Curriculum Intent

Life Learning is a planned program of learning through which pupils acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole school approach, it develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. Life Learning is centred on providing pupils with experiences to become work ready, life ready and further study ready. Life Learning incorporates the statutory relationships, sex and health education content from the DfE statutory guidance.


Curriculum Features

Life Learning focuses on 6 topics per year centred around the following themes:

 

Life beyond school, 

Health and wellbeing,

Staying safe online and offline,

Relationship and sex education,

Rights, responsibilities and British values,

Celebrating diversity and equality.

 

Students should approach Life Learning with an open mind and a willingness to share new experiences with their peers. At times, there may be issues discussed that may take students out of their comfort zone and it is important that they are honest and open with teachers so they can make your lessons as enjoyable and as memorable as possible.  Life Learning wants to work with students to best prepare them for life after secondary school.

 

Overview

Year 7

 

Autumn

Spring

Summer

Area of study:

Celebrating diversity & equality

Health and wellbeing

Rights, responsibilities and British values

Staying safe online and offline

Life beyond school

Relationship and sex education

What will  they learn about?

Identity

Citizenship

Nationalities

Puberty

Body development

Managing emotions

Democracy

Voting

Making laws

Drugs

Gangs

Peer pressure

Teamwork

Communities Importance of sleep

Consent

Friendships

Positivity

What should they be able to do?

Students should be able to describe their identity and understand a range of influences on identity. They are able to express themselves at home and at school.

Students should be able to describe the emotional, social and physical changes that happen during puberty. To empathise with those that are starting puberty and understand how to support them. Understand that girls and boys develop differently during puberty.

Students should be able to describe how politics impacts their life. They can describe the role of parliament and can explain the difference between living in a democracy and a dictatorship.

Students should be able to identify the causes of why young people might want to join a gang. Understand the consequences of breaking the law and engaging in criminal behaviour. Come up with solutions for preventing young people turning to gangs.

Students should be able to identify a range of people they trust in their life. They can identify positive character traits.

They can explain the purposes of money and understand how money can influence the world in positive and negative ways

Students should be able to explain why personal space is important and understand what consent is and when it is given they can respond to people and situations in an assertive manner.

Key vocabulary

Stereotype Discrimination Identity

Migration

Prejudice

Physical Health

Mental Health

Puberty

Adolescence

Acceptance

Political parties

Prime Minister

General election

Parliament

Government

Risk

Addiction

Cyber bullying

Scams

Psychological

Trust

Stress

Transition

Community cohesion

Respect

Consent

Consequences

Disclosing

Peer pressure

Assessment

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Year 8

 

Autumn

Spring

Summer

Area of study:

Celebrating diversity & equality

Rights, responsibilities and British values

Life beyond school

Relationship and sex education

Staying safe online and offline

Health and wellbeing

What will they learn about?

LGBT Gender Issues Trans Issues

Law Rights Society Community

 

Self Esteem Body Image Budgeting & Finance Careers

LGBT + Gender Love Consent Relationships Periods

County Lines (Gangs) Drugs Online Safety Alcohol

Child Abuse

Stress Management Healthy Eating

What should they be able to do?

Students should be able to define homophobia and understand a range of forms homophobia takes. Understand why it's wrong to use homophobic language.

Students should be able to explain the types of punishments available in the UK. Understand the different theories behind punishing offenders. Evaluate whether Prison is an effective form of punishment

Students should be able to  identify a wide range of jobs. Understand that each sector in society contains many career opportunities. Know how to plan for their  future career.

Students should be able to identify what good Relationships and Sex Education is. They are able to give good relationship advice to others and can identify a range of rights that should be respected in a relationship.

Students should be able to spot a fake profile online. Understand what online grooming is and how people may try to gain trust in order to abuse it. They know where to report online issues and to seek further advice and support

Students should be able to explain the various definitions for Health and Wellbeing & identify healthy & unhealthy habits people have. Know a range of suggestions to improve own wellbeing

Key vocabulary

Homophobia, Gender,

Sexuality, Prejudice,

Ally

Community, Disability, Discrimination

Criminal Responsibility

Enterprise, Entrepreneur, Leadership, Budget,

Economy

Consent, boundaries,

trust,

dignity,

Conflict Resolution

County Lines,

Modern Slavery, Exploitation

Trolling

Harassment

PTSD,

Anxiety,

Depression

Banter

Coping

Assessment

Confidence tracker

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Year 9

 

Autumn

Spring

Summer

Area of study:

Rights, responsibilities and British values

Relationship and sex education

 

Staying safe online and offline

Life beyond school

Relationship and sex education

(Law & Consent)

Health and wellbeing

What will they learn about?

Terrorism

Extremism

Fake News

Media

Consent

Contraception

Sexual Health

Cannabis

Illegal Drugs

Drug Addiction

Volatile Substance Abuse

Picking Options

First Aid

Conflict Management Budgeting

HIV and AIDS

STI’s and STD’s

Risky Activities in relationships

Media & Airbrushing Grief & loss Cancer Prevention Body Confidence

What should they be able to do?

Students should be able to understand what terrorism is and can give examples. They can evaluate how terrorism makes others feel. They  know who to contact if they  suspect someone is planning an act of terrorism.

Students should be able to  name a wide range of contraceptive methods. They understand how at least five different types of contraceptives work. They know where to access further reliable information on this topic.

Students should be able to define an addiction. They can name a wide range of things people can become addicted to and they understand the problems linked to an addiction.

Students should be able to explain how success comes from failure. They understand how to turn problems into opportunities. They are resilient people at school, home and in the community.

Students should be able to  identify the main features that help to build a healthy relationship. They know a range of non physical characteristics to look for in a partner. They are able to evaluate if a relationship is positive & healthy or not.

Students should be able to identify the difference between high and low self esteem & can explain how things influence someone’s self esteem. They know a range of ways to manage their own self-esteem

Key vocabulary

Conspiracy Extremism,

Scrutiny

Propaganda, Radicalisation

STI, STD, Contraception,

Stalking

Contraception,

Cannabis,

Psychoactive, Hallucinogenic, Stimulant,

Addiction

Defibrillator

Triggers,

deposit ,

Budget

Privacy

Sexual assault, capacity

Marriage

Happiness

Private

Resilience,

Trauma,

Airbrushing,

Victim,

Racism

Assessment

Confidence tracker

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Curriculum overview:

Y10:

 

Autumn

Spring

Summer

Area of study:

Rights, responsibilities and British values

Health and wellbeing

Relationship and sex education

Life beyond school

Staying safe online and offline

 

Celebrating diversity & equality

 

What will  they learn about?

Fake news

Critical thinking

British Values

Human Rights

Screen time

Emotional Well-being

Mental Health

Child Abuse

Self Harm

Sexting

Abuse & Rape

Domestic Violence

Sexulisation of the media

Consumer Rights

Employment Rights

Social Media

Personal Finance

 

 

Honour Based Violence

Gambling

Modern Day Slavery

Knife Crime

Drugs 

Brexit

Fair Trade

Women’s Rights

AID & supporting other countries

Peace & Conflict

What should they be able to do?

Students should be able to describe

the different British values. They can understand understand where our sense of identity comes from and why it is important to have a sense of belonging

Students should be able to describe what well being might look like in someone’s life. Explain Learn strategies to improve their  own and others emotional wellbeing

Students should be able to describe the impact sexualization of the media is having on society. They  recognise what behaviours are unacceptable in a healthy relationship can explain the law in regard to sexual assault and rape

Students should be able to identify the common features of a payslip. They can work out using calculations Gross Pay and Net Pay. they can evaluate the importance of paying tax and NI contributions

Students should be able to explain the importance of keeping personal online data safe.They can  evaluate the risks to those that carry knives. They can describe how social media can impact my self esteem and mental health lives.

Students should be able to describe a variety of ways the UK can help support other countries. They can explain how the role of women has changed in society.

Key vocabulary

Fake News    

Disinformation

Misinformation

Conspiracy Theories

Misconception

Stigma

Tolerance

Anxiety

Depression

Trauma

Rape

Capacity

Exploitation

Legality

Assertive

Transaction

Globalisation

Ambition

Net & gross pay

National insurance

Experimental

Recreational

Human trafficking

Grooming

Synthetic cannabinoids

Genocide

Referendum

Free trade

Fair trade

Equality

Assessment

Confidence tracker

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Y11:

 

 

Autumn

Spring

Summer

Area of study:

Life beyond school

Health and wellbeing

Relationship and sex education

Staying safe online and offline

GCSE Exams

GCSE Exams

What will they learn about?

Careers

CV Writing

Interviews

Personal Statements College Applications

Parenthood

Pregnancy

Love and Abuse

Cancers

Organ Donation & Medical Ethics

 

Contraception

STIs & STDs

Sexual Health

Drugs

Festivals

Sexualisation of the Media

 

 

What should they be able to do?

Students should be able to describe what a personal statement is. identify  when a personal statement may be needed . They are confident in writing a personal statement that reflects their abilities and ambitions

Students should be able to  identify

the signs that someone may be pregnant. They know a range of options available to someone who is pregnant. They can explain the signs and symptoms of different forms of cancer.

Students should be able to describe what domestic abuse and violence is. they understand a range of things that can cause conflicts in a relationship & the barriers and coping strategies for leaving an abusive relationship

Students should be able to understand the risks associated with parties and festivals and experimenting with drugs. They know how to stay safe at a festival or a party.

 

 

Key vocabulary

Referees

CV

Qualifications

Equal opportunities

Prostate

Examination

Malignant

Tumours

Cervical screening

GP

Infection

Bacterial

Contraception

Viral

Prescription

Chronic

Legal highs

Hallucinogenic

Inhalents

 

 

Assessment

Confidence tracker

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GCSE Exam Information: Exam Board, papers and topics (weighting and length of paper) No exam taken

Useful links: https://pshe-association.org.uk/

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1090195/Relationships_Education_RSE_and_Health_Education.pdf

https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-and-economic-pshe-education

 

 

Any enquiries or questions about Life Learning can be made by emailing the address below...

natalie.smith@wernethschool.com