Personal and Social

Menstrie Primary School follows the Clackmannanshire Health and Wellbeing progression pathway and below summarises the progression within the Personal and Social Education section from P1 to P7. In the event of composite classes, collaborative planning in school ensures age appropriate resources and content.


Relationships, Sexual Health and Parenting education is embedded throughout the year but those aspects relating to sexual health and historically taught separately are highlighted in blue. To view the RSHP materials (developed and supported by local authorities and NHS boards) click here.


  • Shares aspirations and goals for the future.
  • Discusses some of the rewards that a job brings, for
    example, meeting new people, money, helping others.
  • Identifies which substances may be helpful and which may be harmful in given situations.
  • Suggests ways to get help in unsafe and emergency situations, for example, seeking out an adult.
  • Identifies people who can help, for example, teachers, family members.
  • Identifies that families may be made up of different people.
  • Demonstrates an understanding of the concept, ‘my body belongs to me’.
  • Describes the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding, sleeping.
  • Identifies body differences and similarities.
  • Describes how bodies change as they grow. Identifies body parts using correct names (incl main reproductive organs).
  • Gives examples of where living things come from, for example, plants from seeds, fish from eggs.



  • Identify own strengths and interests and link this to career ambitions.
  • Work towards achieving learning goals.
  • Is aware that there are conditions that require medication and how it benefits health.
  • Knows how to find important information in an emergency.
  • Recognises differences between males and females.
  • Demonstrates an awareness that others help to look after their body.
  • Know that living things come from other living things.
  • Identifies the changes in themselves from baby to present and beyond.
  • I can name an increasing number of body parts and their purpose. I can explain what some of the changes to my growing body will be.



  • Can identify own strengths, interests and skills and link this to career ambitions.
  • Is aware of a variety of transferrable skills which are required for different jobs.
  • Knows the difference between use and misuse of medication
  • Identifies with support when a risk becomes safe or unsafe. Identifies physical reactions to risk.
  • Understands that not all families have the same members.
  • Understands how young animals grow and develop. Discusses the needs of baby animals.
  • Recognises that they will grow and change in different ways as do all living things.
  • I know parts of the male and female anatomy. I know that females are able to carry their young.



  • Talks about the world of work, for example, from visits, visitors and interdisciplinary learning.
  • Identifies conditions which require medication and how it benefits health.
  • Identifies why misusing medication can be harmful.
  • Describes when and how to contact emergency services.
  • Recognises that everyone is unique and identifies similarities and differences.
  • Explains about own and others’ needs for privacy.
  • Articulates the right to respond to inappropriate behaviours
  • Explains ways in which families may differ and that there are a variety of people who may care for us.
  • Explains how to meet the basic needs of a baby, for example, eye contact, cuddling, washing, changing, feeding.
  • Identifies the correct words for body parts (including reproductive organs) and their functions.



  • Discuss personal ambitions.
  • Is aware that smoking tobacco or drinking alcohol can have effects on the body.
  • Is aware that peer pressure can influence decision making.
  • Is aware that the use of substances may lead to a reduction in decision making ability.
  • Understands the need for cleanliness/hygiene when treating an illness or injury.
  • State some of the different emotions people experience and when/why. Discuss how bullying actions make people feel.
  • Recognise that people develop at different rates and that they may feel different to their peers especially during puberty.
  • Identifies and names the parts of the body including the names of reproductive organs.
  • Recognise the link and similarities between plant fertilisation and human life beginning.
  • Describes how different animal mothers care for and look after their babies differently and for different periods of time.



  • Identify next steps in order to improve own skill set.
  • Identify when information should be added to personal profile recognising quality work.
  • Identifies parts of the body which may be affected by smoking tobacco or drinking alcohol.
  • Understands the reasons for having guidelines relating to alcohol intake.
  • Understands the circumstances where reduction in decision making ability may lead to risk.
  • Identifies the procedures used when dealing with injuries.
  • Identifies characteristics in self that help to make relationships/friendships work.
  • Explain the terms body image, self-esteem and self-worth.
  • Identifies and names the parts of the body including the names of reproductive organs and their function
  • Explains that hormones trigger the changes in our body for boys and girls called puberty and understand why this happens. Describes the changes that take place in puberty for boys and girls.
  • Name the parts of the human reproductive system.
  • Explain what is meant by abuse.



  • Explains own ambitions and identifies ways to achieve them.
  • Uses investigative skills to gain more information about jobs / careers.
  • Gives examples of what can happen to the body as a result of smoking tobacco or drinking alcohol.
  • Gives examples of how peer, media and other pressures can influence decision making.
  • Identifies risks associated with the use of substances, for example, overdose, impaired judgement / vision.
  • Identifies the impact of risk taking behaviours on life choices and relationships, for example, job prospects, limited foreign travel, loss of driving licence, family.
  • Performs basic first aid procedures, for example, minor bleeding and burns, recovery position.
  • Identifies the skills required to manage changing relationships, for example, tolerance, empathy, loyalty, kindness, resilience, mutual trust and respect.
  • Identifies strategies to manage emotions, for example, relaxation techniques, speaking to someone, taking time out.
  • Uses correct terminology for all private body parts and reproductive organs.
  • Describes the physical and emotional changes during puberty including erections, wet dreams, pubic hair, masturbation, menstruation, hormones, mood swings.
  • Explains own rights and responsibilities in relation to abuse.
  • Describes the concept of consent.
  • Describes human conception and birth, for example, sexual intercourse, egg and sperm, giving birth.
  • Gives reasons why contraception may be used, for example, to prevent pregnancy and infection.
  • Describes skills and qualities required to be a parent / carer, for example, commitment, love, patience, sense of humour.

Related image

Click the links below to view the P1 to P7 progression for the other aspects in the Health and Wellbeing curriculum.

Always learning, in all ways.

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