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These are the objectives that will be covered in KS2 for Health, Wellbeing and Lifestyle. Lots of these objectives will be covered more than once over the year. Each year group will build on the knowledge gained in the previous year group.


Year 3

  • I can explain why spending too much time using technology can sometimes have a negative impact on anyone; I can give some examples of both positive and negative activities where it is easy to spend a lot of time engaged.
  • I can explain why some online activities have age restrictions, why it is important to follow them and know who I can talk to if others pressure me to watch or do something online that makes me feel uncomfortable (e.g. age restricted gaming or web sites).


Year 4

  • I can explain how using technology can be a distraction from other things, in both a positive and negative way.
  • I can identify times or situations when someone may need to limit the amount of time they use technology e.g. I can suggest strategies to help with limiting this time.


Year 5

  • I can describe ways technology can affect health and well-being both positively (e.g. mindfulness apps) and negatively.
  • I can describe some strategies, tips or advice to promote health and wellbeing with regards to technology.
  • I recognise the benefits and risks of accessing information about health and well-being online and how we should balance this with talking to trusted adults and professionals.
  • I can explain how and why some apps and games may request or take payment for additional content (e.g. in-app purchases, lootboxes) and explain the importance of seeking permission from a trusted adult before purchasing.


Year 6

  • I can explain how search engines work and how results are selected and ranked.
  • I can explain how to use search technologies effectively.
  • I can describe how some online information can be opinion and can offer examples.
  • I can explain how and why some people may present ‘opinions’ as ‘facts’; why the popularity of an opinion or the personalities of those promoting it does not necessarily make it true, fair or perhaps even legal.
  • I can define the terms ‘influence’, ‘manipulation’ and ‘persuasion’ and explain how someone might encounter these online (e.g. advertising and ‘ad targeting’ and targeting for fake news).
  • I understand the concept of persuasive design and how it can be used to influences peoples’ choices.
  • I can demonstrate how to analyse and evaluate the validity of ‘facts’ and information and I can explain why using these strategies are important.
  • I can explain how companies and news providers target people with online news stories they are more likely to engage with and how to recognise this.
  • I can describe the difference between online misinformation and dis-information.
  • I can explain why information that is on a large number of sites may still be inaccurate or untrue. I can assess how this might happen (e.g. the sharing of misinformation or disinformation).
  • I can identify, flag and report inappropriate content.