KS3/4 PSHCE PROGRAMME : An Overview Written by S. Margareto Head of Pastoral Care

Transcription

1 KS3/4 PSHCE PROGRAMME : An Overview Written by S. Margareto Head of Pastoral Care

2 Introduction and Rational The PSHE and Citizenship Curriculum programmes of study can be covered within the timetable allowance of 25 minutes per week either on a Tuesday or Wednesday Assembly time slot. The programme is designed to not only increase the students understanding of the world around them on a number of different levels from the individual to the international world in which we belong. This document does not contain the lesson plans or resources that will be used as each lesson will be adapted to fit the individual needs of the students and events that occur around the world throughout the academic year. The programmes are written to be adaptable to current affairs and changes that occur within the lives of the students. Resources are kept on electronic files found in the Pastoral Curriculum folder in Staff Share under KS3 and KS4 folders. PSHE: Personal Well Being The personal development of students is a vital part of their pastoral and academic needs at Northampton High School. The programme of study for personal wellbeing provides a context for tutors to fulfil their legal responsibilities to promote the wellbeing of students and provide sex and relationships and drugs education. It also provides schools with an opportunity to focus on delivery of the skills identified in the framework for Social and Emotional Aspects of Learning (SEAL). The content is based on the Every Child Matters outcomes and on the government s guidance on sex and relationships education. Personal wellbeing helps young people embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. Students will be able to recognise and manage risk, take increasing responsibility for themselves, their choices and behaviours and make positive contributions to their families, schools and communities. These sessions are delivered by lead tutors in KS3, Ms S Margareto, Head of Pastoral Care for L5 Life skills, and Mrs J. Davis for U5 Life Skills. Economic Well Being This programme of study brings together careers education, work-related learning, enterprise and financial capability. It supports the fifth outcome of Every Child Matters and also contributes to the other outcomes, particularly enjoy and achieve and make a positive contribution. Education for economic wellbeing and financial capability aims to equip students with the knowledge, skills and attributes to make the most of changing opportunities in learning and work. Education for economic wellbeing and financial capability improves motivation and progression by helping students see the relevance of what they learn in school to their future lives. These sessions are covered with the Careers Programme during U5 Wednesday sessions delivered by Miss R Kneen. Citizenship Education: Citizenship equips students with the knowledge and skills needed for effective and democratic participation. It helps students to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world. National Curriculum, 2007

3 The purpose of citizenship education is to equip the next generation of voters with the knowledge and drive to create change in the world around them. Not only are they taught the factual knowledge that will help them to understand the way that the world around them works, but also provides them with the skills they will need to effect change in the world around the, whether this be at a local, national or international level. Learning and undertaking activities in citizenship contributes to the achievement of all three of the curriculum aims for all young people to become successful learners, confident individuals and responsible citizens. As well as contributing to attainment of the Every Child Matters outcomes. Fundamental British Values assesses British Values both through the curriculum and through SMSC (Spiritual, Moral Why a Thematic Approach? This programme follows a thematic approach as it allows for the three programs of study to intertwine in an effective and active way. As a result of working the thematic approach has been that the students will have fun in the lesson and therefore will be more actively involved, develop learning skills more quickly as each one is connected to and reinforced by the other, and are more likely to be confident and better motivated. This approach also allows for the development of cross curricular links and skills based learning to take place in a more combined and flowing scheme of work.

4 Mapping: Skills and Knowledge The schemes of work which are included in this programme are not only mapped to the National Curriculum programmes of study but also to the Every Child Matters Agenda and The Personalised Thinking and Learning Skills programme. Every Child Matters Agenda (summary) a: Students understands what it means to be physically healthy a: Students know the options available upon leaving school whether that is further education, employment or training. a: Students know how to identify maltreatment, neglect, violent relationships and sexual exploitation a: Students take part in the decision making within their communities and support for their communities and environment a: Students understand the importance of b: Student understands what it means to be mentally and emotionally healthy b: Students have the skills necessary to write a CV. b: Students understand how to stay safe and from accidental injury and death and know what to do in the case of emergency. b: Students understand about the law and the consequences of breaking it b: Students want to attend both school and 1: Be Healthy c: Students understand the importance and how to maintain sexual health. 2: Achieve Economic Wellbeing c: Students have access to materials about 6 form choices, university and work life. 3: Staying Safe c: Students can identify bullying and discrimination and know what to do in these circumstances. 4: Make A Positive Contribution c: Students understand the importance of developing positive relationships. 5: Enjoy and Achieve c: Students are given the opportunity to d: Students understand the importance and how to live healthy lifestyle. d: Students have access and know how to use advice in deciding which career path they wish to choose.. d: Students understand about crime and how to stay safe from antisocial behaviour both in and out of school d: Students are given the opportunity to develop selfconfidence and the skills to deal with significant life changes. d: Students are given the opportunity to e: Students understand the consequences of taking illegal drugs on their health. e: Students understand the academic pathways to 6 form and beyond. e: Students have security, stability and are cared for. e: Students are given the opportunity to develop enterprising behaviour and initiative. e: Students understand their current

5 being prepared for school. lessons and understand the importance of everyone (including the teacher) enjoys the lessons achieve their full potential and are stretched socially and academically by the lessons develop interpersonal and intrapersonal skills. level and how to achieve the next.

6 Personal Learning and Thinking Skills Independent Enquirers [IE] Focus: Young people process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well reasoned decisions, recognising that others have different beliefs and attitudes. Young people: 1. Identify questions to answer and problems to resolve. 2. Plan and carry out research, appreciating the consequences of decision 3. Explore issues, events or problems from different perspectives 4. Analyze and evaluate information judging its relevance and value. 5. Consider the influence of circumstances, beliefs and feelings on decisions and events. 6. Support conclusions, using reasoned arguments and evidence. Reflective Learners [RL] Focus: Young people evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning. Young People: 1. Assess themselves and others, identifying opportunities and achievements. 2. Set goals with success criteria for their development and work. 3. Review progress, acting on the outcomes. 4. Invite feedback and deal positively with praise, setbacks and criticism. 5. Evaluate experiences and leaning to inform future progress. 6. Communicate their learning in relevant ways for different audiences Effective Participators [EP] Focus: Young people actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves. Young People: 1. Discuss issues of concern, seeking resolution where needed. 2. Present a persuasive case for action 3. Propose practical ways forward, breaking these down into manageable steps Creative Thinkers [CT] Focus: Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes of value. Young people: 1. Generate ideas and explore possibilities 2. Ask questions to extend their thinking 3. Connect their own and others ideas and experiences in inventive ways. 4. Question their own and others assumptions. 5. Try out alternatives or new solutions and follow ideas through. 6. Adapt ideas as circumstances change. Self-Managers [SM] Focus: Young people organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. Young People: 1. Seek out challenges or new responsibilities and show flexibility when priorities change. 2. Work towards a goal, showing initiative, commitment and preference. 3. Organise time and resources, prioritising actions. 4. Anticipate, take and manage risks. 5. Deal with competing pressures, including personal and work related demands. 6. Respond positively to change, seeking advice and support when needed. Team Workers [TW] Focus: Young people work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. Young People: 1. Collaborate with others to work towards a common goal. 2. Reach agreements, managing discussions to achieve results. 3. Adapt behaviour to suit different roles and situations. 4. Show fairness and consideration to others

7 4. Identify improvements that would benefit others as well as themselves. 5. Try to influence other, negotiating and balancing diverse views to reach workable solutions. 6. Act as an advocate for views and beliefs that may differ from their own. 5. Take responsibility, showing confidence in themselves and their contribution. 6. Provide constructive support and feedback to others.

8 Reading Numeracy, Literacy and ICT Literacy Numeracy ICT Activities where the students are actively involved in the reading process not just passively reading a text or listening to others read. These can include underlining, highlighting, breaking down, summaries etc Writing Activities where the students a particular focus is given to the written work that the students undertake. These can include creating writing frames, redrafting, audience focusing, modelling etc. Speaking & Listening Keywords Often this is forgotten as part of the literacy agenda but can be achieved though activities such as debate, discussion, feedback of ideas, articulation of what was learnt etc. Subject specific as well as lesson specific key words that the students need to know and use. Improvement in accuracy especially in calculation, measurement and graphical work. Interpretation and Presentation of Graphs. Reasoning and Problem Solving. This will not be applicable to all lessons but there are ways to include some numeracy into the lessons. Activities such as opinion polls, dividing the class into groups, story boarding, quizzes and competitions where the students keep score etc. Outside of ICT lessons more often than not a teacher will need to book the IT suite or Library weeks in advance in order to get access to computers for your class. However this does not mean that ICT cannot be used in lessons where a computer is not available, especially in these times where the most students have access to a computer and/or the internet outside of lessons.

9 Programmes of study This programme combines three programmes of study with reference to the national curriculum for both Key Stage 3 and Key stage 4. Although each module will have one of the programmes as a focus. The programs of study are broken down into 4 areas: 1. Key Concepts Identifies the big ideas that underpin the subject 2. Key Processes Identifies the essential skills of the subject 3. Depth of Knowledge Outlines the breadth of subject matter from which teachers should draw to develop knowledge, concepts and skills 4. Curriculum Opportunities Identifies opportunities to enhance and enrich learning, including making links to the wider curriculum. The schemes of work are mapped to each area of the programme of study in order to ensure that a majority of areas covered. It is not essential that all areas are covered as some areas will be covered through cross curricula mapping.

10 Key Stage 3: PSHE Personal Wellbeing 1: Key Concepts 1.1: Personal Identities 1.2: Healthy Lifestyles 1.3: Risk 1.4: Relationships 1.5: Diversity a) Understanding that identity is affected by a range of factors including a positive sense of self. b) Recognising that the a) Recognising that Healthy lifestyles and the wellbeing on information and making responsible choices. a) Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to way in which personal qualities, attitudes, skills and b) Understanding that physical, mental, sexual and themselves and others in a range of situations. achievements are evaluated affects both confidence and emotional health affects our abilities to lead fulfilling lives. b) Appreciating that pressure can be used positively or self-esteem. c) Understanding that c) Dealing with growth and change as negatively to influence others self-esteem can change with personal circumstances. normal parts of growing up. c) Developing the confidence to try new ideas and face challenges safely a) Understanding that relationships affect everything we do in our lives and that relationship skills have to be learnt and practiced b) Understanding that people have multiple roles and responsibilities in society and that making positive relationships and contributing to groups, teams and communities is important c) Understanding that relationships can cause strong feelings and emotions. a) Appreciating that, in our communities, there are similarities as well as differences between people of different race, religion, culture, ability or disability, gender, age or sexual orientation b) Understanding that all forms of prejudice and discrimination must be challenged at every level in our lives. 2: Key Processes 2.1: Critical Reflection 2.2: Decision-making and managing risk Students should be able to: Students should be able to: 2.3 Developing relationships & working with others Students should be able to: a. reflect critically on their own and others values b. reflect on personal strengths, achievements and areas for development c. recognize how others see them and give and receive feedback d. identify and use strategies for setting and meeting personal targets in order to increase motivation e. reflect on feelings and identify positive ways of understanding, a. use knowledge and understanding to make informed choices about safety, health and wellbeing b. find information and support from a variety of sources c. assess and manage the element of risk in personal choices and situations d. use strategies for resisting unhelpful peer influence and pressure e. know when and how to get help f. Identify how managing feelings and a. use social skills to build and maintain a range of positive relationships b. use the social skill of negotiation within relationships, recognising their rights and responsibilities and that their actions have consequences c. use the social skills of communication, negotiation, assertiveness and collaboration d. value differences between people and demonstrate empathy and a willingness to learn about people

11 managing and expressing strong emotions and challenging behaviour f. Develop self-awareness by reflecting critically on their behaviour and its impact on others. emotions effectively supports decision-making and risk management. different from themselves e. Challenge prejudice and discrimination assertively. 3: Depth of Knowledge 4: Curriculum Opportunities The study of personal wellbeing should include: a. examples of diverse values encountered in society and the clarification of personal values b. the knowledge and skills needed for setting realistic targets and personal goals c. physical and emotional change and puberty d. sexual activity, human reproduction, contraception, pregnancy, and sexually transmitted infections and HIV and how high-risk behaviors affect the health and wellbeing of individuals, families and communities e. facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for themselves and others f. how a balanced diet and making choices for being healthy contribute to personal wellbeing, and the importance of balance between work, leisure and exercise The curriculum should provide opportunities for students to: a. make real choices and decisions based on accurate information obtained through their own research using a range of sources, including the internet, other media sources and visits/visitors to and people from the wider community b. meet and work with people from the wider community both in school and through external visits c. use case studies, simulations, scenarios and drama to explore personal and social issues and have time to reflect on them in relation to their own lives and behaviour g. ways of recognizing and reducing risk, minimizing harm and getting help in emergency and risky situations h. a knowledge of basic first aid i. the features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement j. different types of relationships, including those within families and between older and young people, boys and girls, and people of the same sex, including civil partnerships k. the nature and importance of marriage and of stable relationships for family life and bringing up children l. the roles and responsibilities of parents, carers and children in families m. the similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities. e. work as members of groups and teams, taking on different roles and responsibilities f. evaluate their own personal development and learning, set realistic targets and goals for future life choices and develop strategies for meeting them g. identify sources of help and support and take responsibility for providing accurate information to others h. Make links between personal wellbeing and work in other subjects and areas of the curriculum and out-of-school activities.

12 d. take part in individual and group discussion to consider personal, social and moral dilemmas and the choices and decisions relating to them

13 Key Stage 3: PSHE Economic Wellbeing 1: Key Concepts 2: Key Processes 1.1: Career 1.2: Capability 1.3: Risk a. Understanding that everyone has a career. b. Developing a sense of personal identity for career progression. c. Understanding the qualities, attitudes and skills needed for employability. a. Exploring what it means to be enterprising, b. Learning how to manage money and personal finances. c. Understanding how to make creative and realistic plans for transition. d. Becoming critical consumers of goods and services. a. Understanding risk in both positive and negative terms. b. Understanding the need to manage risk in the context of financial and career choices c. Taking risks and learning from mistakes. 1.4: Economic Understanding a. Understanding the economic and business environment. b. Understanding the functions and uses of money. 2.1:Self Development 2.2: Exploration 2.3: Enterprise 2.4:Finacial Capability Students should be able to: a. Develop and maintain their self-esteem and envisage a positive future for themselves in work, b. Identify major life roles and ways of managing the relationships between them. c. Assess their needs, interests, values, skills, abilities and attitudes in relation to options in learning, work and enterprise. d. Review their experiences and achievements. Students should be able to: a. Use a variety of information sources to explore options and choices in career and financial contexts. b. Recognise bias and inaccuracies in information learning about pathways, work and enterprise, c. Investigate the main trends in employment and relate these to their career plans, Students should be able to: a. Manage their money b. Understand the financial risk and reward. c. Explain financial terms and products d. Identify how finance will play an important part in their lives and in achieving their aspirations. Students should be able to: a. Identify the main qualities and skills needed to enter and thrive in the working world. b. Assess, undertake and manage risk. c. Take action to improve their chances in their career. d. Manage change and transition. e. Use approaches to working with others, problem solving and action planning, f. Understanding and apply skills and qualities for enterprise. g. Demonstrate and apply understanding of economic ideas,

14 3: Depth of Knowledge 4: Curriculum Opportunities The study of economic wellbeing and financial capability should include: a. Different types of work, including employment, selfemployment, and voluntary work. b. Work roles and identities c. The range of opportunities in learning ad work and changing patterns of employment (local, national, European and Global) d. The personal review and planning process, e. Skills and qualities in relation to employer s needs. The curriculum should provide opportunities for students to: a. Use of case studies, simulations, scenarios, role play and drama to explore work and enterprise issues. b. Recognise, develop and apply their skills for enterprise and employability c. Have direct and indirect contact with people from business d. Explore options and progression routes from learning. e. Have contact with information advice and guidance specialists. f. A range of economic and business terms, including the effect of competition on product and price, g. Personal budgeting, money management and a range of financial products and services. h. Risk and reward, and how money can make money through savings, investment and trade. i. How businesses use finance. j. Social and moral dilemmas about the use of money. f. Engage with ideas, challenges and applications from the business world. g. Explore sources of information and ideas about work and enterprise h. Discuss contemporary issues in the work. i. Write a personal statement and make individual learning and career plan for their transition into the phase, j. Make links between economic wellbeing and financial capability and other subjects and areas in the curriculum

15 Key Stage 3: Citizenship 1: Key Concepts 2: Key Processes 1.1: Democracy and Justice 1.2: Rights and Responsibilities 1.3: Identities and Diversity a. Participating actively in different kinds of decision-making and voting in order to influence public life. b. Weighing up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict. c. Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions with a changing democratic society, d. Understanding and exploring the roles of citizens and parliament in holding government and those in power to account. a. Exploring different kinds of rights and obligations and how these affect both individuals and communities. b. Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected, c. Investigating ways in which rights can compete and conflict, and understanding that hard decisions have to be made to try to balance these. 2.1: Critical Thinking and Enquiry 2.2: Advocacy and Representation Students should be able to: a. Engage and reflect on different ideas, opinions, beliefs and values when exploring topical and controversial issues and problems. b. Research, plan and undertake enquiries into issues and problems using a range of information sources. c. Analyse and evaluate sources used, questioning different values, ideas and viewpoints and recognising bias. Students should be able to: a. Express and explain their own opinions to others through discussions, formal debates and voting. b. Communicate and argument, taking into account different viewpoints and drawing on what they have learnt through research, action and debate. c. Justify their argument, giving reasons to try to persuade others to think again, change or support them. a. Appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the Europe. b. Exploring the diverse national, regional, ethnic and religious groups and communities in Europe and the connections between them. c. Considering the interconnection between European Nations and the rest of the world. d. Exploring community cohesion and the different forces that bring about change in communities over time. 2.3: Taking informed and responsible action Students should be able to: a. Explore creative approaches to taking action on problems and issues to achieve intended purposes. b. Work individually and with others to negotiate, plan and take action on citizenship issues to try and influence others, bring about change or resist unwanted change, using time a resources appropriately. c. Analyse the impact of their actions on communities and the wider world now and in the future. d. Reflect on the progress they have made, evaluating their progress.

16 3: Depth of Knowledge 4: Curriculum Opportunities The study of citizenship should include: a. Political, legal and human rights and responsibilities of citizens. b. The roles of the law and the justice system and how they relate to young people. c. Key features of parliamentary democracy and government in the constituent parts of the UK and at local level, including voting and elections. d. Freedom of speech and diversity of views, and the roles of the media in informing and influencing public opinion and holding those in power to account. e. Actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment. The curriculum should provide opportunities for students to: a. Debate, in groups and whole class discussions, topical and controversial issues, including those of concern to young people. b. Develop citizenship knowledge and understanding whilst using and applying citizenship skills c. Work individually and in groups taking on different roles and responsibilities. d. Participate in both school based and community based citizenship activities. e. Participate in different forms of individual and collective action, including decision making and campaigning f. Strategies for handling local and national disagreements and conflicts. g. The needs of the local community and how these are met through public services and the voluntary sector. h. How economic decisions are made, including where public money comes from and who decides how it is spent. i. The changing nature of the UK society including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared. j. Migration to, from and within the UK and the reasons for this. k. The UK s relationship with the EU and the rest of Europe, the Commonwealth, UN and the world as a global community. f. Work with a range of community partners where possible. g. Take into account legal, moral, economic, environmental, historical and social dimensions of different political problems and issues. h. Take into account a range of contexts, such as school, local, regional, national, European, international and global, as relevant to different topics. i. Use and interpret different media and ICT both as sources of information and as a means of communicating ideas. j. Make links between citizenship and work in other subjects and areas of the curriculum.

17 Fundamental British Values Key concepts Enable students to develop their self-knowledge, self-esteem and self-confidence enable students to distinguish right from wrong and to respect the civil and criminal law of England encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely enable students to acquire a broad general knowledge of and respect for public institutions and services in England further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation for and respect for their own and other cultures encourage respect for other people, and encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England. The only difference for independent schools is in the penultimate paragraph, which includes them in requirements regarding the Equality Act's protected characteristics: encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010.

18 Key Stage 4: PSHE Personal Wellbeing 1: Key Concepts 1.1: Personal Identities 1.2: Healthy Lifestyles 1.3: Risk 1.4: Relationships 1.5.: Diversity a. Understanding that identity is affected by a range of factors including a positive sense of self. b. Recognising that the a. Recognising that Healthy lifestyles and the wellbeing on information and making responsible choices. a. Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to a. Understanding that relationships affect everything we do in our lives and that relationship skills have to be learnt a. Appreciating that, in our communities, there are similarities as well as differences between people of different way in which b. Understanding that themselves and and practiced race, religion, personal qualities, attitudes, skills and physical, mental, sexual and others in a range of situations. b. Understanding that people have culture, ability or disability, gender, achievements are evaluated affects emotional health affects our abilities b. Appreciating that pressure can be multiple roles and responsibilities in age or sexual orientation both confidence and self-esteem. to lead fulfilling lives. used positively or negatively to society and that making positive b. Understanding that all forms of c. Understanding that c. Dealing with growth influence others relationships and prejudice and self-esteem can change with personal circumstances. and change as normal parts of growing up. c. Developing the confidence to try new ideas and face challenges safely contributing to groups, teams and communities is important discrimination must be challenged at every level in our lives. c. Understanding that relationships can cause strong feelings and emotions. 2: Key Processes 2.1: Critical Reflection 2.2: Decision-making and managing risk Students should be able to: Students should be able to: 2.3 Developing relationships & working with others Students should be able to: a. Reflect critically on their own and others values and change their behavior accordingly. b. Reflect on their own and others strengths and achievements, give and receive constructive praise and criticisms, and learn from success and failure. c. Identify and use strategies for setting and meeting personal targets and challenges on order to increase motivation, reflect on their a. Use knowledge and understanding to make informed choices about safety, health and well-being, evaluating personal choices and making changes if necessary. b. Find and evaluate information, advice and support from a variety of sources and be able to support others in doing so, c. Assess and manage risk in personal choices and situations, minimize harm in risky situations and a. Use social skills to build and maintain positive relationships, reflect upon what makes these successful and apply this to new situations, b. Use the social skill of negotiation within relationships, recognizing their rights and responsibilities and that their actions have consequences. c. Work individually, together and in teams for specific purposes, making use of the social skills of communication, negotiation,

19 effectiveness and implement and monitor strategies for achieving goals. d. Reflect on the feeling and identity positive ways of understanding, managing and expressing strong emotions and challenge behavior, acting positively on them. e. Develop self awareness by reflecting critically on their behavior and its impact on others. demonstrate how to help others do so. d. Use strategies for resisting unhelpful peer influence and pressure, assessing when to use them and when and how to get help. e. Identify how managing feelings and emotions effectively supports decision making and risk management. assertiveness and collaboration. d. Demonstrate respect for and acceptance of the differences between people and challenge offensive behavior, prejudice and discrimination assertively and safely. e. Explore feelings and emotions related to changing relationships and develop skills to cope with loss and bereavement. 3: Depth of Knowledge 4: Curriculum Opportunities The study of personal wellbeing should include: a. the effect of diverse and conflicting values on individuals, families and communities and ways of responding to them b. how the media portrays young people, body image and health issues c. the characteristics of emotional and mental health, and the causes, symptoms and treatments of some mental and emotional health disorders d. the benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short and long-term consequences for the health and mental and emotional wellbeing of individuals, families and communities e. where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid The curriculum should provide opportunities for students to: a. make real choices and decisions based on accurate information obtained through their own research using a range of sources, including national and local/ward data, the internet, other media sources and visits and visitors to or from the wider community b. form opinions and express viewpoints confidently to a range of audiences c. meet and work with people from the wider community both in school and through external visits d. use case studies, simulations, scenarios and drama to f. characteristics of positive relationships, and awareness of exploitation in relationships and of statutory and voluntary organisations that support relationships in crisis g. the roles and responsibilities of parents, carers, children and other family members h. parenting skills and qualities and their central importance to family life i. the impact of separation, divorce and bereavement on families and the need to adapt to changing circumstances j. the diversity of ethnic and cultural groups, the power of prejudice, bullying, discrimination and racism, and the need to take the initiative in challenging this and other offensive behaviours and in giving support to victims of abuse. e. take part in individual and group discussion to consider personal, social and moral dilemmas and the choices and decisions relating to them f. work as members of groups and teams for specific purposes, taking on different roles and responsibilities and identifying the range of skills and attributes needed for teamwork g. evaluate their own personal development and learning, set realistic targets and goals for future life choices and develop strategies for meeting them h. identify sources of help, support and accurate information and take responsibility for providing accurate

20 explore personal and social issues and have time to reflect on them in relation to their own lives and behaviour information to others in a range of situations i. Make links between personal wellbeing and work in other subjects and areas of the curriculum and out-ofschool activities.

21 Key Stage 4: PSHE Economic Wellbeing 1: Key Concepts 1.1: Career 1.2: Capability 1.3: Risk 1.4: Economic Understanding a. Understanding that everyone has a career. b. Developing a sense of personal identity for career progression. c. Understanding the qualities, attitudes and skills needed for employability. a. Exploring what it means to be enterprising, b. Learning how to manage money and personal finances. c. Understanding how to make creative and realistic plans for transition. d. Becoming critical consumers of goods and services. a. Understanding risk in both positive and negative terms. b. Understanding the need to manage risk in the context of financial and career choices c. Taking risks and learning from mistakes. a. Understanding the economic and business environment. b. Understanding the functions and uses of money. 2.1:Self Development 2.2: Exploration 2.3: Enterprise 2.4:Finacial Capability Students should be able to: Students should be able to: Students should be able to: Students should be able to: 2: Key Processes a. Develop and maintain their self-esteem and envisage a positive future for themselves in work b. Identify major life roles and ways of managing the relationships between them c. Assess their needs, interests, values, skills, abilities and attitudes in relation to options in learning, work and enterprise. d. Assess the importance of their experiences and achievements in relation to their future plans. a. Identify, select and use a range of information sources to research, clarify and review options and choices in career and financial contexts relevant to their needs b. Recognise bias and inaccuracies in information about learning pathways, work and enterprise c. Investigate the main trends in employment and relate these to their career plans. a. identify the main qualities and skills needed to enter and thrive in the working world b. assess, undertake and manage risk c. take action to improve their chances in their career d. manage change and transition e. show drive and self-reliance when working on work-related tasks f. develop approaches to working with others, problem-solving and action planning g. understand the key attitudes for enterprise, including self-reliance, open-mindedness, respect for evidence, pragmatism and commitment to making a difference h. develop and apply skills and qualities for enterprise i. Demonstrate and apply understanding of economic ideas. a. manage their money b. understand financial risk and reward c. explain financial terms and products d. Identify how finance will play an important part in their lives and in achieving their aspirations.

22 3: Depth of Knowledge 4: Curriculum Opportunities The study of economic wellbeing and financial capability should include: a. Different types of work, including employment, selfemployment, and voluntary work. b. The structure and organisation of different types of businesses and Work roles and identities c. Rights and responsibilities at work and attitudes and values in relation to work and enterprise. d. The range of opportunities in learning and work and changing patterns of employment (local, national, European and Global) e. The personal review and planning process, f. Skills and qualities in relation to employer s needs. The curriculum should provide opportunities for students to: a. Use of case studies, simulations, scenarios, role play and drama to explore work and enterprise issues. b. Recognise, develop and apply their skills for enterprise and employability c. Have direct and indirect contact with people from business d. Explore options and progression routes from learning. e. Have contact with information advice and guidance specialists. g. A range of economic and business terms, including the effect of competition on product and price, h. Personal budgeting, money management and a range of financial products and services. i. Risk and reward, and how money can make money through savings, investment and trade. j. How businesses use finance. k. Social and moral dilemmas about the use of money. f. Engage with ideas, challenges and applications from the business world. g. Explore sources of information and ideas about work and enterprise h. Discuss contemporary issues in the work. i. Write a personal statement and make individual learning and career plan for their transition into the phase, j. Make links between economic wellbeing and financial capability and other subjects and areas in the curriculum

23 Key Stage 4: Citizenship 1: Key Concepts 2: Key Processes 1.1: Democracy and Justice 1.2: Rights and Responsibilities 1.3: Identities and Diversity a. Participating actively in different kinds of decision-making and voting in order to influence public life. b. Weighing up what is fair and unfair in different situations, understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict. c. Considering how democracy, justice, diversity, toleration, respect and freedom are valued by people with different beliefs, backgrounds and traditions with a changing democratic society, d. Understanding and exploring the roles of citizens and parliament in holding government and those in power to account. a. Exploring different kinds of rights and obligations and how these affect both individuals and communities. b. Understanding that individuals, organisations and governments have responsibilities to ensure that rights are balanced, supported and protected, c. Investigating ways in which rights can compete and conflict, and understanding that hard decisions have to be made to try to balance these. a. Appreciating that identities are complex, can change over time and are informed by different understandings of what it means to be a citizen in the Europe. b. Exploring the diverse national, regional, ethnic and religious groups and communities in Europe and the connections between them. c. Considering the interconnection between European Nations and the rest of the world. d. Exploring community cohesion and the different forces that bring about change in communities over time. 2.1: Critical Thinking and Enquiry 2.2: Advocacy and Representation 2.3: Taking informed and responsible action Students should be able to: Students should be able to: Students should be able to: a. Question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and a. Evaluate critically different ideas and viewpoints including those with which they do not necessarily agree. a. Explore creative approaches to taking action on problems and issues to achieve intended controversial issues and problems. b. Research, plan and undertake enquiries into issues and problems, using a range of information, sources and methods. c. Interpret and analyse critical sources used, identify different values ideas and viewpoints and recognising bias. d. Evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts. b. Explain their viewpoint, drawing conclusions from what they have learnt through research discussion and actions, including formal debates and votes. c. Present a convincing argument that takes accounts of, and represents, different view points, to try to persuade others to think again, change or support them. purposes. b. Research, initiate and plan action to address citizenship issues, working individually and with others. c. Negotiate, decide on and take action to try and influence others, bring about change or resist unwanted change, managing time and resources appropriately. d. Assess critically the impact of their actions on communities and the wider world, now and in the future and make recommendations to others for further action

24 3: Depth of Knowledge 4: Curriculum Opportunities The study of citizenship should include: a. Political, legal and human rights and freedoms in a range of contexts from local to global. b. The roles and operation of civil and criminal law and the justice system. c. How laws are made and shaped by people and processes, including the work of parliament, government and the courts. d. Actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond. e. The operation of parliamentary democracy within the UK and of other forms of government, both democratic and nondemocratic, beyond the UK. f. The development of, and struggle for, different kinds of rights and freedoms (speech, opinion, association and the vote) in the UK. g. How information is used in public debate and policy formation, including information from the media and from pressure and interest groups. The curriculum should provide opportunities for students to: a. debate, in groups and whole-class discussions, topical and controversial issues, including those of concern to young people and their communities b. develop citizenship knowledge and understanding while using and applying citizenship skills c. work individually and in groups, taking on different roles and responsibilities d. participate in both school-based and community-based citizenship activities and reflect on their participation e. participate in different forms of individual and collective action, including decision-making and campaigning f. work with a range of community partners and organisations e. Reflect on the progress they have made, evaluating what they have learnt from intended and unintended consequences of action and the contributions of others as well as themselves. h. The impact and consequences of individual and collective actions on communities, including the work of the voluntary sector. i. Policies and practices for sustainable development and their impact on the environment. j. The economy in relation to citizenship, including decisions about the collection and allocation of public money. k. The rights and responsibilities of consumers, employers and employees. l. the origins and implications of diversity and the changing nature of society in the UK, including the perspectives and values that are shared or common, and the impact of migration and integration on identities, groups and communities. m. The UK s role in the world, including in Europe, the European Union, the Commonwealth and the United Nations. n. The challenges facing the global community, including international disagreements and conflict, and debates about inequalities, sustainability and use of the world s resources. g. take into account legal, moral, economic, environmental, historical and social dimensions of different political problems and issues h. take into account a range of contexts, such as school, neighbourhood, local, regional, national, European, international and global, as relevant to different topics i. use and interpret different media and ICT both as sources of information and as a means of communicating ideas j. make links between citizenship and work in other subjects and areas of the curriculum

25 to address issues and problems in communities

26 Fundamental British Values Key concepts Enable students to develop their self-knowledge, self-esteem and self-confidence enable students to distinguish right from wrong and to respect the civil and criminal law of England encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely enable students to acquire a broad general knowledge of and respect for public institutions and services in England further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation for and respect for their own and other cultures encourage respect for other people, and encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England. The only difference for independent schools is in the penultimate paragraph, which includes them in requirements regarding the Equality Act's protected characteristics: encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010.