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Teachers model strengths language and help students notice body clues for safe/unsafe feelings (PB) . Students practise naming strengths and feelings. | Students describe strengths, preferences, and early emotional triggers. Teachers help them recognise situations that build or reduce confidence (YCDI) . Students reflect on what helps them feel capable. | Students explore identity and set simple goals. Teachers guide reflection on progress and persistence. Students connect effort with achievement. | Students identify character strengthsand reflect on how choices align with these strengths. Teachers support linking behaviour to outcomes. | Students use strengths language and identify early stress signs. Teachers encourage self-monitoring and strategy use. | Students reflect on identity, values, and boundaries. Teachers guide deeper reflection on how self-awareness influences relationships and learning. |\n| Mental Health & Wellbeing | Students learn calming strategies and name basic emotions. Teachers co-regulate and model emotional vocabulary. | Students practise positive self-talk and identify early worry signs. Teachers help them recognise when support is needed. | Students use coping strategies and understand early warning signs (PB) . Teachers reinforce help-seeking. | Students understand help-seeking and practise resilience strategies. Teachers support building a personal toolkit. | Students build wellbeing routines and identify stress patterns. Teachers encourage choosing appropriate regulation strategies. | Students understand mental health as part of overall health and practise proactive habits. Teachers support recognising when they or others need help. |\n| Ethics & Values | Students learn fairness, kindness, and turn-taking through play. Teachers model moral language. | Students understand honesty and responsibility in routines. Teachers use role-play to explore honesty. | Students apply fairness and empathy in group work. Teachers guide perspective-taking. | Students explore ethical decision-making in simple dilemmas. Teachers prompt reasoning. | Students understand consequences and explore community values. Teachers support linking values to behaviour. | Students apply ethical reasoning to real-world dilemmas, including digital behaviour. Teachers guide justification using values language. |\n| Emotional Literacy | Students name basic emotions and recognise body clues. Teachers model matching feelings to expressions. | Students identify emotions in themselves and others and use simple regulation strategies. Teachers use emotion wheels. | Students expand emotional vocabulary and identify triggers. Teachers help connect emotions to events. | Students apply emotional regulation strategies independently. Teachers support recognising emotional patterns. | Students recognise complex emotions and use problem-solving strategies. Teachers prompt reflection on choices. | Students demonstrate emotional self-management in challenging situations. Teachers support journalling and reflection. |\n| Leadership & Voice | Students practise sharing ideas in groups. Teachers encourage turn-taking and confidence. | Students take small leadership roles and practise responsibility. Teachers rotate classroom jobs. | Students participate in group decision-making. Teachers model fair decision processes. | Students demonstrate leadership through teamwork. Teachers use group projects with rotating roles. | Students lead small groups and use respectful communication. Teachers model giving and receiving feedback. | Students advocate for themselves and others using an assertive voice (PB) . Teachers practise “I statements” and safe speaking-up strategies. |\n| Respectful\u003Cbr>Relationships | Students identify safe people and practise kindness. Teac","cbCaisEl1sh8ixTC","https://ap.wps.com/l/cbCaisEl1sh8ixTC","pdf",3525932,"English","# Understanding Self\n# Mental Health & Wellbeing\n# Ethics & Values\n# Emotional Literacy\n# Leadership & Voice\n# Respectful Relationships\n# Consent\n# Academic Engagement & Achievement\n# Digital Citizenship & e-Safety","[{\"question\":\"What does leadership and voice training focus on?\",\"answer\":\"Students practise sharing ideas respectfully, take increasing responsibility roles, participate in group decision-making, give and receive feedback, and develop assertive communication using “I statements” and safe strategies for speaking up.\"}]","Personal-Development - Curriculum Progression Map | PDF",1788580891]