Life Learning

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

Life Learning Y7 Progression Grid Link

	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	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker

Year 8

Life Learning Year 8 Progression Grid Link

	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	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker

Year 9

Life Learning Y9 Progression Grid Link

	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	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker

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	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker	Confidence tracker

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	Confidence tracker	Confidence tracker	Confidence tracker

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