things that they are good at or need support with in a wider context
  • Identify and choose activities that they enjoy

People close to them

  • Routinely function in a collaborative space e.g. stay in class, manage responses to others
  • Demonstrate simple social skills e.g. take turns, share – with support if needed
  • Develop positive relationships with a wider range of familiar adults and peers
  • Show some consideration of the needs and feelings of other people (& other livings things); some awareness of respect
  • Begin to say “no” in interactions they don’t like, with greater independence
  • Begin to understand “public” and “private”
  • Begin to notice that other people may be different from themselves

Wider community

  • Express and represent their own ideas, and feelings through the creative curriculum
  • Begin to understand right and wrong on the basis of their immediate experiences
  • Know about simple similarities and difference between themselves and others, among families, communities and traditions
  • Participate in school council by expressing their preferences, ideas and feelings
  • Be aware of the roles of their community, and their own place within the community

Level 2

Semi Formal

Explore and engage with key people around them

Self

  • Begin to express their own feelings and needs, including through a physical response
  • Begin to recognise danger with support and accept offers of help
  • Begin to respond appropriately to simple choices and to indicate preferences, including dislikes

People close to them

  • Begin to build relationships with key adults and interact with people they meet every day
  • Begin to play alongside peers
  • Begin to indicate “no” in situations they don’t like
  • Begin to share space, resources, adult attention, etc with support

Wider community

  • Begin to notice and express own preferences and interests
  • Show some basic awareness of what is right and wrong, in familiar situation
  • Make simple choices relating to the school council agenda by begining to express preferences
  • Have a sense of the roles of people around them and of special times / events in their own experience

Level 1

Semi Formal