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Curriculum Aims

At Sarah Bonnell we offer a spiral curriculum which develops the students’ Personal, Social, Health and Citizenship Education enabling them to further enhance their confidence and the contribution they make to the local, national and global community. Form time is an integral part of this and we provide a well-structured and purposeful start to the day through this medium. The curriculum follows the three core subjects of the PSHE Association: health and wellbeing, relationships and living in the wider world. Through these core themes, our form time curriculum promotes leadership, wellbeing, resilience and spiritual, moral, social and cultural aspects of education, and compliments our curriculum and Enhanced Learning Days.

Year 9

Health and Wellbeing

Core theme: A greater understanding of ourselves and the impact we can make on the community Core theme: How to look after yourself and maintain a healthy lifestyle

 

  • H22: to perform basic life saving skills

  • H23-:Bikeability programme- to develop road safety skills

  • influences on their decisions about the use of substances

  • H25: Students to research what is a legal

  • substance and an illegal substance

  • H28: inform students of personal and

  • social risks and consequences of

  • substance use and misuse

  • H27: to recognise and manage different

  • H13: the benefits of physical activity and exercise and the importance of sleep

  • H14: to recognise and manage what influences their choices about exercise

  • H15: the importance of, and strategies for, maintaining a balance between work, leisure and exercise

  • H16: what constitutes a balanced diet and its benefits

  • H17: what might influence their decisions about eating a balanced diet

  • H18: how the media portrays young people; to recognise it’s possible impact on body image and health

 

Relationships

Core theme: Impact of relationships Core theme: Developing and maintaining healthy relationships

 

  • R4: to explore the range of positive qualities people bring to relationships

  • R6: The features of positive and stable relationships and those of unhealthy relationships

  • R7: media portrayal of relationships may not reflect real life and the possible impact
    R8: different types of relationships

  • R9: the nature and importance of marriage, civil partnerships and other stable long term relationships.

  • R11: the roles and responsibilities of parents, carers and children in families

  • R14: to understand what expectations might be of having a girlfriend/
    Boyfriend

  • R16: to acknowledge and respect the right not to have intimate relationships until ready

  • R17: about readiness for sex and delaying sexual activity and that consent can be withdrawn at any time

  • R18:To respect equality and be a productive member of a diverse community project

 

Living in the Wider World

Core theme: Recognising own strengths Core theme: Careers

 

  • L8: about their own identity as a learner, preferred style of learning

  • L8: develop study and organisational skills

  • L7: to recognise that they have the same rights to opportunities to learning as other people

  • L9:  to identify own strengths, interests and skills and qualities

  • L10:  different types of work, including employment, self-employment and voluntary work; that everyone has a ‘career’ which is their pathway through life, education and work.

  • L16:. the skills and qualities required to engage in enterprise, including seeing opportunity, managing risk, marketing, productivity, understanding the concept of quality, cash flow and profit.