Earl Mortimer College and Sixth Form Centre

What do we want our students to learn?

Learning and undertaking activities in Skills 4 Life and Citizenship contribute to achievement of the curriculum aims for all young people to:

• acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government;
• develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced;
• engage in a planned sequence of age-appropriate topics including (and not limited to) sex and relationship education (SRE), drugs and alcohol, family relationships and careers.
• develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood;
• are equipped with the skills to think critically and debate political, social and moral questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs.

Core Themes: Years 7-9

Core Theme One: Health and Wellbeing

• Self-Concept
• H1. how we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing
• H2. to understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment)
• H3. the impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health
• H4. simple strategies to help build resilience to negative opinions, judgements and comments
• H5. to recognise and manage internal and external influences on decisions which affect health and wellbeing
• Mental Health and Emotional Wellbeing
• H6. how to identify and articulate a range of emotions accurately and sensitively, using appropriate vocabulary
• H7. the characteristics of mental and emotional health and strategies for managing these
• H8. the link between language and mental health stigma and develop strategies to challenge stigma, myths and misconceptions associated with help-seeking and mental health concerns
• H9. strategies to understand and build resilience, as well as how to respond to disappointments and setbacks
• H10. a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support
• H11. the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders, and the need to seek help for themselves or others as soon as possible [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for pupils who are more vulnerable (e.g. personal accounts of weight change).]
• H12. how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need
• Healthy Lifestyles
• H13. the importance of, and strategies for, maintaining a balance between school, work, leisure, exercise, and online activities
• H14. the benefits of physical activity and exercise for physical and mental health and wellbeing
• H15. the importance of sleep and strategies to maintain good quality sleep
• H16. to recognise and manage what influences their choices about physical activity
• H17. the role of a balanced diet as part of a healthy lifestyle and the impact of unhealthy food choices
• H18. what might influence decisions about eating a balanced diet and strategies to manage eating choices
• H19. the importance of taking increased responsibility for their own physical health including dental check-ups, sun safety and self-examination (especially testicular self-examination in late KS3); the purpose of vaccinations offered during adolescence for individuals and society
• H20. strategies for maintaining personal hygiene, including oral health, and prevention of infection
• H21. how to access health services when appropriate
• H22. the risks and myths associated with female genital mutilation (FGM), its status as a criminal act and strategies to safely access support for themselves or others who may be at risk, or who have already been subject to FGM
• Drugs, Alcohol and Tobacco
• H23. the positive and negative uses of drugs in society including the safe use of prescribed and over the counter medicines; responsible use of antibiotics
• H24. to evaluate myths, misconceptions, social norms and cultural values relating to drug, alcohol and tobacco use
• H25. strategies to manage a range of influences on drug, alcohol and tobacco use, including peers
• H26. information about alcohol, nicotine and other legal and illegal substances, including the short-term and long-term health risks associated with their use
• H27. the personal and social risks and consequences of substance use and misuse including occasional use
• H28. the law relating to the supply, use and misuse of legal and illegal substances
• H29. about the concepts of dependence and addiction including awareness of help to overcome addictions
• Managing Risk and Personal Safety
• H30. how to identify risk and manage personal safety in increasingly independent situations, including online
• H31. ways of assessing and reducing risk in relation to health, wellbeing and personal safety
• H32. the risks associated with gambling and recognise that chance-based transactions can carry similar risks; strategies for managing peer and other influences relating to gambling
• H33. how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators
• Puberty and Sexual Health
• H34. strategies to manage the physical and mental changes that are a typical part of growing up, including puberty and menstrual wellbeing
• H35. about the purpose, importance and different forms of contraception; how and where to access contraception and advice (see also Relationships)
• H36. that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs)

Core Theme Two: Relationships

• Positive Relationships
• R1. about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them
• R2. indicators of positive, healthy relationships and unhealthy relationships, including online
• R3. about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation
• R4. the difference between biological sex, gender identity and sexual orientation
• R5. to recognise that sexual attraction and sexuality are diverse
• R6. that marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion
• R7. how the media portrays relationships and the potential impact of this on people’s expectations of relationships
• R8. that the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex
• Relationship Values
• R9. to clarify and develop personal values in friendships, love and sexual relationships
• R10. the importance of trust in relationships and the behaviours that can undermine or build trust
• R11. to evaluate expectations about gender roles, behaviour and intimacy within romantic relationships
• R12. that everyone has the choice to delay sex, or to enjoy intimacy without sex
• Forming and Maintaining Respectful Relationships
• R13. how to safely and responsibly form, maintain and manage positive relationships, including online
• R14. the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including in school and wider society, family and friendships, including online)
• R15. to further develop and rehearse the skills of team working
• R16. to further develop the skills of active listening, clear communication, negotiation and compromise
• R17. strategies to identify and reduce risk from people online that they do not already know; when and how to access help
• R18. to manage the strong feelings that relationships can cause (including sexual attraction)
• R19. to develop conflict management skills and strategies to reconcile after disagreements
• R20. to manage the influence of drugs and alcohol on decision-making within relationships and social situations
• R21. how to manage the breakdown of a relationship (including its digital legacy), loss and change in relationships
• R22. the effects of change, including loss, separation, divorce and bereavement; strategies for managing these and accessing support
• R23. the services available to support healthy relationships and manage unhealthy relationships, and how to access them
• Consent
• R24. that consent is freely given; that being pressurised, manipulated or coerced to agree to something is not giving consent, and how to seek help in such circumstances
• R25. about the law relating to sexual consent
• R26. how to seek, give, not give and withdraw consent (in all contexts, including online)
• R27. that the seeker of consent is legally and morally responsible for ensuring that consent has been given; that if consent is not given or is withdrawn, that decision should always be respected
• R28. to gauge readiness for sexual intimacy
• R29. the impact of sharing sexual images of others without consent
• R30. how to manage any request or pressure to share an image of themselves or others, and how to get help
• R31. that intimate relationships should be pleasurable
• Contraception and Parenthood
• R32. the communication and negotiation skills necessary for contraceptive use in healthy relationships (see also ‘Health’)
• R33. the risks related to unprotected sex
• R34. the consequences of unintended pregnancy, sources of support and the options available
• R35. the roles and responsibilities of parents, carers and children in families
• R36. the nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life and bringing up children
• Bullying, Abuse and Discrimination
• R37. the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others
• R38. to recognise bullying, and its impact, in all its forms; the skills and strategies to manage being targeted or witnessing others being bullied
• R39. the impact of stereotyping, prejudice and discrimination on individuals and relationships
• R40. about the unacceptability of prejudice-based language and behaviour, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism and faith-based prejudice
• R41. the need to promote inclusion and challenge discrimination, and how to do so safely, including online
• Social Influences
• R42. to recognise peer influence and to develop strategies for managing it, including online
• R43. the role peers can play in supporting one another to resist pressure and influence, challenge harmful social norms and access appropriate support
• R44. that the need for peer approval can generate feelings of pressure and lead to increased risk-taking; strategies to manage this
• R45. about the factors that contribute to young people joining gangs; the social, legal and physical consequences of gang behaviours
• R46. strategies to manage pressure to join a gang, exit strategies and how to access appropriate support
• R47. motivations, misconceptions and consequences of carrying weapons and strategies for managing pressure to carry a weapon

Core Theme Three: Living in the Wider World

• Learning Skills
• L1. study, organisational, research and presentation skills
• L2. to review their strengths, interests, skills, qualities and values and how to develop them
• L3. to set realistic yet ambitious targets and goals
• L4. the skills and attributes that employers value
• L5. the skills and qualities required to engage in enterprise
• L6. the importance and benefits of being a lifelong learner
• Choices and Pathways
• L7. about the options available to them at the end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process
• L8. about routes into work, training and other vocational and academic opportunities, and progression routes
• L9. the benefits of setting ambitious goals and being open to opportunities in all aspects of life
• L10. to recognise and challenge stereotypes and family or cultural expectations that may limit aspirations
• Work and Career
• L11. different types and patterns of work, including employment, self-employment and voluntary work; that everyone has a different pathway through life, education and work
• L12. about different work roles and career pathways, including clarifying their own early aspirations
• Employment Rights and Responsibilities
• L13. about young people’s employment rights and responsibilities
• L14. to manage emotions in relation to future employment
• Financial Choices
• L15. to assess and manage risk in relation to financial decisions that young people might make
• L16. about values and attitudes relating to finance, including debt
• L17. to manage emotions in relation to money
• L18. to evaluate social and moral dilemmas about the use of money, including the influence of advertising and peers on financial decisions
• L19. to recognise financial exploitation in different contexts e.g. drug and money mules, online scams
• Media Literacy and Digital Resilience
• L20. that features of the internet can amplify risks and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity
• L21. to establish personal values and clear boundaries around aspects of life that they want to remain private; strategies to safely manage personal information and images online, including on social media
• L22. the benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues
• L23. to recognise the importance of seeking a variety of perspectives on issues and ways of assessing the evidence which supports those views
• L24. to understand how the way people present themselves online can have positive and negative impacts on them
• L25. to make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them
• L26. that on any issue there will be a range of viewpoints; to recognise the potential influence of extreme views on people’s attitudes and behaviours
• L27. to respond appropriately when things go wrong online, including confidently accessing support, reporting to authorities and platforms

Core Themes: Years 10 & 11

Core Them One: Health and Wellbeing

• Self-Concept
• H1. to accurately assess their areas of strength and development, and where appropriate, act upon feedback
• H2. how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this
• H3. how different media portray idealised and artificial body shapes; how this influences body satisfaction and body image and how to critically appraise what they see and manage feelings about this
• H4. strategies to develop assertiveness and build resilience to peer and other influences that affect both how they think about themselves and their health and wellbeing
• Mental Health and Emotional Wellbeing
• H5. the characteristics of mental and emotional health; to develop empathy and understanding about how daily actions can affect people’s mental health
• H6. about change and its impact on mental health and wellbeing and to recognise the need for emotional support during life changes and/or difficult experiences
• H7. a broad range of strategies — cognitive and practical — for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns
• H8. to recognise warning signs of common mental and emotional health concerns (including stress, anxiety and depression), what might trigger them and what help or treatment is available
• H9. the importance of and ways to pre-empt common triggers and respond to warning signs of unhealthy coping strategies, such as self-harm and eating disorders in themselves and others [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/ inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for pupils who are more vulnerable (e.g. personal accounts of weight change).]
• H10. how to recognise when they or others need help with their mental health and wellbeing; to explore and analyse ethical issues when peers need help; strategies and skills to provide basic support and identify and access the most appropriate sources of help
• Health-Related Decisions
• H11. to make informed lifestyle choices regarding sleep, diet and exercise
• H12. the benefits of having a balanced approach to spending time online
• H13. to identify, evaluate and independently access reliable sources of information, advice and support for all aspects of physical and mental health
• H14. about the health services available to people; strategies to become a confident user of the NHS and other health services; to overcome potential concerns or barriers to seeking help
• H15. the purpose of blood, organ and stem cell donation for individuals and society1
• H16. how to take increased personal responsibility for maintaining and monitoring health including cancer prevention, screening and self-examination
• H17. to assess and manage risks associated with cosmetic and aesthetic procedures, including tattooing, piercings and the use of sunbeds
• H18. the ways in which industries and advertising can influence health and harmful behaviours
• Drugs, Alcohol and Tobacco
• H19. the consequences of substance use and misuse for the mental and physical health and wellbeing of individuals and their families, and the wider consequences for communities
• H20. wider risks of illegal substance use for individuals, including for personal safety, career, relationships and future lifestyle
• H21. to identify, manage and seek help for unhealthy behaviours, habits and addictions including smoking cessation
• Managing Risk and Personal Safety
• H22. ways to identify risk and manage personal safety in new social settings, workplaces, and environments, including online
• H23. strategies for identifying risky and emergency situations, including online; ways to manage these and get appropriate help, including where there may be legal consequences (e.g. drugs and alcohol, violent crime and gangs)
• H24. to increase confidence in performing emergency first aid and life-saving skills, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators
• H25. to understand and build resilience to thinking errors associated with gambling (e.g. ‘gambler’s fallacy’) the range of gambling-related harms , and how to access support for themselves or others
• Sexual Health and Fertility
• H26. the different types of intimacy — including online — and their potential emotional and physical consequences (both positive and negative)
• H27. about specific STIs, their treatment and how to reduce the risk of transmission
• H28. how to respond if someone has, or may have, an STI (including ways to access sexual health services)
• H29. to overcome barriers, (including embarrassment, myths and misconceptions) about sexual health and the use of sexual health services
• H30. about healthy pregnancy and how lifestyle choices affect a developing foetus
• H31. that fertility can vary in all people, changes over time (including menopause) and can be affected by STIs and other lifestyle factors
• H32. about the possibility of miscarriage and support available to people who are not able to conceive or maintain a pregnancy
• H33. about choices and support available in the event of an unplanned pregnancy, and how to access appropriate help and advice

Core Theme Two: Relationships

• Positive Relationships
• R1. the characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality
• R2. the role of pleasure in intimate relationships, including orgasms
• R3. to respond appropriately to indicators of unhealthy relationships, including seeking help where necessary
• R4. the importance of stable, committed relationships, including the rights and protections provided within legally recognised marriages and civil partnerships and the legal status of other long-term relationships
• R5. the legal rights, responsibilities and protections provided by the Equality Act 2010
• R6. about diversity in romantic and sexual attraction and developing sexuality, including sources of support and reassurance and how to access them
• R7. strategies to access reliable, accurate and appropriate advice and support with relationships, and to assist others to access it when needed
• R8. to understand the potential impact of the portrayal of sex in pornography and other media, including on sexual attitudes, expectations and behaviours
• Relationship Values
• R9. to recognise, clarify and if necessary, challenge their own values and understand how their values influence their decisions, goals and behaviours
• R10. to understand a variety of faith and cultural practices and beliefs concerning relationships and sexual activity; to respect the role these might play in relationship values
• Forming and Maintaining Respectful Relationships
• R11. strategies to manage the strong emotions associated with the different stages of relationships
• R12. to safely and responsibly manage changes in personal relationships including the ending of relationships
• R13. ways to manage grief about changing relationships including the impact of separation, divorce and bereavement; sources of support and how to access them
• R14. the opportunities and potential risks of establishing and conducting relationships online, and strategies to manage the risks
• R15. the legal and ethical responsibilities people have in relation to online aspects of relationships
• R16. to recognise unwanted attention (such as harassment and stalking including online), ways to respond and how to seek help
• R17. ways to access information and support for relationships including those experiencing difficulties
• Consent
• R18. about the concept of consent in maturing relationships
• R19. about the impact of attitudes towards sexual assault and to challenge victim blaming, including when abuse occurs online
• R20. to recognise the impact of drugs and alcohol on choices and sexual behaviour
• R21. the skills to assess their readiness for sex, including sexual activity online, as an individual and within a couple
• R22. to evaluate different motivations and contexts in which sexual images are shared, and possible legal, emotional and social consequences
• Contraception and Parenthood
• R23. how to choose and access appropriate contraception (including emergency contraception) and negotiate contraception use with a partner
• R24. the physical and emotional responses people may have to unintended pregnancy; the different options available; whom to talk to for accurate, impartial advice and support
• R25. the importance of parenting skills and qualities for family life, the implications of young parenthood and services that offer support for new parents and families
• R26. the reasons why people choose to adopt/foster children
• R27. about the current legal position on abortion and the range of beliefs and opinions about it
• Bullying, Abuse and Discrimination
• R28. to recognise when others are using manipulation, persuasion or coercion and how to respond
• R29. the law relating to abuse in relationships, including coercive control and online harassment
• R30. to recognise when a relationship is abusive and strategies to manage this
• R31. the skills and strategies to respond to exploitation, bullying, harassment and control in relationships
• R32. about the challenges associated with getting help in domestic abuse situations of all kinds; the importance of doing so; sources of appropriate advice and support, and how to access them
• R33. The law relating to ‘honour’-based violence and forced marriage; the consequences for individuals and wider society and ways to access support
• R34. strategies to challenge all forms of prejudice and discrimination
• Social Influences
• R35. to evaluate ways in which their behaviours may influence their peers, positively and negatively, including online, and in situations involving weapons or gangs
• R36. skills to support younger peers when in positions of influence
• R37. to recognise situations where they are being adversely influenced, or are at risk, due to being part of a particular group or gang; strategies to access appropriate help
• R38. factors which contribute to young people becoming involved in serious organised crime, including cybercrime

Core Theme Three: Living in the Wider World

• Learning Skills
• L1. to evaluate and further develop their study and employability skills
• L2. to evaluate their own personal strengths and areas for development and use this to inform goal setting
• L3. how their strengths, interests, skills and qualities are changing and how these relate to future career choices and employability
• Choices and Pathways
• L4. about the range of opportunities available to them for career progression, including in education, training and employment
• L5. about the need to challenge stereotypes about particular career pathways, maintain high aspirations for their future and embrace new opportunities
• L6. about the information, advice and guidance available to them on next steps and careers; how to access appropriate support and opportunities
• Work and Career
• L7. about the labour market, local, national and international employment opportunities
• L8. about employment sectors and types, and changing patterns of employment
• L9. to research, secure and take full advantage of any opportunities for work experience that are available
• L10. to develop their career identity, including values in relation to work, and how to maximise their chances when applying for education or employment opportunities
• L11. the benefits and challenges of cultivating career opportunities online
• L12. strategies to manage their online presence and its impact on career opportunities
• Employment Rights and Responsibilities
• L13. the skills and attributes to manage rights and responsibilities at work including health and safety procedures
• L14. about confidentiality in the workplace, when it should be kept and when it might need to be broken
• L15. about the unacceptability and illegality of discrimination and harassment in the workplace, and how to challenge it
• Financial Choices
• L16. how to effectively budget, including the benefits of saving
• L17. how to effectively make financial decisions, including recognising the opportunities and challenges involved in taking financial risks
• L18. to recognise and manage the range of influences on their financial decisions
• L19. to access appropriate support for financial decision-making and for concerns relating to money, gambling, and consumer rights
• L20. the skills to challenge or seek support for financial exploitation in different contexts including online
• L21. to evaluate the financial advantages, disadvantages and risks of different models of contractual terms, including self-employment full-time, part-time and zero-hours contracts
• Media Literacy and Digital Resilience
• L22. that there are positive and safe ways to create and share content online and the opportunities this offers
• L23. strategies for protecting and enhancing their personal and professional reputation online
• L24. that social media may disproportionately feature exaggerated or inaccurate information about situations, or extreme viewpoints; to recognise why and how this may influence opinions and perceptions of people and events
• L25. how personal data is generated, collected and shared, including by individuals, and the consequences of this
• L26. how data may be used with the aim of influencing decisions, including targeted advertising and other forms of personalisation online; strategies to manage this
• L27. strategies to critically assess bias, reliability and accuracy in digital content
• L28. to assess the causes and personal consequences of extremism and intolerance in all their forms
• L29. to recognise the shared responsibility to challenge extreme viewpoints that incite violence or hate and ways to respond to anything that causes anxiety or concern