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What makes each of us special and unique.

This topic explores and celebrates the similarities and differences between people, discussing and encouraging ways to value and respect difference and diversity. It looks at the damaging effect that stereotypes can have, and how to identify and challenge them. It helps pupils recognise their own personal strengths and abilities, and develop self-respect.

Each year group has a starter video, followed by three lessons. A lesson contains a lesson plan, presentation and worksheet(s) for classroom activities. Download the progression grid »

Year 1: We are all unique; we are all special

  • I am special
  • Who I am makes me unique
  • We don't all feel the same way

Year 2: Strengths, abilities and stereotypes

  • My strengths and abilities
  • Stereotypes
  • Whose job?

Year 3: Respecting and valuing one another

  • Different but equal
  • Our school community
  • Valuing one another and considering people's feelings

Year 4: Diversity and difference

  • Being British
  • Making a judgement 
  • A different point of view

Year 5: Self-worth and setting goals

  • Strengths and abilities
  • Setting goals
  • Emotional health and wellbeing

Year 6: Safe and respectful behaviours

  • Identity online
  • Online bullying
  • Identities and belonging

Lessons are designed to take approximately 30 minutes to one hour of teaching time, but teachers can extend or develop learning across more lessons if this is appropriate. It is recommended that schools timetable at least one lesson a week for each year group.

Explore our years 1-6 programme topics

Each topic contains age-appropriate content that increases in complexity and maturity through the year groups, allowing pupils to build on their skills and understanding each year.

Confidently deliver the new curriculum requirements 

Discovery Education Health and Relationships covers the statutory requirements for teaching primary Health Education and Relationships Education from September 2020. It contains lessons for teaching all aspects of the guidelines, including the non-statutory aspects. View the programme progression.