Heartstart links with the National Curriculum in England
English national curriculum links with Heartstart course content are clear. To support your Heartstart scheme, we've provided links to the National Curriculum.
- you promote Heartstart to schools
- teachers see how schoolchildren will benefit from the training.
The first chapter states:
2.1 Every state-funded school must offer a curriculum which is balanced and broadly based and which:
- promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
- prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
Spiritual, Moral, Social and Cultural development (SMSC):
Heartstart training content aligns itself with SMSC outcomes for young people and can contribute to supporting provision in schools.
Learning life saving skills can help pupils to navigate risk, become confident to act in an emergency, develop critical thinking skills and understand how they can contribute positively to their community.
Personal, Social, Health and Economic (PSHE):
2.5 All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.
PSHE is a non-statutory opportunity to enable pupil to become more rounded individuals. Heartstart training provides the ideal forum for pupils to develop their self esteem and confidence to make safe and well informed decisions whilst learning how to save a life.
For more specific links to PSHE topics and resources see the PSHE Association.
Key Stage 1
Year 2: “Pupils should gain an understanding of “what humans need to stay healthy.”
Key Stage 2
Year 3: “Pupils should continue to learn about the importance of nutrition and should be introduced to the main body parts associated with the skeleton and muscles, finding out how different parts of the body have special functions.”
Year 6: Pupils “should build on their learning from years 3 and 4 about the main body parts and internal organs (skeletal, muscular and digestive system) to explore and answer questions that help them to understand how the circulatory system enables the body to function.”
Year 6: “Pupils should learn how to keep their bodies healthy and how their bodies might be damaged – including how some drugs and other substances can be harmful to the human body.”
Year 6: “Pupils might work scientifically by: exploring the work of scientists and scientific research about the relationship between diet, exercise, drugs, lifestyle and health.”
Key Stage 1 and 2
“Teachers should ensure...the continual development of pupils’ confidence and competence in spoken language and listening skills.”
“In years 5 and 6, pupils’ confidence, enjoyment and mastery of language should be extended through public speaking, performance and debate.”
Key Stage 3
“Pupils should be given the opportunity to participate in participating in “structured discussions, summarising and/or building on what has been said.”
Key Stage 4
Pupils should be taught to speak confidently, audibly and effectively including “in groups of different sizes and taking on required roles, including leading and managing discussions, involving others productively, reviewing and summarising, and contributing to meeting goals/deadlines.”
“Listening to and building on the contributions of others, asking questions to clarify and inform, and challenging courteously when necessary.”
Key Stage 3
“They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.”