1. EPR Planning Tool
A Framework for Personal, Social, Moral, Health and Citizenship Education

2. EPR Planning Tool
Much of EPR will be covered through the RE programme.
Further aspects will be covered through other areas of the curriculum.
The SEAL resources may be used to support the learning in those areas related to feelings, emotions and behaviour.
For some aspect of EPR it will be appropriate to teach as discrete topics.
(Education in Personal Relationships: Diocese of Arundel and Brighton Catholic School Service)

3. EPR Planning Tool SUBJECT: EPR TEACHER: CLASS: Year 1 UNIT:
TERM: Autumn
WEEK
LEARNING OBJECTIVES
(EPR)
SUGGESTED LEARNING
OUTCOMES and
RERERENCES
(EPR. National Curriculum,
SEAL and Here I Am)
PLANNED ACTIVITIES including
DIFFERENTIATION, CROSS CURRICULAR LINKS and ASSESSMENT OPPORTUNITIES
EVALUATION OF THE LESSON 1
New Beginnings
1.1.l to agree and follow
rules for their group and
classroom and understand
how rules help them (PSHE
2d)
I know what to do in my
classroom (SEAL)
I can share in a group
(SEAL)
I can take turns in a
group (SEAL)
I can join in with other
children playing a game
Babies
See SEAL booklet
p.27 Understanding Rights and Responsibilities
p.32 Social Skills 2
1.1.a to recognise that
they are created by God
I can say that God
created me (EPR)
I understand that God
made each one of us
differently (EPR)
I can tell you something
special about me
I know that it is ok to
have feelings, but that
it is not ok to behave in
any way we like (if it
hurts other people)
SEAL)
Beginnings
p.27 Self-Awareness
p.29 Understanding My Feelings
Look at the story of Creation with the children.

4. EPR Planning Tool 4 Our Lives I can name and correctly label the main
1.1.e name the main parts
of their body (PSHE 3a)
(Science SC2:2a)
1.1.d know that they can
explore the world through
their senses (Science
SC2:2g)
1.1.e learn how to maintain
personal hygiene (PSHE 3b)
I can name and
correctly label the main
external parts of the
body (SC2:2a)
I can describe how to
carry out basic hygiene
routines (PSHE 3a)
Babies
Myself
Our Bodies
TACADE Lions 5
1.1.r know about rituals
that mark and celebrate
birth and belonging to a
community
1.2.l be aware of the
process of growing from
young to old and the
changing needs that brings
(PSHE 3d)
1.1.m recognise that babies
have special needs (PSHE
2e)
I can name some things
that babies need to
have done for them
(PSHE 3d).
I can describe how I
have changed as I have
got older (PSHE 3d).
I can name some of the
symbols of Baptism
(EPR)
Baptism Topics
Thanksgiving
Memories
Life Cycles
(BBC)
Birth and how birth is celebrated through baptism,
describe what happens at a Baptism.
Describe some of the changes that happens to humans as
they get older
What things can they do now that they couldn’t do when
they were a baby.
Understand that babies have special needs, practise
caring for a baby. 6
1.1.i know that there are
different types of families
(PSHE 4c)
1.1.k know that secure
loving relationships within
the family are important
(PSHE 4d)
I can describe a number
of different family
situations (PSHE 4c)
I feel good about the
ways we are similar in
the group and the ways
I am different (SEAL)
Beginnings
Families
Children talk about their different families.
Explore the different family units that are present in the
class.
Describe how all these family units provide secure loving
relationships in different ways.

5. EPR Planning Tool With the person next to you look at the year groups
which you teach and discuss:
1. Which objectives are you covering already this term?
2. Which elements would be new to the Autumn Term?
3. Would it be manageable to cover all these elements of EPR in one term?

6. EPR Planning Tool LEARNING OBJECTIVES
SUBJECT: EPR
TEACHER: Miss Shearer
CLASS: Year 1
R.E. Topics: Houses and Homes, Signs and Symbols, Visitors.
TERM: Autumn
WEEK
LEARNING OBJECTIVES
(EPR)
SUGGESTED LEARNING OUTCOMES and RERERENCES
(EPR. National Curriculum, SEAL and Here I Am)
PLANNED ACTIVITIES including
DIFFERENTIATION,
CROSS CURRICULAR LINKS and ASSESSMENT OPPORTUNITIES
EVALUATION OF THE LESSON 1
New Beginnings
1.1.l to agree and follow rules for their group and classroom and understand how rules help them
(PSHE 2d)
I know what to do in my classroom (SEAL)
I can share in a group (SEAL)
I can take turns in a group (SEAL)
I can join in with other children playing a game (SEAL)
Babies
Introduction
Explain to the children that we want our classroom to be a happy, safe and fair place to work and play together. Write a set of class rules with the class (JP to take photographs of the children following the class rules, to be put on display nest to the words)
Task
SEAL p.7 Discuss with the children how we could ensure that our classroom is the dream classroom – in groups the children discuss
1.What the classroom would look like
2.What would be inside the classroom
3. What would we see when the children were working in the classroom.
4. What would the adult say.
5. What will the children say. (feedback ideas to the class)
Children draw individual pictures of their dream classroom.
Plenary
Discuss any immediate changes that we can make in our classroom to make it more like our dream classroom.
The children would like to decorate their desks with a picture of a rainbow – letters of the alphabet to be included on the rainbows to help the children with their letter formation. 2
1.1.a to recognise that they are created by God
I can say that God created me (EPR)
I understand that God made each one of us differently (EPR)
I can tell you something special about me (SEAL)
I know that it is ok to have feelings, but that it is not ok to behave in any way we like (if it hurts other people) (SEAL)
Beginnings
Introduce the class puppet and explain that he is a feeling puppet and he will help them to talk about their feelings. Show the children the feelings poster, split into 4 different section. Discuss a range of emotions and sort the feelings into the following categories: happy, sad, scared, and excited.
Give the children a range of scenarios and ask them to decide which emotion the puppet would be feeling and put him into the corresponding hoop. Children use the emotional barometers to help them to identify how the feelings puppet is feeling.
Look at feelings detective poster.
Finish with a prayer from Patrick Sayles (The Prayer Trust)
No matter how hard life treats me, no matter how my friends behave,
No matter how I am feeling, you make it right, Lord.
No matter how worried I am, no matter how tough it all seems,
No matter how heavy the days, you make it right, Lord. Thank you.
From this lesson the children will continue to use their feeling pegs on a daily basis to express their feeling.
The lesson helped the children to extend their emotional vocabulary.

7. EPR Planning Tool 5 Our Lives
1.1.r know about rituals that mark and celebrate birth and belonging to a community
1.2.l be aware of the process of growing from young to old and the changing needs that brings (PSHE 3d)
1.1.m recognise that babies have special needs (PSHE 2e)
I can name some things that babies need to have done for them (PSHE 3d).
I can describe how I have changed as I have got older (PSHE 3d).
I can name some of the symbols of Baptism (EPR)
Baptism Topics
Thanksgiving
Memories
Babies
Introduction
Share the Espresso film of baby Amelia, a premature baby who was born at 21 weeks. Children discuss how baby Amelia has survived and share ideas for what things baby Amelia might need to have done for her.
Task
Explain to the children that the birth of a baby is a very special time and we celebrate this in many ways: One way is to thank God and to welcome the baby into the family of God through Baptism (this will be explored further in the R.E. lesson this week)
Plenary
Activity to be carried out in the playground.
Half the class imagine they are babies (just like baby Amelia)
Half the class are themselves.
One side of the playground is YES, they other side of the playground is NO. The children have to move to the correct side of the playground depending on their answer to the question:
I can dress myself, I can cry, I can walk, I can crawl, I can laugh, I can eat, I can feed myself, I can drink, I can drink out of a cup etc.
Swap over and then discuss some how the children have changed as they have got older.
The children explored the ritual of Baptism and the symbols used during this ceremony through their R.E. topic. 6
1.1.i know that there are different types of families (PSHE 4c)
1.1.k know that secure loving relationships within the family are important (PSHE 4d)
I can describe a number of different family situations (PSHE 4c)
I feel good about the ways we are similar in the group and the ways I am different (SEAL)
Beginnings
Myself
Share images of different family groups with the children using SEAL photos. Children discuss what they can see in the photo and any ideas that they have about what each family might be like: Who do you think is part of this family? How do they feel and why?
Children given the opportunity to discuss their families, who is part of their family and the different emotions that they feel at different times in their family.
Write down some of the emotions that the children discuss.
+Ave: Complete worksheet “My Family Loves Me” Children all draw a picture of the people who are part of their family. Write about the different ways that their family members show love towards them.
Ave: Work with class teacher and write speech bubbles to match to the pictures explored in class. How do you think the people might be feeling? What do you think they might be saying?
­­-Ave: Complete worksheet “My family Loves Me” Children draw a picture of the people in their family. They then have to choose words which describe how they feel as part of their family and stick the words around their picture.
With the children make a list of all the different ways that they can show love towards the different members of their family.
Using the laminated speech bubbles really helped the children to develop their empathy with the characters and think about how they were feeling in different family situations.