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- Our educational philosophy
- Subject Information
- Lifelong Learning
Head of Faculty
Vision
To support all young people to be happy, healthy, safe and to flourish
Disciplinary Concepts
- PSHE
- Careers
- Relationships and Sex Education (RSE)
- Citizenship
- Finance Education
Big Questions
- What is a healthy relationship?
- How can I achieve my ambitions for the future?
- What does it mean to be global citizen?
- What makes us all different?
- How can I make sure I stay safe?
- How can I lead a healthy lifestyle?
Curriculum Content
Year 7
Year 7
Students have two timetabled lifelong learning lessons per fortnight. Within these lessons students learn the Relationships, Sex and Healthy Education (RSHE) National Curriculum. Topics include Healthy Relationships, Staying Safe Online, Sexual Health, Drugs Education, Mental Well-being and Physical Well-being. Students also cover other topics of the Lifelong Learning curriculum in form time. Once a week students study a programme of topics which include citizenship, careers and finance education.
Year 8
Students have two timetabled lifelong learning lessons per fortnight. Within these lessons students learn the Relationships, Sex and Healthy Education (RSHE) National Curriculum. Topics include Healthy Relationships, Staying Safe Online, Sexual Health, Drugs Education, Mental Well-being and Physical Well-being. Students also cover other topics of the Lifelong Learning curriculum in form time. Once a week students study a programme of topics which include citizenship, careers and finance education.
Year 9
Students have two timetabled lifelong learning lessons per fortnight. Within these lessons students learn the Relationships, Sex and Healthy Education (RSHE) National Curriculum. Topics include Healthy Relationships, Staying Safe Online, Sexual Health, Drugs Education, Mental Well-being and Physical Well-being. Students also cover other topics of the Lifelong Learning curriculum in form time. Once a week students study a programme of topics which include citizenship, careers and finance education.
Year 10
Students study a Lifelong Learning programme in their form time sessions. One session per week is designated to the learning of topics which include Healthy Relationships (The impacts of stereotypes), Relationships, Sex and Health Education (Having choices), Careers, Citizenship (being a local citizen), Healthy Living (body image), Cultural Appreciation (Migration)
In Year 10 students also have a Philosophy, Religion and Ethics (PRE) lesson once per fortnight within their timetable. This gives students an opportunity to develop an understanding of Philosophical thought, as well as exploring some of the most debated ethical issues in society today.
Year 11
Students study a Lifelong Learning programme in their form time sessions. One session per week is designated to the learning of topics which include Healthy Relationships (Peer pressures), Relationships, Sex and Health Education (Staying safe online), Careers, Citizenship (British Values), Healthy Living (Mental health).
In Year 11 students also have a Philosophy, Religion and Ethics (PRE) lesson once per fortnight within their timetable. This gives students an opportunity to develop an understanding of Philosophical thought, as well as exploring some of the most debated ethical issues in society today.
Year 12
Students study a Lifelong Learning programme in their form time sessions. One session per week is designated to the learning of topics which include Healthy Relationships (Pressures in life), Relationships, Sex and Health Education (Negative relationships), Careers, Religious Education (Religious views on peace and conflict), Citizenship (being a global citizen), Healthy Living (Staying Healthy), Cultural Appreciation (Art History).
Year 13
Students study a Lifelong Learning programme in their form time sessions. One session per week is designated to the learning of topics which include Healthy Relationships (Pressures in life), Relationships, Sex and Health Education (Infertility), Careers, Religious Education (Religious views on social justice), Citizenship (democracy), Healthy Living (Mental health).
Grading Criteria for KS3
When assessed in Lifelong Learning at KS3 students achieved is based on 5 levels. The criteria for each level is detailed in the table below. Each level is built upon to achieve the next level. For example, to be 'Exceeding' a student will also be able to fulfil all fo the criteria in the four previous levels.
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Working below |
They can name some characteristics needed for a healthy relationship (this includes non-sexual relationships). They can name online risks and given examples of these. They are aware of the signs of consent and how and when it can be withdrawn. They can name a range of risks from alcohol consumption, smoking and taking drugs (legal and illegal). |
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Working towards |
They can name the characteristics needed for a healthy relationship (this includes non-sexual relationships). They are aware of what a stereotype is and how this can cause damage. They are aware of the online material that may offend people and know what should not be shared. They know what consent is and the laws associated with this. They can name some of the impacts affected by the choices they make, e.g physically, mentally, emotionally and sexually. They are aware of what peer pressure is and how to resist it. |
|
Meeting |
They can describe the roles and responsibilities of parents and explain the characteristics of successful parenting. They can determine what a healthy relationship looks like and judge whether a relationship is untrustworthy or unsafe. They know where to get help and support if needed. In school and a wider society, they can show respect to others, including those in positions of authority. They also have tolerance of others beliefs. They can name the associated UK laws. They are familiar with online risks and the impact of viewing harmful content. They can name a range of contraceptive methods and be aware of the options available to them in relation to pregnancy. They are aware of where they can get support from. |
|
Working above |
They can explain how all relationships can contribute to human happiness. They can explain what constitutes as sexual harassment and sexual violence, and can name the laws surrounding this. They can explain the impact of online risks, specifically grooming, sexting and pornography. They can explain a range of different sexually transmitted infections, how these are transmitted and the importance of testing. They can name a range of strategies for identifying and managing peer pressure, including understanding peer pressure, resisting peer pressure and not pressurising others. |
|
Exceeding |
They can describe unhealthy relationships and identify behaviours that are criminal, including violent behaviour and coercive control. They are aware of how information and data is generated, collected, shared and used online. They can explain how the use of alcohol and drugs can lead to risky behaviours, including sexual behaviour. |
