Northern Ireland

Relevant guidance for schools in Northern Ireland: 

Address Bullying in School Act NI (2016) – Statutory guidance for schools and Boards of Governors in Northern Ireland on their duty to record and report incidents of bullying. 

Pastoral Care in Schools: Promoting Positive Behaviour | Department of Education (education-ni.gov.uk) - Guidance for school staff as they work together to develop and review their policies and procedures surrounding the way their pupils behave in school. 

Safeguarding and Child Protection in Schools: A Guide for Schools (DE, 2017) – Guidance for schools and Boards of Governors on fulfilling their safeguarding responsibilities and promoting the welfare of children. 

Relationships and sex education (RSE) and health education - GOV.UK (www.gov.uk) 

Curriculum Mapping for Primary Schools in Northern Ireland 

Drama 

Foundation Stage 

• Express their thoughts, ideas, and feelings 

Key Stage 1 

• explore a range of cultural and human issues in a safe environment by participating in dramatic activity and sharing ideas with others 

Key Stage 2 

• explore a range of cultural and human issues in a safe environment by using drama to begin to explore their own and others’ feelings about issues, and by negotiating situations both in and out of role 

The World Around Us  

All Stages 

• Be aware of different lifestyles  

• Understand the need to respect and care for themselves, other people, plants, animals and the environment 

Personal Development and Mutual Understanding  

Foundation Stage 

Feelings and Emotions  

• Knowing what to do if they feel sad, lonely, afraid or angry and when it is important to tell others about their feelings, for example, when someone is making them anxious or unhappy they should talk to a safe adult 

•  Realising what makes their friends feel happy or sad, for example, when they do not share with others 

• Recognising how other people feel when they are happy, sad, angry, lonely, for example, observing their facial expressions, behaviour, listening to them. 

Health and Safety 

• Exploring appropriate personal safety strategies and identifying situations that are safe, and those where personal safety may be at risk, for example, knowing own name and address, knowing who to seek help from, knowing when to say ’yes’ or ’no’ to friends or adults  

Relationships with Families 

• Beginning to recognise how they relate to adults and other children, for example, by building friendships, learning to co-operate, share and take turns, by taking the lead and by knowing when to ask for help 

Relationships in School and the Community 

• Realising why it is necessary to have rules in the classroom and the school, for example, to ensure that everyone is treated equally and fairly, for safety 

• Developing a sense of what is fair 

• Beginning to take responsibility for what they say and do 

• Beginning to recognise similarities and differences in families and the wider community, for example, gender, race, disability, ethnic/cultural background 

• Understanding that everyone is of equal worth and that it is acceptable to be different 

• Raising awareness of their attitudes to others in the school community 

Key Stage 1  

Self-Awareness 

• Beginning to recognise, name and manage their own feelings and emotions and that they are a natural, important and healthy part of a human being 

• Beginning to recognise and manage the effects of strong feelings such as anger, sadness or loss 

Keeping Safe 

• Knowing what to do or from whom to seek help when feeling unsafe 

• Being aware of different forms of bullying and developing personal strategies to resist unwanted behaviour 

• Developing simple safety rules and strategies to protect themselves from potentially dangerous situations 

Relationships with Families and Friends  

• Knowing how to be a good friend 

• Understanding that they can take on some responsibility in their family and friendship groups 

Relationships at School 

• Being aware of how the school community interacts; how they listen and respond to each other and how they treat each other 

• Being aware of who and what influences their views and feelings and behaviour at school 

• Beginning to understand why and how rules are made in class, in the playground and at school 

• Identifying ways in which conflict may arise at school and exploring ways in which it could be lessened, avoided or resolved 

Relationships in the Community 

• Appreciating ways we are similar and different, for example, age, culture, disability, gender, hobbies, race, religion, sporting interests, abilities and work 

• Recognising and valuing the culture and traditions of one other group who shares their community 

• Discussing the causes of conflict in their community, and how they feel about it 

• Being aware of the diversity of people around the world 

• Understanding how their environment could be made better or worse to live in and what contribution they can make. 

Key Stage 2 

Self-Awareness  

• Knowing how to confidently express their own views and opinions in unfamiliar circumstances 

• Facing problems, trying to resolve and learn from them 

• Examining and exploring their own and others’ feelings and emotions 

• Knowing how to recognise, express and manage feelings in a positive and safe way; recognising that feelings and emotions change at times of change and loss 

Keeping Safe  

• Developing strategies to resist unwanted peer/sibling pressure and behaviour 

• Recognising, discussing and understanding the nature of bullying and the harm that can result 

• Developing a pro-active and responsible approach to safety, for example, at home, near water, on the internet, watching television, in school 

• Knowing where, when and how to seek help 

Relationships with Family, Friends and at school 

• Exploring and examining what influences their views, feelings and behaviour 

• Understanding the need for rules and that they are necessary for harmony at home and at school 

• Exploring and examining the rules within their families, friendship groups and at school 

• Considering the challenges and issues that can arise at home, at school between friends and how they can be avoided, lessened, or resolved 

• Examining ways in which conflict can be caused by words, gestures, symbols or actions 

Relationships in the Community 

• knowing about aspects of their cultural heritage, including the diversity of cultures that contribute to Northern Ireland 

• Acknowledging that people differ in what they believe is right or wrong 

• Recognising that people have different beliefs which shape the way they live 

• Understanding that rules are essential in an ordered community and the need for different rules in different contexts 

• Examining the effects of anti-social behaviour, for example, bullying and racism 

• Appreciating how and why rules and laws are created and implemented. Relationships with the Wider World

• Developing an awareness of the experiences, lives and cultures of people in the wider world

• Recognising the similarities and differences between cultures, for example, food, clothes, symbols, celebrations 

• Understanding that differences and similarities between people arise from a number of factors including cultural, ethnic/racial and religious diversity, gender and disability 

• Appreciating the range of cultures and traditions in other countries; 

• Recognising how injustice and inequality affect people’s lives 

Curriculum mapping for Post Primary schools in Northern Ireland  

Information Technology  

• Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour. 

Learning for Life and Work 

• Exploring Diversity and Inclusion provides opportunities to consider the range and extent of diversity in societies locally and globally and to identify the challenges and opportunities which diversity and inclusion present in local, national, European and global contexts. 

Relationships and Sexuality Education 

Internet Safety 

• Recognise harmful online behaviour, abuse and exploitation, develop strategies and skills for personal safety and know how to report harmful behaviour and/or get help 

•  Understand online bullying on social media and its forms, and how it differs from offline bullying 

• Define the terms cyberbullying, sexting, trolling, harassment and stalking 

Self-Awareness 

• Explore the different ways to develop self-esteem, for example enhanced self-awareness, sense of security and self-worth, setting achievable targets, developing resilience, new interests, and skills, learning to recognise achievement, etc 

Personal Safety 

• Develop strategies to promote personal safety, for example responding appropriately to different forms of bullying, abuse, physical violence; developing safe practice in relation to the internet, getting home; understanding and managing risk, the place of rules and boundaries, etc. 

• know where to seek help if experiencing any form of abuse, harassment or bullying 

• Explore the qualities of relationships including friendship, for example conditions for healthy relationships, types of relationships, healthy boundaries, gender issues in relationships, etc. 

Healthy Relationships 

• Develop skills and strategies to avoid and resolve conflict, for example active listening, assertiveness, negotiation and mediation 

• Understand and respect the need for tolerance and acceptance towards various lifestyles, attitudes and values, and acknowledge the unacceptability of prejudice 

• Understand that the way individuals think of themselves or describe themselves to others in terms of their gender is unique to them and should be respected 

• Recognise bullying, including homophobic, biphobic and transphobic (HBT) bullying, cyberbullying etc., and their responsibilities, and develop coping strategies