GCSE Art, craft and Design

Art education within the West Cumbria Learning Centre aims to equip our students with the knowledge and skills needed to share and express their individual creativity, whilst making links with different types of art in our society. In addition to this we aim to ensure students achieve their full potential at the highest level they can, and that the outcomes enable them to progress to an aspirational next step in their education whether that be successful reintegration or post -16 provision.

We aim to enable our students to become: –

Successful independent learners who enjoy learning and understand how to make progress and achieve to their full potential.
Confident self- managers and team-workers, who are willing to take risks and keep an open mind about new ideas and techniques.
Responsible citizens aware of the role they play in society and the importance of art contributing to society.
Confident individuals who can live safe, healthy, and fulfilling lives.

Knowledge of Art

The core experience is about providing opportunities for students to develop their creativity by means of the following: (Assessment Objectives)

Developing their skills and confidence in a wide range of media; allowing them to experiment and take risks but also teaching them how to control and refine.
Developing recording techniques such as drawing, painting, printing, ICT& photography, graphics, and collage skills. How to write annotations describing their own work and the work of other artists.
Developing their knowledge and contextual understanding about numerous artists’ works, both historical and contemporary.
Enabling students to develop their own ideas, inspired by the work of others, to lead to a successful, creative, and personal outcome.

Implementation

Our curriculum is ambitious and aims to cater for the wide range of previous experiences that students will have had at primary and secondary school. Art is a vital and integral part of student’s education which provides them with opportunities to develop a range of ways in which they can share and express their individual creativity, whilst making links with a wide spectrum of different types of art within our society. Often these opportunities have been restricted in the mainstream setting our students come from due to behaviour or ability. Our specialist teaching and careful planning ensures that all students can engage and benefit from such provision.

KS3 (SEMH)
To gauge prior attainment at KS3, students are assessed on entry using a visual recording exercise. As a starting point we ensure that our Art curriculum is underpinned by the National Curriculum, however particularly important to our students is that they enjoy their art combining practical skills with creative thinking, developing highly valuable and transferable skills for future careers and life.

Art skills are developed in Year 7&8 through a series of termly projects; ‘Shared View’, ‘What’s in a Building,’ and ‘Recreating Landscapes’. KS3 focus is on developing basic observational, recording and experimenting skills. Students will study patterns in the Natural World encompassing Aboriginal Art and 3D relief work. Learning basic graphic layout skills, making posters looking at local environmental and worldwide issues.

In the spring term we explore buildings, looking at design and structure and examining the work of different architects. Students go on to design 2D plans and make a 3D models of a shop front. During summer term we explore the different landscapes around us, looking at how artists have recorded and created them, focusing on perspective and the use of different media.

Year 9 art projects include ‘Self Image’, two mini–Graphics Projects; ‘Mobile Phone’, ‘Film Project’ which cover half a term each, and finally ‘Personal and Public Places’ project.

The focus this year is on developing an exciting personal individual creative response to these topics. We investigate fashion, different viewpoints, experimenting in foreshortening, manipulation of images, using ICT, learning about graphic products, advertising methods, formal elements of drawing, layout skills, and how to construct 3D models, using a combination of different materials. Students are encouraged to talk to others about their work and describe process used, which helps develop annotation skills.

Art Intent KS4

This area covers Art at WCLC and at AP
The curriculum is designed to meet the requirements of the AQA GCSE Art and craft design course syllabus, it has been chosen because it is a popular course with our feeder schools enabling students some degree of continuity when they arrive. Since 2008 the students have made excellent progress in Art and Design at WCLC, and as AP are now following the same course; this will continue to improve year upon year due to the supportive yet challenging nature of the curriculum and students being encouraged to explore and develop their own personal ideas and concepts.

Student’s study and complete a project based on ‘Natural and Manmade Objects’, for their main portfolio ‘Component 1’. Year 10 students focus heavily upon artist reference and analysis but they will all study the work of different artists according to their theme and also their skills depending on how they wish to take their project forward. This level of support enables students the freedom to develop their own personal analysis, leading to a highly personal, mature and sophisticated outcome.

Component 1: Students study this topic over four terms exploring and creating work within two areas of the following: Fine art, Graphic communication, Textile design, Three-dimensional design, and Photography.
Component 2: Externally set assignment sent from the examination board, which the students are given in January of Year 11. This exam paper consists of a series of topics that the students choose from to complete one project covering all the four assessment objectives.

Cultural Capital
Opportunities for Cultural Capital development within the Art curriculum: –

KS3 (SEMH)

Visits to Carlisle art gallery, use of gallery resources.
Visit local buildings of interest.
Visit local areas to sketch and record images.
Group work designing and implementing a wall display, inside or out using a variety of media.
Visit, demonstration by a local artist.
Visits by various career people who use art within job, talk about their work, qualifications needed and job opportunities for progression.

KS4

Visit to Liverpool art Galleries, Tate modern and Walker.
Artist in residence. Printing.
Development of team and paired work.
Visit to Carlisle to see exhibition of artwork.
Visit to Lakes College to look at post 16 art courses.
Whitehaven Harbour and Haig Pit to take photos

Cross Curricular links

The curriculum the West Cumbria Learning Centre offers frequent and varied opportunities for cross curricular studies. It supports visual and Kinaesthetic learner’s accessibility in a range of subjects.

History which is linked by different timescale of art movements, how artists’ subjects and fashion have changed over the centuries.
Music recognition of patterns within repeating words and melodies, investigating artists who are inspired by music, students are given the opportunity to create art such as work by Kandinsky.
Mathematical patterns, investigative sequencing, making predictions which lead to mathematical skills, building maths vocabulary and cognitive concepts, leading to establishing order in life.
Technology links using isometric drawing skills when designing a mobile phone.

English all students are encouraged to write their views about the work of artists and be able to evaluate their own work. a range of strategies, support documents and interventions are utilised to ensure students can access this area of assessment.

Food recording and modelling images of different food types, based on Warhol, Pop Art Movement.

PSHE Art is used throughout the different key stages as a therapeutic tool.

Further information about the GCSE Art curriculum can be obtained at: https://www.aqa.org.uk/subjects/art-and-design

Accreditation

AQA GCSE Art 8202/C

Construction Skills and Knowledge

BTEC Level 1 Introductory Certificate in Construction

This course allows you to study construction activities, giving you

the opportunity to gain a broad knowledge and understanding of the industry.

The course is designed around practical skills and tasks that place an emphasis on learners demonstrating what they can do rather than what they know in theory. The qualification gives the learners the opportunity to acquire and develop generic, transferable and sector-specific skills in order to complete tasks and demonstrate a level of achievement that will enable them to progress to further learning.

The qualification is 180 GLH, which is the same size and level as a GCSE. It is aimed at

anyone who wants to find out more about construction and It gives you the opportunity to learn about one of the most important sectors of the

UK economy.

You will study two mandatory units, which helps to develop personal skills such as how to organise one’s self and how to develop a progression plan to move into your chosen career. Learners will also study three other units which the construction sector has identified as a skills gap.

Curriculum Content

KS3 (SEMH)

Students who are in KS3 can also study Construction as one of their option subjects. In KS3 sessions, students are introduced to the theoretical concepts related to the subject as well as being given opportunities to develop important practical skills such as planning, joinery, painting and decorating, maintenance and team work, all of which are vital skills in the construction industry.

KS4

Year 10

Unit 7. Making carpentry joints

In this unit, you will:

A: Plan tasks and manage own responsibilities when making carpentry joints.

B: Use selected tools and materials to make a wooden frame.

C: Develop and promote good working practices regarding health and safety.

Unit 11. Decorate an inside wall.

In this unit, you will:

A: manage self and communicate information when decorating an inside wall.

B: Select and use a range of decorating tools and equipment to paint/paper an internal wall.

Year 11

Unit 5. Draw a plan of a room

In this unit, you will:

A: Produce a plan of a room

B: Manage and communicate construction information on a plan.

C: Develop a range of communication skills and techniques whilst working as part of a team.

Unit A1. Being Organised (mandatory)

In this unit, you will:

A: Explore techniques to improve own organisational skills.

B: Review the use of techniques to improve own organisational skills.

Unit A2. Developing a Personal Progression Plan (mandatory).

In this unit, you will:

A: Explore the skills and behaviours needed to meet personal progression goals.

B: Produce a progression plan to meet intended progression goal.

Further information about the BTEC Level 1/2 First in Construction and the Built Environment curriculum can be obtained at: https://qualifications.pearson.com/en/qualifications/btec-nationals/construction-and-the-built-environment-2017

Accreditation

5 Coursework Units

All course work is internally assessed and externally verified.

BTEC Level 1 Introductory Certificate in Construction and the Built Environment

English

English, the subject is about enriching, empowering and enlightening individuals, not only to the power of language but also to the riches of our culture and heritage, to the amazing possibilities of new technologies – and the dangers – and to the mysteries and wonders of the imagination. It is about opening hearts and minds to creativity, collaboration and learning for the sake and sheer enjoyment of it.

Aims:

Success, achievement and self-belief in Reading and Writing for all students
Improved self-esteem and confidence through the “I can read it, talk about it and write it” realisation.
Development of perseverance, grappling and self-motivation, essential skills for independent and lifelong learning.
To equip students with relevant and useful transferable skills.
To provide English provision tailored to meet the individual needs of the students.

Objectives:

To engender a feeling of enjoyment, success and a sense of achievement in all pupils so that every pupil believes he or she is capable of success and improvement
To improve self-esteem and confidence in the pupils so that they are able to take pride in their work and achievements, to persevere and take risks in their learning processes and as such, develop the skills which will enable them to become independent learners
To equip the students with meaningful, relevant and transferable language skills in order to function effectively throughout their lives and other areas of their learning journey.
To provide a safe and supportive environment where children develop a positive attitude to learning and feel able to take risks – a feeling of ‘can do’ or ‘am confident enough to have a try’
To facilitate collaboration with students, staff and other adults effectively, allowing time for reflection and critical evaluation.
To provide appropriate resources, activities and experiences to enable students to keep on a par with their peers, allowing them to reach their potential and facilitate reintegration into a mainstream setting. Key Grammar Skills are integrated into daily lessons to imbed solid foundations for future learning and life skills.
To ensure that young people are aware of the purpose and dangers of advertising, persuasive language and the manipulation of information and reporting sometimes prevalent in media.

Teaching and Learning

The lesson will normally be broken down into a starter activity that will draw on pupil’s previous learning.
Leading on from this is an English task encouraging independent reading and/or writing, incorporating a wide a range of interesting, relevant stimulus – using ICT, media, drama and critical skills challenges .
The main body of the lessons will follow the National Curriculum guidelines for what needs to be taught, influenced by our local schools. Key Skills are integrated into daily lessons to imbed solid foundations for future learning and life skills.
Reading is always acknowledged and encouraged throughout the Centre. Students below Age Related Expectations are identified quickly through rigorous, regular assessments in both reading and spelling and targeted interventions are timetabled as necessary. Pupils are explicitly taught a range of skills to support decoding, fluency and comprehension. These are followed up with a range of activities that consolidate reading skills, enhance text-based knowledge and develop wider skills for life.

Curriculum content:

KS4

Year 10

The curriculum is devised so that pupils can build on skills learned during Key Stage 3, which enable them to embark upon their GCSE studies from a strong standpoint. It is designed so that students can be assessed on high-quality challenging texts from the 19th, 20th and 21st centuries and that those skills include critical reading and comprehension, summary and synthesis, evaluation of a writer’s choice of vocabulary, form, grammatical and structural features and comparing texts. Students will develop the ability to produce clear and coherent text and write for impact. Students study texts that are aligned with other schools in the local area, enabling our pupils to experience a high quality and challenging curriculum to prepare them to progress into their chosen school successfully.

Year 11

In Year 11, knowledge of text types, language and structure are revisited and revised with a focus on comprehension, linguistic and structural analysis and evaluation (Paper 1) in the Autumn Term and comprehension, linguistic analysis, summary, comparison and evaluation skills (Paper 2) in the Spring Term. In the Summer Term, pupils apply these knowledge and skills whilst preparing for formal examinations. .

Pupils are encouraged to make links between what is covered in the curriculum and their future destinations. They are encouraged to understand how the skills they are using could be applied in further education, the workplace and across other curriculum subjects.

Further information about the AQA GCSE English Language curriculum can be found at:

www.aqa.org.uk/subjects/english/gcse/english-language-8700

www.aqa.org.uk/subjects/english/gcse/english-language-8702

Accreditation:

AQA GCSE English Language 8700

Spoken Language and Communication

Pupils are encouraged to develop their communication skills throughout the year. They are taught how to communicate in a range of formal and informal situations and how to develop their listening skills. This is done through a range of activities within lessons, enrichment activities and, in Year 11, culminates in the planning, preparation and performing a 5-10 minute presentation on a topic of interest for their Spoken Language Endorsement.

Hospitality and Catering Skills and Knowledge Y10

Hospitality and Catering Skills and Knowledge Y11

Hospitality and Catering

Our catering lessons facilitate regular opportunities for students to develop both emotional resilience and life skills whilst gaining confidence and showcasing their creativity.

WJEC Level 1 / 2 Vocational Award in Hospitality and Catering

At KS4 students will study the WJEC Level 1 / 2 Vocational Award in Hospitality and Catering. This builds on the knowledge, understanding and skills that they have worked on in KS3, as well as gaining knowledge and understanding of the hospitality and catering sector. Students will have the opportunity to develop across a wide range of skills relevant across the industry and to benefit them both now and in later life; from food preparation and cooking techniques to organisation, time management, planning, communication and problem solving.

This specification has been chosen as it enables students to experience a balance between practical and theoretical knowledge and understanding along with a sound knowledge of the industry, which is a major employer of people – locally, nationally and in other countries. This qualification is also studied in many schools near to us, which students may be transitioning to/from and it enables progression on to further training for those wishing to pursue a career in hospitality and catering, as well as promoting many transferable skills.

Level 1/2 Vocational Award in Hospitality and Catering (wjec.co.uk)

Maths

At the West Cumbria Learning Centre, we aim to create learning environments that are innovative, motivational and impactful on students’ lives. We strive to do this by offering learning packages that are relevant to each child, that inspire them to want to learn more and that encourage them to become lifelong learners. The focus of mathematics teaching is to provide students with strong mathematical foundations, to allow students to tackle deeper tasks and enabling students to relate mathematics to real life.

Aims

Success, achievement and self-belief in maths for all students.
Improved self-esteem and confidence through the “I can do maths” realisation.
Development of perseverance, grappling and self-motivation, essential skills for independent and lifelong learning.
To equip students with relevant and useful transferable skills.
Mathematics provision tailored to meet the individual needs of the students.
Development of fluent knowledge, skills and understanding of mathematical methods and concepts taught in an appropriate, consistent and explicit manner.
Ability to select and apply mathematical techniques to solve problems.
Ability to reason mathematically, make deductions and inferences and draw conclusions.

Objectives

To engender a feeling of enjoyment, success and a sense of achievement in all pupils, so that every pupil believes he or she is capable of success and improvement.
To improve self-esteem and confidence in pupils, so that they are able to take pride in their work and achievements, to persevere and take risks in their learning processes and as such, develop the skills which will enable them to become independent learners.
To provide basic numeracy strategies, to allow students to access the mathematical work relevant to their age and understanding.
To equip the students with meaningful, relevant and transferable language skills in order to function effectively throughout their lives and other areas of their learning journey.
To provide a safe and supportive environment where children develop a positive attitude to learning and feel able to take risks – a feeling of ‘can do’ or ‘am confident enough to have a try’.
To provide a wide range of interesting and accessible activities to enable the students to engage with and improve their maths knowledge and skills.
To facilitate collaboration with students, staff and other adults effectively, allowing time for reflection and critical evaluation. Encouraging students to generate their own targets /steps forward.
To provide appropriate resources, activities and experiences to enable students to keep on a par with their peers, allowing them to reach their potential.

Teaching and Learning

The lesson is broken down into a starter activity that will initiate mathematical thinking and engagement or a starter activity which embeds previous knowledge and facilitates fluency.
Leading on from this is a mathematical task encouraging independent grappling and application. We strive to develop an environment where being stuck is ok. What is really important is the thinking and processes that take place to become unstuck and learning from our mistakes.
The main body of the lessons will follow the GCSE specification.
Modelling and pictorial representations are shared to create mathematical hooks. Various mathematical techniques are broken down , allowing for discussion and a gained understanding of the concept, enabling students to then tackle a range a problems with increased confidence.
Lessons are sequenced to facilitate progress with opportunities for revision and consolidation. Quick quizzes are incorporated into the lesson structure to check recall and understanding.
Termly Knowledge and Skills students sheets are shared with the student (in books) to allow for discussion and to show progress.
Termly reading tasks are provided (Green Paper, in books) to facilitate and encourage reading across the curriculum.

Curriculum Content

The topics taught at KS4 develop key mathematical skills to prepare students for everyday life and the world of work. They set the groundwork for GCSE’s and allow our students time to consolidate and extend their mathematical knowledge ready for reintegration into a mainstream setting.

The fundamental topics are those under the number strand. These underpin all other strands and a solid understanding is crucial to progress. For example- Times tables are practiced weekly. This knowledge will lead to more difficult applications such as 3 x 9 to 0.9 x 3 to 0.9 x 0.3.

Students will make cross-curricular links- graphs in Science, weighing and measuring – reading scales in Food Technology.

On entry into Centre a baseline assessment is completed to ascertain individuals’ students’ knowledge and learning gaps. Small class sizes, regular assessment and individually targeted intervention work all ensure that pupils receive lessons that not only match their current level of ability, but also aim to plug gaps in knowledge and consolidate the foundations of their mathematical understanding.

Students have 4 lessons of maths weekly in Year 10 and 4 lessons in Year 11.

The Curriculum builds on and extends previous learning which when mastered allows deeper connections to be made.

Year 10

Students are taught: Similarity- Congruence and Enlargement/Trigonometry. Developing Algebra; Representing solutions of equations and inequalities / Simultaneous equations. Geometry: Angles and Bearings/ Working with circles/ Vectors. Proportions and proportional change: Ratios and fractions/ Percentages and Interest/ Probability. Delving into Data: Collecting, Representing and interpreting. Using number: Non- calculator methods/ types of number and sequences/ Indices and roots. Expressions : Manipulating expressions.

Year 11

Students are taught : Graphs ; Gradients and lines/Non-linear graphs/ Using graphs. Algebra ; Expanding and factorising/Changing the subject/Functions. Reasoning; Multiplicative reasoning/ Geometric reasoning/ Algebraic reasoning. Revision and communication ; Transforming and Constructing/ Listing and Describing/Show that… Revision and Exams

Further information about the AQA maths curriculum can be obtained at: https://www.aqa.org.uk/subjects/mathematics/gcse

Maths resources for teachers | White Rose Maths

Accreditation

AQA GCSE Maths 8300

Science

At the West Cumbria Learning Centre, we aim to create learning environments that are innovative, motivational and impactful on students’ lives. We strive to do this by offering learning packages that are relevant to each child, that inspire them to want to learn more and that encourage them to become lifelong learners. The science curriculum supports this by helping students to develop their interest in the natural universe and providing the skills needed to understand it.

Aims

Preparing our children for life in an increasingly scientific and technological world
Fostering concern about, and active care for, our environment
Helping our children acquire a growing understanding of scientific ideas
Helping develop and extend our children’s scientific concept of their world
Developing our children’s understanding of the international and collaborative nature of science

Objectives

Encouraging the development of positive attitudes to science
Building on our children’s natural curiosity and developing a scientific approach to problems
Encouraging open-mindedness, self-assessment, perseverance and responsibility
Building our children’s self-confidence to enable them to work independently
Developing our children’s social skills to work co-operatively with others
Providing our children with an enjoyable experience of science, so that they will develop a deep and lasting interest and may be motivated to study science further
Giving our children an understanding of scientific processes
Helping our children to acquire practical scientific skills
Developing the skills of investigation – including observing, measuring, predicting hypothesising, experimenting, communicating, interpreting, explaining and evaluating
Developing the use of scientific language, recording and techniques
Developing the use of ICT in investigating and recording
Enabling our children to become effective communicators of scientific ideas, facts and data

Teaching and Learning

Teaching science in ways that are imaginative, purposeful, well managed and enjoyable
Giving clear and accurate teacher explanations and offering skilful questioning
Pupils are expected to use correct literacy skills in line with all other subjects. Emphasis throughout the lesson will be clear and in line with the Literacy policy
Numeracy will be emphasised through graphs, interpreting data and in line with the Numeracy Policy
Making links between science and other subjects

Curriculum Content

KS4

Year 10

Topics taught:

Cells
Organisation
Infection and response
Bioenergetics
Atomic structure and periodic table
Bonding, structure and properties
Quantitative
Chemical changes
Energy changes
Energy
Electricity
Particle model
Atomic structure

Humanities KS4

Aims

To give each pupil equal access to the content and skills of Geography, History and Religious Education (RE) as curriculum areas within the Centre
To develop the specific talents of each pupil within the Humanities subjects, so encouraging each pupil to achieve to the best of his / her own ability
To provide each pupil with a knowledge and understanding of the world in which they live, developing their appreciation of historical and political events, the importance of sustainability, different cultures, religions and ways of life.
To encourage and develop pupils’ skills of mutual co-operation and respect for others
To allow students the opportunity to make informed decisions about social, moral and political issues within the Centre curriculum
To develop each pupil’s awareness of their own role and value within the local, national and international environment so as to encourage them to make a positive and responsible contribution to modern society
To work co-operatively with other subjects to develop cross-curricular themes and initiatives.

Teaching and Learning

Students have one lesson weekly, which is taught in termly blocks – split between history and geography. RE is taught through a cultural day, once a term.

Year 10 students follow GCSE content to gain knowledge that they can then take with them should they be reintegrated into mainstream schooling.

Those on roll in year 11 do not take GCSEs but still study humanities with the aims above.

Religious Education

Pupils experience activities which develop their awareness of other beliefs and rituals and compare these to our own. They also experience wider cultural sessions linking Geography, History, Art, Music and cooking in different cultures. Pupils follow the Cumbria Agreed Syllabus, which is designed to foster a reflective approach to living by understanding the nature of religious beliefs and practices together with an understanding of the influences of these on the lives of the believers. Christian beliefs are studied alongside other major world religions, which we believe is essential in preparing students for life in a multi-cultural society.

History

The History curriculum builds on KS3 and aims to give students an experience which encourages the development of skills, investigation and enquiry whilst securing a chronological understanding of History as well as developing enjoyment and passion for future study. History is taught through themes, continued from KS3, and enables pupils to make links between historical events to further help their understanding of cause and consequence. Where possible, the timing of teaching and learning takes relevance from international calendars for remembrance and awareness. Historical skills are taught to enable pupils to continue to access GCSE History, should they choose to, in mainstream school.

Geography

The Geography curriculum builds on topics taught at KS3 and aims to give students an experience which encourages the development of skills, investigation and enquiry whilst securing a range of geographical knowledge as well as developing enjoyment and passion for future study. Geographical skills are taught to enable pupils to continue to access GCSE Geography, should they choose to, I mainstream school.

Geographical Skills and Environmental Change are also taught as part of our Outdoor Learning Curriculum.

Personal Development

We provide an individualised and relevant Personal Development curriculum inclusive of PSHE and Citizenship curriculum to promote pupils’ spiritual, moral, social and cultural development and prepare them for the opportunities and responsibilities of life.

The curriculum enables pupils to develop overarching concepts, essential skills and attributes needed to thrive in a time of rapid change with new and unpredictable opportunities and challenges constantly emerging.

Our pupils learn about their rights and responsibilities and are taught the importance of integrity and autonomy.

Throughout the lessons, our pupils develop respect for their environments and communities whilst promoting self-esteem and emotional development this helps pupils to form and maintain satisfying relationships.

Our programme of study an integral part of our Tutor sessions and our Outdoor Learning Education curriculum. Throughout timetabled sessions we encourage a sense of social responsibility, community involvement and political understanding.

We provide pupils with the knowledge, skills and understanding to play an effective role in public life.
We promote community cohesion by helping our students to respect people’s differences, whilst also promoting shared values.
We promote Citizenship, which allows our pupils to become better informed young citizens; as they get an opportunity to explore aspects of Rights, Responsibilities, the Legal System, Politics, the Media as well as contemporary global issues such as Fair Trade and Sustainable Development.

It is not enough for us to teach our pupils, we provide time for them to explore values, attitudes and beliefs through open discussion, allowing them to develop skills and strategies to manage issues should they arise in their lives outside. We have carefully considered the needs of our students and consider Personal Development to be incredibly important to prepare our pupils for issues faced by young people today. Our overarching concepts are:

Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
Relationships (including different types and in different settings, including online)
A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices). In addition we plan lessons for all students around National Health Data statistics which highlight relevant issues for our County and therefore prevalent for our students.
Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world. We work closely with Cumbria Police to identify risks to our students, plan and deliver relevant lessons- sharing the delivery between knowledgeable police officers and the PD teacher- ASB/ County lines/Staying safe online.
Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
Career (including enterprise, employability and economic understanding)

Our Medium Term planning is around the Three Core Themes, using the PHSE Associations framework and their Good Practice resources. Staying safe online, PSED and LGBTQ+ is threaded throughout.

Health and Wellbeing
Relationships
Living in the Wider World

In Key Stage 3 (SEMH)

Students study the following topics:

Health and wellbeing– Promoting self-esteem and a positive self image; Stigma towards mental health; Healthy Choices; Healthy Bodies; staying safe online, alcohol, drugs smoking (CADAS) ; ‘Really’ programme – Teenage pregnancy ; emotional neglect; bullying ; LGBTQ+ ; Where to get support.

Relationships-This is abuse; Real Love Rocks and the REACH programme ; homophobia, sexism and Cyber bullying ; Sex and Relationships Education; CEOP- Grooming, Power and Control ; Healthy relationships, Healthy Bodies ; STI’s ; Sexual exploitation / Grooming/ County Lines ; Real love rocks ; FGM ; contraception ; sexting ; Where to get support.

The Wider World– Identity and Community ; Human and Child rights ; Interfamilial abuse ; British Values ; Money sense ; Careers ; British Values ; multiculturalism ; Extremism ; Staying safe online- In a Connected World; Where to get support.

Year 10

Students study the following topics:

Health and wellbeing – promoting self-esteem, creating stronger minds to manage the stresses of life ; strategies to cope with stress ; mental health and body image ; emotional and mental health ; Healthy minds / Healthy bodies ; Where to get support.

Relationships– ‘First to a million’ resources ; reporting problems online ; rights and responsibilities online ; digital footprint ; peer pressure ; healthy relationships/ Healthy Bodies ; Sexual exploitation / Grooming/ County Lines ; sexting ; Consent ; Real Love Rocks ; Drugs, alcohol and smoking (CADAS) ; LGBTQ+ ; Where to get support.

The Wider World– Diversity and Values ; challenging extremism and radicalisation ; British Values ; Business and enterprise ; Employability ; Staying safe online in a Connected World ; Where to get support.

Year 11

Students study the following topics:

Health and wellbeing – promoting self-esteem and coping with stress; mental health and body image ; emotional and mental health ; health and safety in independent contexts ; taking responsibility for health choices ; online relationships and media influences; internet safety and harms ; Where to get support.

Relationships– Personal values and assertive communication in relationships; Real Love Rocks ; Consent ; tackling domestic abuse ; forced marriage ; Sexual exploitation / Grooming/ County Lines ; British values, human rights and Community Cohesion ; challenging extremism and radicalisation ; drugs alcohol and smoking (CADAS) ; Where to get support.

The Wider World– Careers- Morgan Sindall Programme – Open Opportunities, Staying safe online in a Connected World, skills for employment and career progression, money sense ; Where to get support.