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CPHSRE

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The Following details the CPHSRE schemes of work that students follow in each year:

Year 7

Autumn Term – Health and Wellbeing

My identity and skills

 Students will learn:

• the characteristics of mental and emotional health and strategies for managing it; to manage growth and change as normal parts of growing up (including consolidation and reinforcement of Key Stage 2 learning on puberty, human reproduction, pregnancy and the physical and emotional changes of adolescence) [biology]

Students should:

• recognise the importance of taking increased responsibility for their own personal hygiene

• begin to recognise their personal strengths and how this affects their self-confidence and self-esteem

 

Healthy Lifestyle

 Students will learn:

• the benefits of physical activity and exercise and the importance of sleep

• to recognise and manage what influences their choices about exercise

• the importance of balance between work, leisure and exercise

Students should:

• be able to plan for a ‘healthy week”

 

Healthy Eating

 Students will learn:

• what constitutes a balanced diet and its benefits (including the risks associated with both obesity and dieting)

Students should:

• consider what might influence their decisions about eating a balanced diet

 

Risk Taking

 Students will learn:

• about ways of recognising and reducing risk, minimising harm and getting help in emergency and risky situations

• a knowledge of basic first aid and life-saving skills

• about the positive and negative roles played by drugs in society (including alcohol)

Students should:

• begin to understand risk within the context of personal safety, especially accident prevention and road safety

 

Spring Term – Relationships

Changing relationships

Students will learn:

• the skills and develop the knowledge required to manage the transition to, and the expectations of, secondary education

• to recognise, clarify and if necessary challenge their own core Values & SMSC – diversity and equal opportunities and how their Values & SMSC – diversity and equal opportunities influence their choices

to understand the feelings and pressure that the need for peer approval, including in relation to the purchase and use of tobacco and alcohol (including cheap/illicit alcohol and cigarettes), drugs and other risky behaviours, can generate

Students should:

• consider the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including teams, class, friendships etc.)

• recognise peer pressure and have strategies to manage both

ICT Safety

Students will learn:

• the safe and responsible use of information communication technology (including safe management of own and others’ personal data including images)

Students should:

• be able to explain how they could work towards being safe online

Working with others

 Students will learn:

• that relationships can cause strong feelings and emotions (including sexual attraction)

• the features of positive and stable relationships (including trust, mutual respect, honesty) and those of unhealthy relationships

Students should:

• further develop and rehearse the skills of team working including objective setting, outcome planning, cooperation, negotiation, managing setback and compromise

• further develop the communication skills of active listening, negotiation, offering and receiving constructive feedback and assertiveness

• explore the range of positive qualities people bring to relationships

Different types of relationships

Students will learn:

• about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect these (including age, gender, power and interests)

• the nature and importance of marriage, civil partnerships and other stable, long-term relationships for family life and bringing up children

Students should:

• prepare a set of partnership/wedding vows

Fact or fantasy?

Students will learn:

• that different people have different relationships by critiquing for example television soap operas

Students should:

• begin to understand that the media portrayal of relationships may not reflect real life

• begin to recognise the portrayal and impact of sex in the media and social media (which might include music videos, advertising, ‘sexting’)

Summer Term – Living in the wider world

Being the best I can be

 Students will learn:

• about the knowledge and skills needed for setting realistic and challenging personal targets and goals (including the transition to Key Stage 3)

• the similarities, differences and diversity among people of different race, culture, ability, disability, sex, gender identity, age and sexual orientation and the impact of stereotyping, prejudice, bullying, discrimination on individuals and communities

• about discrimination, how to respond when being discriminated against and their responsibilities towards others who are experiencing discrimination

Students should:

• recognise that they have the same rights to opportunities in learning and work as other people and to recognize and challenge stereotypes

 

Enterprise and Me

Students will learn:

• the benefits of being ambitious and enterprising in all aspects of life

Students should:

• about the skills and qualities required to engage in enterprise, including seeing opportunity, managing risk, marketing, productivity, understanding the concept of quality, cash flow and profit

 

Me and my Aspirations

Students will learn:

• about their own identity as a learner, preferred style of learning and to develop study, research and personal presentation and organisation skill

Students should:

• be able to describe their preferred learning style

 

Year 8

Autumn Term – Health and Wellbeing

My identity and skills

Students will learn:

• about where they live and belong and what they can do

Students should:

• recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self-esteem

 

Personal Protection

Students will learn:

the purpose and importance of immunisation and vaccination

about cancer prevention, including healthy lifestyles, acknowledging that childhood cancer are rarely caused by lifestyle choices

that certain infections can be spread through sexual activity  – sexually transmitted infections (STIs)

 

Drug education

Students will learn:

actual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law relating to their supply, use and misuse

to recognise and manage different influences on their decisions about the use of substances, (including clarifying and challenging their own perceptions, values and beliefs including managing peer influence [biology]

Students should:

begin to understand the personal and social risks and consequences for themselves and others of making different decisions regarding substances, including the benefits of not drinking alcohol (or delaying the age at which to start) and the benefits of not smoking including not harming others with second-hand smoke [biology]

begin to understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in relation to substance use and to whom to talk if they have concerns [biology]

 

Spring Term – Relationships

Different types of relationships

Students will learn:

• about the roles and responsibilities of parents, carers and children in families

• how to deal with a breakdown in a relationship and the effects of change, including loss, separation, divorce and bereavement

Students should:

• understand the importance of friendship and to begin to consider love and sexual relationships in this context

• know that they have rights over their bodies and other people have no right to touch them in intimate places without their express consent

• begin to consider different levels of intimacy and their consequences

• acknowledge the right not to have intimate relationships until ready

 

Sex, sexuality, sexual orientation

Students will learn:

• about the difference between sex, gender identity and sexual orientation

• about the terms associated with sex, gender identity and sexual orientation and to understand accepted terminology

Students should:

• begin to recognise that there is diversity in sexual attraction and developing sexuality

• begin to understand what expectations might be of having a girl/boyfriend

• begin to understand the unacceptability of sexist, homophobic, transphobic and disablist language and behaviour, the need to challenge it and how to do so

 

Consent

Students will learn:

• what laws exist to protect their right to withhold their consent (including the legal age of consent for sexual activity)

• that consent is freely given and that being pressurised, persuaded or coerced to agree to something is not ‘consent’

• that there are risks associated with female genital mutilation (FGM), it is criminal act in the UK

• that there are sources of support for themselves and their peers who they believe may be at risk or who may have already been subject to FGM

• how to cope/deal with a breakdown in a relationship and the effects of change, including loss, separation, divorce and bereavement

Students should:

• recognise when others are using inappropriate persuasion, and coercion and how to respond

• begin to understand about readiness for sex and the benefits of delaying sex (or any level of sexual contact)

 

Summer Term – Living in the wider world

Opportunities and Me

Students will learn:

• to identify own strengths, interests, skills and qualities as part of the personal review and planning process, including their value to future employability

Students should:

• about different types of work, including employment, self-employment and voluntary work; that everyone has a ‘career’; their pathway through education and work

 

Money and Me

Students will learn:

• about different types of business, how they are organised and financed

Students should:

• begin to assess and manage risk in relation to financial decisions that young people might make

 

Me , Money and Choices

Students will learn:

• about ethical consumerism/investments

Students should:

• explore social and moral dilemmas about the use of money, (including how the choices students make as consumers affect other people’s economies and environments)

 

Year 9

Autumn Term – Health and Wellbeing

My identity and skills

Students will learn:

that not everything they see is a true reflection e.g. media treatment of photographs (Photoshop) [Working scientifically]

Students should:

• consider how the media portrays young people, body image and health issues and that identity is affected by a range of factors, including the media and a positive sense of self

begin to understand about eating disorders, including recognising when they or others need help, sources of help and strategies for accessing it [biology]

 

Drug education

 Students will learn:

• about the safe use of prescribed and over the counter medicines

• the risks and consequences of ‘experimental’ and ‘occasional’ substance use and the terms ‘dependence’ and ‘addiction

Students should:

• be able to give some reasons about how illegal drug use may affect peoples lives e.g. physically, emotionally, legally, financially etc.

 

Accessing help

Students will learn:

• about how to access local health services

Students should:

• plan & produce a guide to local support services for Years 7 and 8

 

Spring Term – Relationships

Variety of Relationships

Students will learn:

• to understand the importance of friendship and to begin to consider love and sexual relationships in this context

Students should:

• consider different levels of intimacy and their consequences

• acknowledge the right not to have intimate relationships until ready

• that marriage is a commitment entered into freely, never forced through threat or coercion and how to safely access sources of support for themselves or their peers should they feel vulnerable

• understand what expectations might be of having a girl/boyfriend

• begin to recognise that there is diversity in sexual attraction and developing sexuality

 

Pressure, Persuasion, and Coercion

Students will learn:

• that consent is freely given and that being pressurised, persuaded or coerced to agree to something is not ‘consent’

• what laws exist to protect their right to withhold their consent (including the legal age of consent for sexual activity)

• about readiness for sex and the benefits of delaying sex (or any level of intimacy beyond that with which the individual feels comfortable)

Students should:

• begin to understand about the emotional aspects of relationships

• recognise when others are using inappropriate persuasion, and coercion and how to respond

 

Contraception, Communication, Unintended Pregnancy

Students will learn:

• consent is something that should only be given freely; that the seeker of consent is responsible for ensuring that consent has been given freely. They should also learn that if consent is not given or it is withdrawn, that decision should always be respected.

about contraception, including the condom and pill (see also ‘Health’) and the importance of communication biology]

Students should:

about the choices and risks of sex, which could include exploring the options available in the event of unintended pregnancy and sources of accurate, impartial advice [biology]

 

Summer Term – Living in the wider world

The Law, Me and Work

Students will learn:

• about the laws and by-laws relating to young people’s permitted hours and types of employment and how to minimise health and safety risks

Students should:

• begin to consider different work roles and career pathways, including clarifying their own early aspirations

 

Employment, Money and Me

Students will learn:

• about the labour market (including the diversity of local and national employment opportunities), about learning options, skills, occupations and progression routes and about self-employment

• about gambling and its consequences (including on-line gambling), why people might choose to gamble, how the gambling industry encourages gambling

Students should:

• recognise when issues linked to money may become problematic

 

The Law, Me and my community

Students will learn:

• about laws relating to the carrying of offensive weapons (including what might motivate someone to carry one and the range of consequences)

• about the difference between friendship groups and gangs (including the risks posed by membership of gangs on individuals, families and communities)

• about the potential tensions between human rights, British Law and cultural and religious expectations and practices

• about the support services available should they feel or believe others feel they are being abused and how to access them

• about the law in relation to consent (including the legal age of consent for sexual activity, the legal definition of consent and the responsibility in law for the seeker of consent to ensure that consent has been given)

Students should:

• recognise bullying and abuse in all its forms (including prejudice-based bullying both in school and online, exploitation, trafficking, female genital mutilation and forced marriage) and to have the skills and strategies to manage being targeted or witnessing others being targeted

 

Me and the future

 Students will learn:

• to recognise and maximise their achievements

Students should:

• be aware of the choices available to them at the end of Key Stage 3, sources of information, advice and support, and the skills to manage this decision-making process

  

Year 10

Autumn Term – Health and Wellbeing

My identity and skills

Students will learn:

• to evaluate the extent to which their self-confidence and self-esteem are affected by the judgments of others

Students should:

• make effective use of constructive feedback and differentiating between helpful feedback and unhelpful criticism

 

Emotional and Mental Health

Students will learn:

about the characteristics of emotional and mental health and the causes, symptoms and treatments of some mental and emotional health disorders (including stress, anxiety and depression) [biology]

Students should:

begin to develop strategies for managing mental health including stress, anxiety, depression, self harm and suicide, and sources of help and support [biology]

 

Healthy Lifestyle

Students will learn:

about sexually transmitted infections (STIs), including HIV/AIDS

that fertility levels can vary in different people; can be damaged by some sexually transmitted infections, decreases with age

about the options open to people who are not able to conceive

how lifestyle choices affect a foetus [biology]

Students should:

take increased responsibility for monitoring their own health (including testicular and breast self-examination)

know how to protect themselves and others from infection and how to respond if they feel they or others are at risk

know where and how to obtain health information, advice and support (including sexual health services) [biology]

 

Spring Term – Relationships

Safety in Relationships

Students will learn:

• strategies to manage strong emotions and feelings

• about parenting skills and qualities and their central importance to family life (including the implications of young parenthood)

• about the concept of consent in relevant, age-appropriate contexts building on Key Stage 3

• about accessing and the correct use of contraception, negotiating condom use, reinforcing and building on learning in Key Stage 3

Students should:

• understand the characteristics and benefits of positive, strong, supportive, equal relationships

• understand that living together, marriage and civil partnerships are ways that people freely and without coercion, demonstrate their commitment to each other

• recognise when a relationship is unhealthy or abusive (including the unacceptability of both emotional and physical abuse or violence including rape) and strategies to manage this or get help managing changes in personal relationships including the ending of relationships

• develop an awareness of exploitation, bullying and harassment in relationships (including the unique challenges posed by online bullying and the unacceptability of physical, emotional, sexual abuse in all types of teenage relationships, including in group settings such as gangs, and how to respond

 

Trauma and Crises

 Students will learn:

• about impact of domestic abuse (including sources of help and support)

• about the impact of separation, divorce and bereavement on families and the need to adapt to changing circumstances

• about statutory and voluntary organisations that support relationships experiencing difficulties or in crisis, such as relationship breakdown, separation, divorce, or bereavement

Students should:

• be able to access such organisations and other sources of information, advice and support

 

Consent, Respect and Sex

 Students will learn:

• about diversity in sexual attraction and developing sexuality, including sources of support and reassurance and how to access them

• how to negotiate the agreement, or withholding of consent, to engage in different degrees of sexual activity

Students should:

• consider how to seek consent to engage in different degrees of sexual activity

• ascertain and respect others’ right to agree or withhold consent to engage in different degrees of sexual activity

• recognise when others are using manipulation, persuasion or coercion and how to respond

• understand and respect others’ faith and cultural expectations concerning relationships and sexual activity

 

Summer Term – Living in the wider world

Councillors –what do they do?

 Students will learn:

• why and how rules and laws that protect themselves and others are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules

• that there are different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment

• about school and local democracy

Students should:

• show an understanding of the role of a school councillor

• resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices

 

Where do things come from?

 Students will learn:

about sources of products and Fairtrade [Working scientifically, biology]

Students should:

• be able to debate about ethics

 

Me and my community?

Students will learn:

• what being part of a community means, and about the varied institutions that support communities locally and nationally

Students should:

• recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing

 

Our ideal community

 Students will learn:

• about how community facilities work

Students should:

• produce a map of the community

 

Year 11

Autumn Term – Health and Wellbeing

My identity and skills

 Students will learn:

• to recognize and manage feelings about, and influences on, their body image including the media’s portrayal of idealized and artificial body shapes

• about checking themselves for cancer and other illnesses, including knowing what to do if you’re feeling unwell and checking for signs of illness

Students should:

• be aware of health risks and issues related to this, including cosmetic procedures

 

Personal Safety

 Students will learn:

about personal safety and protection, reducing risk and minimising harm in different settings (including social settings, the street, on roads and during travel)

the short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and communities, including the health risks related to second-hand smoke [biology/chemistry]

Students should:

understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in relation to substance use and to whom to talk if they have concerns

consider the wider risks and consequences of legal and illegal substance use including on their personal safety, career, relationships and future lifestyle [biology/chemistry]

 

Safety Procedures; Help and Support

 Students will learn:

how to recognise and follow health and safety procedures

Students should:

know how to find sources of emergency help and how to give basic and emergency first aid in appropriate contexts

know how to overcome worries about seeking help and being an assertive user of the NHS [Working scientifically]

 

Spring Term – Relationships

Unintended pregnancy and teenage parenthood

Students will learn:

• the consequences of unintended pregnancy and of teenage parenthood (in the context of learning about parenting skills and qualities and their importance to family life)

• the reasons why parents choose to adopt or to place children for adoption

• about abortion, including the current legal position and the range of beliefs, opinions and myths about it

• that fertility decreases with age

Students should:

consider the pathways available in the event of unintended pregnancy, the possible physical and emotional reactions and responses people may have to each option and who to talk to for accurate, impartial advice and support

 

Media Pressure, Sex and Peer Support

 Students will learn:

• to understand the role of sex in the media and its impact on sexuality (including pornography and related sexual ethics such as consent, negotiation, boundaries, respect, gender norms, sexual ‘norms’, trust, communication, pleasure, orgasms, rights, empowerment, sexism, feminism)

to recognise the impact of drugs and alcohol on choices and sexual behaviour [biology]

Students should:

• recognise the role peers can play in supporting one another (including helping vulnerable friends to access reliable, accurate and appropriate support)

• understand the pernicious influence of gender double standards and victim blaming

 

Me and Other people

Students will learn:

• about the value of assertive behaviours and practice the skills needed

Students should:

• further develop the skills needed to manage unwanted attention in a variety of contexts (including harassment and stalking)

 

Summer Term – Living in the wider world

Keeping safe

Students will learn:

• about harassment and how to manage this (including the workplace)

Students should:

• think critically about extremism and intolerance in whatever forms they take (including the concept of “shame” and honour based violence)

• recognise the shared responsibility to protect the community from violent extremism and how to respond to anything that causes anxiety or concern

 

Me and My Future

 Students will learn:

• about the range of opportunities available to them for career progression, including in education, training and employment

Students should:

• be provided with opportunities to develop their CVs; practice completing application forms; practice interview skills.

• consider changing patterns of employment (local, national, European and global)

 

Me as a Consumer

 Students will learn:

• to recognise and manage the influences on their financial decisions, (including managing risk, planning for expenditure, understanding debt and gambling in all its forms)

• their consumer rights and how to seek redress

Students should:

• be critical consumers of goods and services (including financial services) and recognise the wider impact of their purchasing choices