|Unit 1 – Being Soane: who we are
|Unit 2 – The Digital Revolution
|Ark Soane students are characterised by being knowledgeable, inquisitive, motivated, confident, resilient, self-aware, good-mannered, kind and possessing a strong civic identity. This requires consistent reinforcement, support, and celebration of these things through all that happens in our school. It is also supported by spending two tutor times a week in the first half term of Year 7 focusing solely on forming good habits and character. During this period, students revisit and build on key themes from their induction about what it means to be an Ark Soane student.
|In this unit, students consider the technological change over recent decades and its impact on both society and them as individuals. They consider the benefits of the online world and how it aids communication as well as how it impacts personal relationships. They learn about online bullying and how to report it and the importance of reducing screen time. They also learn that some information online is biased or misleading.
|Unit 3 – How to Live a Healthy Life
|Unit 4 – Healthy Relationships
|In this unit, students learn how to make healthy lifestyle choices including diet, dental health, physical activity and sleep.
|In this unit, students learn how to recognise unhealthy relationships and the qualities and behaviours in different types of positive relationships. They learn about the importance of developing self-worth and confidence. They also learn how to recognise and respond to inappropriate and unwanted contact. They learn how to recognise online grooming in different forms, e.g. in relation to sexual exploitation. They learn how to respond and seek support in cases of online grooming and about FGM and how to access help and support.
|Unit 5 – Democracy
|Unit 6 – Puberty
|In this unit, students learn about the importance of democracy. They learn about how Britain is governed, the royal family, the role of the government in British society, the General Election, how government is formed, different political parties and media reporting of politics, including freedom of expression. Students also learn about the Welfare State and the British military.
|Students build on their work in science and gain a scientific understanding of the physical and emotional changes during puberty. They explore how these changes might make them feel and the potential sexual feelings that may occur. They learn how to manage physical and emotional changes during puberty and about personal hygiene.
|Unit 1 – Keeping Healthy and Happy
|Unit 2 – Identity, Prejudice and Discrimination
|Students begin by revisiting the Year 7 topic on how to make healthy lifestyle choices including the importance of diet, physical activity, and sleep. They then focus on mental wellbeing, considering what it means to be happy and what can be learned from philosophy and science. Students learn about the importance of looking after themselves. They learn about the importance of feeling in control of their lives and emotions and how to manage emotions. They also learn about how to manage conflict and its causes in different contexts, e.g. with family and friends. They also learn about how to manage relationship and family changes, including relationship breakdown, separation and divorce and how to get help when upset or feeling at threat or unsafe.
|In this unit, students learn about social change in Britain including immigration and the nature of multi-cultural British society. They consider the nature of prejudice, discrimination and how to challenge stereotypes and learn about equality of opportunity. Students learn about different types of families and parenting, including single parents, same sex parents, blended families, adoption and fostering. The PSHE curriculum is designed to encourage respect for other people, with particular regard to the nine protected characteristics set out in the Equality Act 2010 - age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief and sex. These characteristics receive explicit focus in this unit.
|Unit 3 – The Rule of Law
|Unit 4 – Sexual Relationships 1
|In this unit, students learn about the Rule of Law, are introduced to part of the role of the Police, the Court System and prisons. They learn how extreme views can create divisions in community and lead to violence. They learn indicators to help recognise an extreme/ radical view and how to recognise online grooming in relation to extremism and radicalisation. They gain knowledge that will help them critically assess different media sources, challenge myths and stigma and report views that concern them. They also learn the law around sexual hara
|In Year 8, students learn about forming new partnerships and developing relationship. They learn about the qualities of positive, healthy relationships and how to demonstrate positive behaviours in healthy relationships. They learn about sexual orientation, sexual reproduction, the consequences of unprotected sex including pregnancy and STIs, basic forms of contraception, e.g. condoms and the pill, the law in relation to consent and that the legal and moral duty is with the seeker of consent.
|Unit 5 – Jack Petchey First Give 1
|Unit 6 – Jack Petchey First Give 2
|To be confirmed
|To be confirmed
|Unit 1 – Identity and Growing up
|Unit 2 – Drugs and Alcohol
|Students look at their identity in relation to stereotypes. They discuss ideas of femininity and masculinity. They consider the benefits of feeling like they belong and the importance of being recognised as an individual. They consider how their identity has and may alter as they grow up. Students consider how to assess risk and manage influences, including online and in relation to gangs. They learn about the legal and physical risks of carrying a knife. They learn about ‘group think’ and how it affects behaviour.
|Students learn about legal and health risks in relation to drug and alcohol use, including addiction and dependence. They learn about medicinal drugs and how to use over the counter and prescription medications safely. They also learn about the risks of alcohol, tobacco, nicotine, e-cigarettes, gateway and recreational drugs and the law in relation to each. They learn to recognise and promote positive social norms and attitudes in relation to drug and alcohol use, and how to manage influences in relation to substance use.
|Unit 3 – Marriage, Relationships and Family
|Unit 4– Keeping Healthy and Happy 2
|Students consider the emotional repercussions of changing relationships (friendship and romantic). They reflect on the possibility of rejection and heartbreak. Students consider how to distinguish between healthy and unhealthy friendships and are guided to discuss the benefits of positive/ supportive relationships and how to recognise negative ones. They learn how to recognise passive, aggressive, and assertive behaviour, and how to communicate assertively. They learn how the portrayal of relationships in the media might affect expectations and how to evaluate expectations for romantic relationships.
|Students learn about mental health, how to look after themselves, support others and seek help. They learn about the relationship between physical and mental health, about balancing work, leisure, exercise and sleep, how to make informed healthy eating choices and how to manage influences on body image. They learn that our mind can mislead, and how to control negative thoughts and be a good friend to themselves
|Unit 5 – Sexual Relationships
|Unit 6 – Finances
|In Year 9, students learn about readiness for sexual activity, the choice to delay sex, or enjoy intimacy without sex. They learn about myths and misconceptions relating to consent, how to seek and assertively communicate consent, about the continuous right to withdraw consent and capacity to consent and how to effectively communicate about consent in relationships. They also learn about the consequences of unprotected sex, including pregnancy and STIs and about effective use of condoms and negotiating safer sex. They learn how the portrayal of sex in the media and pornography might affect expectations. They revisit Year 8 content again about the risks of ‘sexting’ and how to manage requests or pressure to send or share an image.
|The aim of this unit is to support students to be able to make sensible financial choices. They learn about saving, spending and budgeting, and are introduced to the idea of a monthly budget, with knowledge of what potential outgoings could be. They learn about how to assess and manage risks in relation to gambling and chance-based transactions and how to protect financial security online. They connect income tax to government spending and learn about the reasons for and impact of national debt. Examples of borrowing for individuals are introduced. Students are encouraged to understand the different types of borrowing and the reasons behind the choices people make. The emotional impact of financial security is discussed.