Teachers
- Gary Ashdown – Director of Learning
- Jacqueline Davies – Assistant Director of Learning
- Chelsea Elsbury
- Kieron O’Kelly
- Claire Findlay
- Natalie Chamberlain
PSHE in Key Stage 3
Curriculum Intent: Our curriculum will allow learners to safely explore and have knowledge of their identity, the identity of others, and the cultures and situations they may experience. We will help them to develop inquisitive and inquiring minds and study key facts and information about personal and social situations. Our curriculum
aims to develop each learner’s key skills, for example their ability to question, communicate considered opinions, problem solve, analyse risk and consequences.
Learners will develop an understanding of managing risk and taking responsibility for their actions. Key concepts will enable learners to empathise, express tolerance
and acceptance of diversity. We aim to ensure learners become well rounded global citizens who are flexible and equipped to confront, head on, the challenges of
contemporary society.
Assessment: Assessments will either be based on baseline progress, quizzes or scenario work.
Year 7
| Topics (Term 1-6) | Content Learnt | High Performing students will: |
| Term 1 Wellbeing and Transition | Students will be studying a topic on making the transition to secondary school: Creating a class charter Hopes and fears during transition and beyond Developing a distanced learning avatar that school and friendship events can be linked to Discussing emotional health and how positive mental health can be maintained/achieved How to identify challenges to mental health | |
| Term 2 Financial understanding | Students will follow lessons on the Barclays Life-skills resources: Money skills and the different types of money personality they might have Understanding what a financial dilemma is Researching and planning financial event e.g. saving/booking a holiday Information linked to starting and maintaining bank/building society current and bank accounts | |
| Term 3 Relationships and sex education (puberty and health) | Puberty emotional, psychological as well as physical changes Dental hygiene Promoting positive health (including mental health) Ways of monitoring health | |
| Term 4 Relationships and sex education (friendships and relationships) | Healthy relationships (friendships) How to identify and deal with bullying (all types) How to maintain safer online relationships How to cope with online stress and fear of missing out (FOMO) | |
| Term 5 Global Diversity and RWC – Prejudice, Discrimination and Racism. | Students will have lessons on the impact these key terms can have on individuals, groups and society: Analysing sections of the celebrated Children’s book ‘Noughts and crosses’ Analysing relevant and age appropriate examples of racism, prejudice and discrimination and how they have and can be tackled. | |
| Term 6 Drugs education (tobacco and smoking) | What makes something a drug (age appropriate). The chemicals and compounds in cigarettes. How smoking and vaping may affect the body. Peer pressure and smoking. The links to drugs like cannabis. The dangers of cannabis (introduction). |
Year 8
| Term 1a Wellbeing Term 1b Drugs Education: Alcohol | This is a general Covid 19 wellbeing unit and will be removed from the curriculum in due course. Attitudes to alcohol How to calculate units of alcohol Binge drinking The risks from binge drinking | |
| Terms 2a First Aid Term 2b Positive and negative relationships | Basic life support. What to do with a bleeding injury What to do in the event of choking What to do with a head injury How to build positive relationships How to deal with negative relationships | |
| Term 3 Tobacco and smoking | What makes something a drug (age appropriate). The chemicals and compounds in cigarettes. How smoking (and vaping) may affect the body. Peer pressure and smoking. The links to drugs like cannabis. The dangers of cannabis (introduction) | |
| Term 4 Global diversity | Diversity in Britain Research into prejudice and discrimination (blue eye and brown eye experiment). Reviewing racism in Britain (and possibly around the world). Is it reducing? | |
| Term 5 Financial capabilities | Money role models A game on budgeting Financial risk Self confidence | |
Term 6 Relationships and sex education | The law regarding sexual consent How a prophylactic (male) condom is put on The different forms of contraception and the pros and cons Identifying, describing and explaining sexually transmitted infections How quickly can STIs spread? The personal, social and legal consequences of sharing explicit images (part 1) The negative impact of pornography (part 1) The issue of sexualised behaviour |
Year 9
| Term 1a Wellbeing Term 1b Gambling | This is a general Covid 19 wellbeing unit and will be removed from the curriculum in due course. Types of gambling and assessing risk The impact of peers and media on gambling behaviour (link immediate and deferred gratification). How can we help people with a gambling addiction. | |
| Term 2 Relationships and sex education | The law regarding sexual consent. How a prophylactic (male) condom is put on. The different forms of contraception and the pros and cons. Identifying, describing and explaining sexually transmitted infections. How quickly can STIs spread? The personal, social and legal consequences of sharing of explicit images. The negative impact of pornography. The issue of sexualised behaviour | |
| Term 3 CEIAG – Financial Capabilities and Options | Money pressures. Money risks (insurance, savings, online safety). How is money changing? How is our use of money changing?. Skills/characteristics/talents and GCSE option choices. | |
| Term 4 Drugs Education – Alcohol | Attitudes to alcohol. How to calculate units of alcohol. Binge drinking. The risks from binge drinking. | |
| Term 5 Diversity – LBGTQ+ | Appropriate and inappropriate terminology (discussions on why). Watching the LGBTQ+ film ‘Fit’. This is a certificate 12 educational film designed to encourage students to analyse the character arcs for 6 individuals as they begin to identify as LGBTQ+ or review their views/language and behaviour to be more tolerant and accepting. | |
| Term 6 Relationships and sex education | Body image. Consent and values (skills connected to negotiate condom use). Child sexual exploitation – we use a film produced for COEP. This subtly deals with issues such as peer pressure, grooming and exploitation. The personal, social and legal consequences of sharing explicit images (part 2). The negative impact of pornography (part 2). Reviewing details on sharing images Female genital mutilation (FGM). |
Philosophy, Religion and Ethics in Key Stage 3
This is a new subject to HCC for September 2020
Curriculum Intent: Our curriculum will allow learners to engage with some of the greatest thinkers in history, from ancient philosophers to 20th century moralists. We will study stories that challenge their preconceived notions of life, identity and the world they inhabit. We will present learners with a diverse range of religious beliefs important in a historical and modern context. Our hope is to give learners the contextual knowledge and skills to analyse debates, events and ideas from that have philosophical, religious and ethical roots. We will support learners to ask deep questions and give them the vocabulary to form their own answers to the most persistent, complex and important questions in life.
Assessment: Assessments will either be based on baseline progress, quizzes or scenario work.
| Topics (Term 1-6) | Content Learnt | High Performing students will: |
| Terms 1 and 2 Philosophy | Myths e.g. Persephone and Hades. What is Philosophy? What is science? What is philosophy for? Why is Philosophy important? The boat of Theseus (thought experiment) If you replace every part of a boat over, is it the same boat? Big question Descartes – What is the experience of being human (cogito ergo sum)? Ring of Gyges (thought experiment) morality and proving we live in society. Big questions Jean Jacques Rousseau – How does society work (the social contract)? Connections between literary fiction and philosophy and religion. How to construct an argument. Valid and invalid arguments. | |
| Terms 3 and 4 Religion (areas may extend over more than one lesson) | Who am I? Why are people religious, non-religious? Exploring religions Looking for answers – religious, agnostic and atheist views Reviewing and comparing creation stories | |
| Terms 5 and 6 Ethics | What are morals and ethics? Exploring famous moral and ethical dilemmas (the trolley problem). Are rich people responsible for the poor? Is society responsible for the poor? The philosophy of charity? Is being charitable selfless? Small and big charitable gestures (link social contract and collective versus individual). How religious and non-religious groups support the philosophy of charity? Local connection: Hailsham Food Bank (relative and absolute poverty). |