How to make a clear and efficient call to emergency services if necessary, including the importance of reporting incidents rather than filming them.
PRI-BFA02
Concepts of basic first aid, for example dealing with common injuries and ailments, including head injuries.
Developing Bodies
Objective
Description
Videos
PRI-DB01
About growth and other ways the body can change and develop, particularly during adolescence. This topic should include the human lifecycle, and puberty should be discussed as a stage in this process.
PRI-DB02
The correct names of body parts, including the penis, vulva, vagina, testicles, scrotum, nipples. Pupils should understand that all of these parts of the body are private and have skills to understand and express their own boundaries around these body parts.
PRI-DB03
The facts about the menstrual cycle, including physical and emotional changes, whilst the average age of the onset of menstruation is twelve, periods can start at eight, so covering this topic before girls' periods start will help them understand what to expect and avoid distress.
Drugs, Alcohol, Tobacco and Vaping
Objective
Description
Videos
PRI-DATV01
The facts about legal and illegal harmful substances and associated risks, including smoking, vaping, alcohol use and drug-taking. This should include the risks of nicotine addiction, which are also caused by other nicotine products such as nicotine pouches.
General Wellbeing
Objective
Description
Videos
PRI-GW01
The benefits of physical activity, time outdoors, and helping others for health, wellbeing and happiness. Simple self-care techniques, including the importance of rest, time spent with friends and family, as well as hobbies, interests and community participation.
PRI-GW02
The importance of promoting general wellbeing and physical health.
PRI-GW03
The range and scale of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness) that they might experience in different situations. Pupils should understand that worrying and feeling down are normal, affect everyone at different times, and are not in themselves a sign of a mental health condition.
PRI-GW04
How to recognise feelings and use varied vocabulary to talk about their own and others' feelings.
PRI-GW05
How to judge whether what they are feeling and how they are behaving is appropriate and proportionate.
PRI-GW06
That isolation and loneliness can affect children, and the benefits of seeking support.
PRI-GW07
That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.
PRI-GW08
That change and loss, including bereavement, can provoke a range of feelings, that grief is a natural response to bereavement, and that everyone grieves differently.
PRI-GW09
Where and how to seek support (including recognising the triggers for seeking support), including who 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).
PRI-GW10
That it is common to experience mental health problems, and early support can help.
Health Protection and Prevention
Objective
Description
Videos
PRI-HPP01
How to recognise early signs of physical illness, such as weight loss, or unexplained changes to the body.
PRI-HPP02
About safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin cancer.
PRI-HPP03
The importance of sufficient good quality sleep for health, the amount of sleep recommended for their age, and practical steps for improving sleep, such as not using screens in the bedroom. The impact of poor sleep on weight, mood and ability to learn.
PRI-HPP04
About dental health and the benefits of good oral hygiene, including brushing teeth twice a day with fluoride toothpaste, cleaning between teeth, and regular check-ups at the dentist.
PRI-HPP05
About personal hygiene and germs including bacteria, viruses, how they are spread and treated, and the importance of handwashing.
PRI-HPP06
The facts and scientific evidence relating to vaccination and immunisation. The introduction of topics relating to vaccination and immunisation should be aligned with when vaccinations are offered to pupils.
Healthy Eating
Objective
Description
Videos
PRI-HE01
What constitutes a healthy diet (including understanding calories and other nutritional content).
PRI-HE02
Understanding the importance of a healthy relationship with food.
PRI-HE03
The principles of planning and preparing a range of healthy meals.
PRI-HE04
The characteristics of a poor diet and risks associated with unhealthy eating (including, for example, obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).
Personal Safety and First Aid
Objective
Description
Videos
PRI-PS01
About hazards (including fire risks) that may cause harm, injury or risk and ways to reduce risks.
PRI-PS02
How to recognise risk and keep safe around roads, railways, including level crossings, and water, including the water safety code.
Physical Health and Fitness
Objective
Description
Videos
PRI-PHF01
The characteristics and mental and physical benefits of an active lifestyle.
PRI-PHF02
The importance of building regular physical activity into daily and weekly routines and how to achieve this; for example, walking or cycling to school, a daily active mile or other forms of regular, moderate and/or vigorous physical activity.
PRI-PHF03
The risks associated with an inactive lifestyle, including obesity.
PRI-PHF04
How and when to seek support including which adults to speak to in school if they are worried about their health.
Wellbeing Online
Objective
Description
Videos
PRI-WO01
That for almost everyone the internet is an integral part of life. Pupils should be supported to think about positive and negative aspects of the internet.
PRI-WO02
Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are unlikely to be a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.
PRI-WO03
The benefits of limiting time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing.
PRI-WO04
How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.
PRI-WO05
Why social media, some apps, computer games and online gaming, including gambling sites, are age restricted.
PRI-WO06
The risks relating to online gaming, video game monetisation, scams, fraud and other financial harms, and that gaming can become addictive.
PRI-WO07
How to take a critical approach to what they see and read online and make responsible decisions about which content, including content on social media and apps, is appropriate for them.
PRI-WO08
That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.
PRI-WO09
How to understand the information they find online, including from search engines, and know how information is selected and targeted.
PRI-WO10
That they have rights in relation to sharing personal data, privacy and consent.
PRI-WO11
Where and how to report concerns and get support with issues online.
Relationships Education
Being Safe
Objective
Description
Videos
PRI-BS01
What sorts of boundaries are appropriate in friendships with peers and others (including online). This can include learning about boundaries in play and in negotiations about space, toys, books, resources etc.
PRI-BS02
The concept of privacy and its implications for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
PRI-BS03
That each person's body belongs to them, and the differences between appropriate and inappropriate or unsafe contact, including physical contact.
PRI-BS04
How to respond safely and appropriately to adults they may encounter (in all contexts, including online), including those they do and do not know.
PRI-BS05
How to recognise when a relationship is harmful or dangerous, including skills for recognising who to trust and who not to trust.
PRI-BS06
How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so.
PRI-BS07
How to ask for advice or help for themselves or others, and to keep trying until they are heard. Where to get advice e.g. family, school and/or other sources.
Caring Friendships
Objective
Description
Videos
PRI-CF01
How important friendships are in making us feel happy and secure, and how people choose and make friends.
PRI-CF02
That healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded. Pupils should learn skills for developing caring, kind friendships.
PRI-CF03
That not every child will have the friends they would like at all times, that most people feel lonely sometimes, and that there is no shame in feeling lonely or talking about it.
PRI-CF04
The characteristics of friendships that lead to happiness and security, including mutual respect, honesty, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences, and support with problems and difficulties.
PRI-CF05
That most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened.
PRI-CF06
How to manage conflict, and that resorting to violence is never right.
PRI-CF07
How to recognise when a friendship is making them feel unhappy or uncomfortable, and how to get support when needed.
Families and People Who Care For Me
Objective
Description
Videos
PRI-F01
That families are important for children growing up safe and happy because they can provide love, security and stability.
PRI-F02
The characteristics of safe and happy family life, such as commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other's lives.
PRI-F03
That the families of other children, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children's families are also characterised by love and care.
PRI-F04
That stable, caring relationships are at the heart of safe and happy families and are important for children's security as they grow up.
PRI-F05
That marriage and civil partnerships represent a formal and legally recognised commitment of two people to each other which is intended to be lifelong.
PRI-F06
How to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice from others if needed.
Online Safety and Awareness
Objective
Description
Videos
PRI-OSA01
That people should be respectful in online interactions, and that the same principles apply to online relationships as to face-to-face relationships, including where people are anonymous. For example, the importance of avoiding putting pressure on others to share information and images online, and strategies for resisting peer pressure.
PRI-OSA02
How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met. For example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child, and that this can lead to dangerous situations. How to recognise harmful content or harmful contact, and how to report this.
PRI-OSA03
That there is a minimum age for joining social media sites (currently 13), which protects children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults.
PRI-OSA04
The importance of exercising caution about sharing any information about themselves online. Understanding the importance of privacy and location settings to protect information online.
PRI-OSA05
Online risks, including that any material provided online might be circulated, and that once a picture or words has been circulated there is no way of deleting it everywhere and no control over where it ends up.
PRI-OSA06
That the internet contains a lot of content that can be inappropriate and upsetting for children, and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online.
Respectful, Kind Relationships
Objective
Description
Videos
PRI-RKR01
How to pay attention to the needs and preferences of others, including in families and friendships. Pupils should be encouraged to discuss how we balance the needs and wishes of different people in relationships and why this can be complicated.
PRI-RKR02
The importance of setting and respecting healthy boundaries in relationships with friends, family, peers and adults.
PRI-RKR03
How to communicate effectively and manage conflict with kindness and respect; how to be assertive and express needs and boundaries; how to manage feelings, including disappointment and frustration.
PRI-RKR04
Pupils should have opportunities to discuss the difference between being assertive and being controlling, and conversely the difference between being kind to other people and neglecting your own needs.
PRI-RKR05
That they can expect to be treated with respect by others, and the importance of respecting others, including those who are different (for example, physically, in character, personality or backgrounds), or make different choices, or have different preferences or beliefs.
PRI-RKR06
Practical steps they can take and skills they can develop in a range of different contexts to improve or support their relationships.
PRI-RKR07
The conventions of courtesy and manners.
PRI-RKR08
The importance of self-respect and how this links to their own happiness. Pupils should have opportunities to think about how they foster their own self-esteem and build a strong sense of their own identity, including through developing skills and interests.
PRI-RKR09
The different types of bullying (including online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help.
PRI-RKR10
What a stereotype is, how stereotypes can be unfair, negative, destructive or lead to bullying and how to challenge a stereotype.
PRI-RKR11
How to seek help when needed, including when they are concerned about violence, harm, or when they are unsure who to trust.
Secondary
Health and Wellbeing
Basic First Aid
Objective
Description
Videos
SEC-BFA01
Basic treatment for common injuries and ailments.
SEC-BFA02
Life-saving skills, including how to administer CPR.
SEC-BFA03
The purpose of defibrillators, when one might be needed and who can use them.
Developing Bodies
Objective
Description
Videos
SEC-DB01
The main changes which take place in males and females, and the implications for emotional and physical health.
SEC-DB02
The facts about puberty, the changing adolescent body, including brain development.
SEC-DB03
About menstrual and gynaecological health, including: what is an average period; period problems such as premenstrual syndrome; heavy menstrual bleeding; endometriosis; and polycystic ovary syndrome (PCOS). When to seek help from healthcare professionals.
SEC-DB04
The facts about reproductive health, including fertility and menopause, and the potential impact of lifestyle on fertility for men and women.
Drugs, Alcohol, Tobacco and Vaping
Objective
Description
Videos
SEC-DATV01
The facts about which drugs are illegal, the risks of taking illegal drugs, including the increased risk of potent synthetic drugs being added to illegal drugs, the risks of illicit vapes containing drugs, illicit drugs and counterfeit medicines, and the potential health harms, including the link to poor mental health.
SEC-DATV02
The law relating to the supply and possession of illegal substances.
SEC-DATV03
The physical and psychological risks associated with alcohol consumption. What constitutes low risk alcohol consumption in adulthood, and the legal age of sale for alcohol in England. Understanding how to increase personal safety while drinking alcohol, including how to decrease the risks of having a drink spiked or of poisoning from potentially fatal substances such as methanol.
SEC-DATV04
The physical and psychological consequences of problem-use of alcohol, including alcohol dependency.
SEC-DATV05
The dangers of the misuse of prescribed and over-the-counter medicines.
SEC-DATV06
The facts about the multiple serious harms from smoking tobacco (particularly the link to lung cancer and cardiovascular disease), the benefits of quitting and how to access support to do so.
SEC-DATV07
The facts about vaping, including the harms posed to young people, and the role that vapes can play in helping adult smokers to quit.
Health Protection and Prevention, and Understanding The Healthcare System
Objective
Description
Videos
SEC-HPP01
Personal hygiene, germs and how they are spread, including bacteria and viruses, treatment and prevention of infection, and about antibiotics.
SEC-HPP02
Dental health and the benefits of good oral hygiene, including brushing teeth twice a day with fluoride toothpaste and cleaning between teeth, reducing consumption of sugar-containing food and drinks, and regular check-ups at the dentist.
SEC-HPP03
How and when to self-care for minor ailments, and the role of pharmacists as knowledgeable healthcare professionals.
SEC-HPP04
The importance of taking responsibility for their own health, and the benefits of regular self-examination and screening.
SEC-HPP05
The facts and scientific evidence relating to vaccination, immunisation and antimicrobial resistance. The introduction of topics relating to vaccination and immunisation should be aligned with when vaccinations are offered to pupils.
SEC-HPP06
The importance of sufficient good-quality sleep for good health, the importance of screen-free time before bed and removing phones from the bedroom, and how a lack of sleep can affect weight, mood and ability to learn.
SEC-HPP07
The importance of healthy behaviours before and during pregnancy, including the importance of pre-conception health, including taking folic acid. The importance of pelvic floor health. Information on miscarriage and pregnancy loss, and how to access care and support.
SEC-HPP08
How to navigate their local healthcare system: what a GP is; when to use A&E / minor injuries; accessing sexual health and family planning clinics; the role of local pharmacies; and how to seek help via local third sector partners which may have specialist services.
SEC-HPP09
The concept of Gillick competence. That the legal age of medical consent is 16. That before this, a child's parents will have responsibility for consenting to medical treatment on their behalf unless they are Gillick competent to take this decision for themselves. Pupils should understand the circumstances in which someone over 16 may not be deemed to have capacity to make decisions about medical treatment.
Healthy Eating
Objective
Description
Videos
SEC-HE01
How to maintain healthy eating and the links between a poor diet and health risks, including tooth decay, unhealthy weight gain, and cardiovascular disease.
SEC-HE02
The risks of unhealthy weight gain, including increased risks of cancer, type 2 diabetes and cardiovascular disease.
SEC-HE03
The impacts of alcohol on diet and unhealthy weight gain.
Mental Wellbeing
Objective
Description
Videos
SEC-MW01
How to talk about their emotions accurately and sensitively, using appropriate vocabulary.
SEC-MW02
The benefits and importance of physical activity, sleep, time outdoors, community participation and volunteering or acts of kindness for mental wellbeing and happiness.
SEC-MW03
That happiness is linked to being connected to others. Pupils should be supported to understand what makes them feel happy and what makes them feel unhappy, while recognising that loneliness can be for most people an inevitable part of life at times and is not something of which to be ashamed.
SEC-MW04
That worrying and feeling down are normal, can affect everyone at different times and are not in themselves a sign of a mental health condition, and that managing those feelings can be helped by seeing them as normal.
SEC-MW05
Characteristics of common types of mental ill health (e.g. anxiety and depression), including carefully-presented factual information about the prevalence and characteristics of more serious mental health conditions. This should not be discussed in a way that encourages normal feelings to be labelled as mental health conditions.
SEC-MW06
How to critically evaluate which activities will contribute to their overall wellbeing.
SEC-MW07
Understanding how to overcome anxiety or other barriers to participating in fun, enjoyable or rewarding activities – that it's possible to overcome those barriers using coping strategies, and that finding the courage to participate in activities which initially feel challenging may decrease anxiety over time rather than increasing it.
SEC-MW08
That gambling can lead to serious mental health harms, including anxiety, depression, and suicide, and that some gambling products are more likely to cause these harms than others.
SEC-MW09
That the co-occurrence of alcohol/drug use and poor mental health is common and that the relationship is bi-directional: mental health problems can increase the risk of alcohol/drug use, and alcohol/drug use can trigger mental health problems or exacerbate existing ones. That stopping smoking can improve people's mental health and decrease anxiety.
Personal Safety
Objective
Description
Videos
SEC-PS01
How to identify risk and manage personal safety in increasingly independent situations, including around roads, railways – including level crossings - and water (including the water safety code), and in unfamiliar social or work settings (for example the first time a young person goes on holiday without their parents).
SEC-PS02
How to recognise and manage peer influence in relation to risk-taking behaviour and personal safety, including peer influence online and on social media.
SEC-PS03
How to develop key social and emotional skills that will increase pupils' safety from involvement in conflict and violence. These include skills to support self-awareness, self-management, social awareness, relationship skills and responsible decision making, as well as skills to recognise and manage peer pressure.
SEC-PS04
Understanding which trusted adults they can talk to if pupils are worried about violence and/or knife crime.
SEC-PS05
The law as it relates to knives and violence. Content and examples should relate to the local context and avoid using fear as an educational tool. Children should be taught that carrying weapons is uncommon, and should not be scared into the perception that many young people are carrying knives (which can lead to the misconception that they need to carry a knife too).
SEC-PS06
The risks and signs that they may be at risk of grooming or exploitation, and how to seek help where there is a concern.
Physical Health and Fitness
Objective
Description
Videos
SEC-PHF01
The characteristics of a healthy lifestyle, including physical activity and maintaining a healthy weight, including the links between an inactive lifestyle and ill-health, including cardiovascular ill-health.
SEC-PHF02
Factual information about the prevalence and characteristics of more serious health conditions.
SEC-PHF03
That physical activity can promote wellbeing and combat stress.
SEC-PHF04
The science relating to blood, organ and stem cell donation.
Wellbeing Online
Objective
Description
Videos
SEC-WO01
About the benefits of limiting time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others' mental and physical wellbeing.
SEC-WO02
The similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image); how people may curate a specific image of their life online; the impact that an over-reliance on online relationships, including relationships formed through social media, can have.
SEC-WO03
How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.
SEC-WO04
The risks related to online gambling and gambling-like content within gaming, including the accumulation of debt.
SEC-WO05
How advertising and information is targeted at them and how to be a discerning consumer of information online, understanding the prevalence of misinformation and disinformation online, including conspiracy theories.
SEC-WO06
The risks of illegal behaviours online, including drug and knife supply or the sale or purchasing of illicit drugs online.
SEC-WO07
The serious risks of viewing online content that promotes self-harm, suicide or violence, including how to safely report this material and how to access support after viewing it.
Relationships and Sex Education
Being Safe
Objective
Description
Videos
SEC-BS01
How to recognise, respect and communicate consent and boundaries in relationships, including in early romantic relationships (in all contexts, including online) and early sexual relationships that might involve kissing or touching. That kindness and care for others requires more than just consent.
SEC-BS02
That there are a range of strategies for identifying, resisting and understanding pressure in relationships from peers or others, including sexual pressure, and how to avoid putting pressure on others.
SEC-BS03
How to determine whether other children, adults or sources of information are trustworthy, how to judge when a relationship is unsafe (and recognise this in the relationships of others); how to seek help or advice, including reporting concerns about others, if needed.
SEC-BS04
How to increase their personal safety in public spaces, including when socialising with friends, family, the wider community or strangers. Pupils should learn ways of seeking help when needed and how to report harmful behaviour. Pupils should understand that there are strategies they can use to increase their safety, and that this does not mean they will be blamed if they are victims of harmful behaviour. Pupils might reflect on the importance of trusting their instincts when something doesn't feel right, and should understand that in some situations a person might appear trustworthy but have harmful intentions.
SEC-BS05
What constitutes sexual harassment or sexual violence, and that such behaviour is unacceptable, emphasising that it is never the fault of the person experiencing it.
SEC-BS06
That sexual harassment includes unsolicited sexual language / attention / touching, taking and/or sharing intimate or sexual images without consent, public sexual harassment, pressuring other people to do sexual things, and upskirting.
SEC-BS07
The concepts and laws relating to sexual violence, including rape and sexual assault.
SEC-BS08
The concepts and laws relating to harmful sexual behaviour, which includes all types of sexual harassment and sexual violence among young people but also includes other forms of concerning behaviour like using age-inappropriate sexual language.
SEC-BS09
The concepts and laws relating to domestic abuse, including controlling or coercive behaviour, emotional, sexual, economic or physical abuse, and violent or threatening behaviour.
SEC-BS10
That fixated, obsessive, unwanted and repeated behaviours can be criminal, and where to get help if needed.
SEC-BS11
The concepts and laws relating to harms which are exploitative, including sexual exploitation, criminal exploitation and abuse, grooming, and financial exploitation.
SEC-BS12
The concepts and laws relating to forced marriage.
SEC-BS13
The physical and emotional damage which can be caused by female genital mutilation (FGM), virginity testing and hymenoplasty, where to find support, and the law around these areas. This should include that it is a criminal offence for anyone to perform or assist in the performance of FGM, virginity testing or hymenoplasty, in the UK or abroad, or to fail to protect a person under 16 for whom they are responsible.
SEC-BS14
That strangulation and suffocation are criminal offences, and that strangulation (applying pressure to the neck) is an offence, regardless of whether it causes injury. That any activity that involves applying force or pressure to someone's neck or covering someone's mouth and nose is dangerous and can lead to serious injury or death.
SEC-BS15
That pornography presents some activities as normal which many people do not and will never engage in, some of which can be emotionally and/or physically harmful.
SEC-BS16
How to seek support for their own worrying or abusive behaviour or for worrying or abusive behaviour they have experienced from others, including information on where to report abuse, and where to seek medical attention when required, for example after an assault.
Families
Objective
Description
Videos
SEC-F01
That there are different types of committed, stable relationships.
SEC-F02
How these relationships might contribute to wellbeing, and their importance for bringing up children.
SEC-F03
Why marriage or civil partnership is an important relationship choice for many couples. The legal status of marriage and civil partnership, including that they carry legal rights, benefits and protections that are not available to couples who are cohabiting or who have, for example, undergone a non-legally binding religious ceremony.
SEC-F04
That 'common-law marriage' is a myth and cohabitants do not obtain marriage-like status or rights from living together or by having children.
SEC-F05
That forced marriage and marrying before the age of 18 are illegal.
SEC-F06
How families and relationships change over time, including through birth, death, separation and new relationships.
SEC-F07
The roles and responsibilities of parents with respect to raising children, including the characteristics of successful parenting and the importance of the early years of a child's life for brain development.
SEC-F08
How to judge when a relationship is unsafe and where to seek help when needed, including when pupils are concerned about violence, harm, or when they are unsure who to trust.
Intimate and Sexual Relationships, Including Sexual Health
Objective
Description
Videos
SEC-ISR01
That sex, for people who feel ready and are over the age of consent, can and should be enjoyable and positive.
SEC-ISR02
The law about the age of consent, that they have a choice about whether to have sex, that many young people wait until they are older, and that people of all ages can enjoy intimate and romantic relationships without sex.
SEC-ISR03
Sexual consent and their capacity to give, withhold or remove consent at any time, even if initially given, as well as the considerations that people might take into account prior to sexual activity, e.g. the law, faith and family values. That kindness and care for others require more than just consent.
SEC-ISR04
That all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing.
SEC-ISR05
That some sexual behaviours can be harmful.
SEC-ISR06
The facts about the full range of contraceptive choices, efficacy and options available, including male and female condoms, and signposting towards medically accurate online information about sexual and reproductive health to support contraceptive decision-making.
SEC-ISR07
That there are choices in relation to pregnancy. Pupils should be given medically and legally accurate and impartial information on all options, including keeping the baby, adoption, abortion and where to get further help.
SEC-ISR08
How the different sexually transmitted infections (STIs), including HIV, are transmitted. How risk can be reduced through safer sex (including through condom use). The use and availability of the HIV prevention drugs Pre-Exposure Prophylaxis (PrEP) and Post Exposure Prophylaxis (PEP) and how and where to access them. The importance of, and facts about, regular testing and the role of stigma
SEC-ISR09
The prevalence of STIs, the short and long term impact they can have on those who contract them and key facts about treatment.
SEC-ISR10
How the use of alcohol and drugs can lead people to take risks in their sexual behaviour.
SEC-ISR11
How and where to seek support for concerns around sexual relationships including sexual violence or harms.
SEC-ISR12
How to counter misinformation, including signposting towards medically accurate information and further advice, and where to access confidential sexual and reproductive health advice and treatment.
Online Safety and Awareness
Objective
Description
Videos
SEC-OSA01
Rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
SEC-OSA02
Online risks, including the importance of being cautious about sharing personal information online and of using privacy and location settings appropriately to protect information online. Pupils should also understand the difference between public and private online spaces and related safety issues.
SEC-OSA03
The characteristics of social media, including that some social media accounts are fake, and / or may post things which aren't real / have been created with AI. That social media users may say things in more extreme ways than they might in face-to-face situations, and that some users present highly exaggerated or idealised profiles of themselves online.
SEC-OSA04
Not to provide material to others that they would not want to be distributed further and not to pass on personal material which is sent to them. Pupils should understand that any material provided online might be circulated, and that once this has happened there is no way of controlling where it ends up. Pupils should understand the serious risks of sending material to others, including the law concerning the sharing of images.
SEC-OSA05
That keeping or forwarding indecent or sexual images of someone under 18 is a crime, even if the photo is of themselves or of someone who has consented, and even if the image was created by the child and/or using AI generated imagery. Pupils should understand the potentially serious consequences of acquiring or generating indecent or sexual images of someone under 18, including the potential for criminal charges and severe penalties including imprisonment. Pupils should know how to seek support and should understand that they will not be in trouble for asking for help, either at school or with the police, if an image of themselves has been shared. Pupils should also understand that sharing indecent images of people over 18 without consent is a crime.
SEC-OSA06
What to do and how to report when they are concerned about material that has been circulated, including personal information, images or videos, and how to manage issues online.
SEC-OSA07
About the prevalence of deepfakes including videos and photos, how deepfakes can be used maliciously as well as for entertainment, the harms that can be caused by deepfakes and how to identify them.
SEC-OSA08
That the internet contains inappropriate and upsetting content, some of which is illegal, including unacceptable content that encourages misogyny, violence or use of weapons. Pupils should be taught where to go for advice and support about something they have seen online. Pupils should understand that online content can present a distorted picture of the world and normalise or glamorise behaviours which are unhealthy and wrong.
SEC-OSA09
That social media can lead to escalations in conflicts, how to avoid these escalations and where to go for help and advice.
SEC-OSA10
How to identify when technology and social media is used as part of bullying, harassment, stalking, coercive and controlling behaviour, and other forms of abusive and/or illegal behaviour and how to seek support about concerns.
SEC-OSA11
That pornography, and other online content, often presents a distorted picture of people and their sexual behaviours and can negatively affect how people behave towards sexual partners. This can affect pupils who see pornographic content accidentally as well as those who see it deliberately. Pornography can also portray misogynistic behaviours and attitudes which can negatively influence those who see it.
SEC-OSA12
How information and data is generated, collected, shared and used online.
SEC-OSA13
That websites may share personal data about their users, and information collected on their internet use, for commercial purposes (e.g. to enable targeted advertising).
SEC-OSA14
That criminals can operate online scams, for example using fake websites or emails to extort money or valuable personal information. This information can be used to the detriment of the person or wider society. About risks of sextortion, how to identify online scams relating to sex, and how to seek support if they have been scammed or involved in sextortion.
SEC-OSA15
That AI chatbots are an example of how AI is rapidly developing, and that these can pose risks by creating fake intimacy or offering harmful advice. It is important to be able to critically think about new types of technology as they appear online and how they might pose a risk.
Respectful Relationships
Objective
Description
Videos
SEC-RR01
The characteristics of positive relationships of all kinds, online and offline, including romantic relationships. For example, pupils should understand the role of consent, trust, mutual respect, honesty, kindness, loyalty, shared interests and outlooks, generosity, boundaries, tolerance, privacy, and the management of conflict, reconciliation and ending relationships.
SEC-RR02
How to evaluate their impact on other people and treat others with kindness and respect, including in public spaces and including strangers. Pupils should understand the legal rights and responsibilities regarding equality, and that everyone is unique and equal.
SEC-RR03
The importance of self-esteem, independence and having a positive relationship with oneself, and how these characteristics support healthy relationships with others. This includes developing one's own interests, hobbies, friendship groups, and skills. Pupils should understand what it means to be treated with respect by others.
SEC-RR04
What tolerance requires, including the importance of tolerance of other people's beliefs.
SEC-RR05
The practical steps pupils can take and skills they can develop to support respectful and kind relationships. This includes skills for communicating respectfully within relationships and with strangers, including in situations of conflict.
SEC-RR06
The different types of bullying (including online bullying), the impact of bullying, the responsibilities of bystanders to report bullying and how and where to get help.
SEC-RR07
Skills for ending relationships or friendships with kindness and managing the difficult feelings that endings might bring, including disappointment, hurt or frustration.
SEC-RR08
The role of consent, including in romantic and sexual relationships. Pupils should understand that ethical behaviour goes beyond consent and involves kindness, care, attention to the needs and vulnerabilities of the other person, as well as an awareness of power dynamics. Pupils should understand that just because someone says yes to doing something, that doesn't automatically make it ethically ok.
SEC-RR09
How stereotypes, in particular stereotypes based on sex, gender reassignment, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice). Pupils should be equipped to recognise misogyny and other forms of prejudice.
SEC-RR10
How inequalities of power can impact behaviour within relationships, including sexual relationships. For example, how people who are disempowered can feel they are not entitled to be treated with respect by others or how those who enjoy an unequal amount of power might, with or without realising it, impose their preferences on others.
SEC-RR11
How pornography can negatively influence sexual attitudes and behaviours, including by normalising harmful sexual behaviours and by disempowering some people, especially women, to feel a sense of autonomy over their own body and providing some people with a sense of sexual entitlement to the bodies of others.
SEC-RR12
Pupils should have an opportunity to discuss how some sub-cultures might influence our understanding of sexual ethics, including the sexual norms endorsed by so-called "involuntary celibates" (incels) or online influencers.
