RADAR Values

Subject Leader: Mrs E Leverett

If you wish to learn more about our curriculum, please contact the Subject Lead by clicking on their name above.

Curriculum Content

Year 7

Term 1: Health and Wellbeing - How can I transition safely into secondary school?

Students will discuss the transition from primary school to secondary school and consider the expectations and emotions they have for their next steps in life.
Students will learn about personal safety on the road and railway when travelling to school, as well as basic first aid skills.

Term 2: RE - Believing - What made Jesus so radical?

Students will explore the origins and foundations of modern-day religion.
Students will explore how Abraham played a role in Islam and Christianity.

Term 3: Relationships - What can make a relationship healthy or unhealthy?

This topic will consider what makes a good friend and explores the differences between a supportive and a “toxic” friendship.
Students will explore romance and relationship boundaries.
Students will discuss ways to manage disagreements with friends.

Term 4: Health and Puberty - How do I feel about becoming an adult?

How to make healthy lifestyle choices including diet, dental health, physical activity, personal hygiene and sleep.
How to recognise and respond to inappropriate and unwanted contact.
FGM - how to access help and support.

Term 5: How can teenagers with varied values and beliefs live together in Britain today?

Students will explore the foundational ideologies of world religions and will apply these to a teenager living in today's society.
Students will explore the challenges of practising religion as a teenager in modern Britain.

Term 6: Living - Should religious buildings be sold to feed the starving?

Students will explore how religions help the poor.
Students will explore the need for religious buildings to worship in, when they teach about helping the poor.

Year 8

Term 1: Health and Wellbeing (Drugs and Alcohol) - Can I choose how I fit into the world?

Students develop an understanding of what identity means and what can influence it.
Students will explore the negative impacts of stereotypes on the personal and cultural identity of a person.

Term 2: Spirituality - How can people express their spirituality through music and art?

Students to develop an understanding of what spirituality is.
Students to appreciate how music and art can lead to people being more spiritual.

Term 3: Relationships - What can make a relationship healthy or unhealthy?

The qualities of positive, healthy relationships, forming new partnerships and developing relationships.
Gender identity and sexual orientation.
The law in relation to consent.

Term 4: Health and Wellbeing (Emotional Wellbeing) - How can the choices I make now affect my future?

Attitudes towards mental health and how to challenge misconceptions.
How to manage emotions.
Unhealthy coping strategies (e.g. self-harm and eating disorders) and healthy coping strategies.

Term 5: Living - What influences does religion have on people being good?

To have an understanding of how humans make moral decisions and how religion helps people make moral decisions.
Acquire knowledge of different moral codes of conduct from the 10 commandments, to the Five Precepts.
To explore how humanists believe humans make moral decisions.

Term 6: Believing - Can we ever understand life and death?

Students will explore the different religious views on the afterlife.
Students will discuss whether there is an afterlife based on the teachings of different religions.

Year 9

Term 1: Health and Wellbeing (Healthy Lifestyle & Peer influence and substances) - To what extent does the world I live in effect my identity?

Develop an understanding of the dangers and influences around us.
Understand the importance of confidence and body positivity.
Identify sources of help, advice and guidance available in relation to substance abuse, mental health and reporting bullying.
Discuss choices which relate to risk-taking behaviour, and why people take risks.

Term 2: Living/Believing - Do we need to prove God’s existence? Should happiness be the purpose of life?

Students explore Christianity, Islam and Buddhism to debate the existence of God.
Develop an understanding of multiple religious stories to discuss God's existence.
Students will justify views which support or disprove God's existence.
Students will develop an understanding of Humanism, Christianity and Buddhism in relation to happiness.
Students will discuss “heaven” and “hell” in everyday life, in relation to moods and experiences in life, linked to religious views and beliefs.

Term 3: Relationships - How can families build and maintain respectful relationships that foster a sense of belonging and support? What is it important to understand about sex and its consequences?

Students develop an understanding and awareness of mental health and how the way we feel can impact our relationships with others.
Students need to understand that relationships are not just intimate or sexual. They can be professional, social, friendships, acquaintances.
Discussing consent and misconceptions relating to this.
How the portrayal of relationships in the media and pornography might affect expectations.
Students will discuss the various contraception methods and the need for contraception in relationships.
Students will discuss the consequences of unprotected sex.

Term 4: Living in the wider world - Is it ever too early to plan for the future?

How to manage feelings relating to future employment.
How to work towards aspirations and set meaningful, realistic goals for the future.
Students will learn what motivates them to do well and how this can help them choose a career.
Students will learn how rejection and feedback can help them be more resilient.

Term 5: Believing - Are there any good solutions to suffering?

Students will have opportunities for spiritual development from engaging with profound questions about evil and suffering in relation to human nature.
Students will have opportunities for moral development from asking and answering moral questions: can humanity reduce suffering?
What evil is caused by humanity? What does it mean, and does it make sense to ‘blame God’ for suffering and evil?

Term 6: Living - Is religion a power for peace or a cause for conflict in the world today?

Students will explore the difference between peace and conflict and how the two are interwoven.
Students will explore some religious points of view towards peace and conflict.

Year 10

Term 1: Health and Wellbeing (Mental Health) - How can I promote positive mental health and wellbeing

How to reframe negative thinking.
Strategies to promote mental health and emotional wellbeing.
The signs of emotional or mental ill-health.

Term 2: Living/Believing - How do people of Christian Faith view life before and after death?

Students will assess the creation story and be able to form a viewpoint.
Students will develop an understanding of good vs evil and Christian views of heaven and hell.
Students will be able to discuss the ascension and resurrection from a Christian viewpoint and begin to understand their significance to the Christian faith.
To understand the Christian view that life does not end after death.

Term 3: Relationships (Healthy Relationships) - Is love all you need?

Relationship values and the role of pleasure in relationships.
Assumptions, misconceptions and social norms about sex, gender and relationships.
The impact of the media and pornography on sexual relationships.

Term 4: Living in the wider world (Financial Decision-Making) - Can all change be positive in some way?

How to be resilient in the face of change.
What types of change can we be faced with in life?
How to respond to those with different or extreme views.

Term 5: Believing - What are religious attitudes towards crime and punishment?

To reflect on what good and evil intentions mean.
To understand the Christian attitude towards the aim of punishment.
To understand the Christian attitude to how criminals are to be treated in prison.

Term 6: Can religion be a force for good?

Students will explore the Islamic religion and its teachings.
Students will discuss the misconceptions between Islam and extremism.

Year 11

Term 1: Health and Wellbeing - How can I prepare for the future?

Develop an understanding of self-care and it's impact on mental health.
Explore how stress and worry affect their lives and strategies used to deal with these emotions.
Promoting emotional wellbeing in their lives.

Term 2: Living/Believing - Why are marriage and family so important to people of religious faith?

Students gain an understanding of what both Christians and Muslims believe about sex before marriage.
Students appreciate why marriage is so important to Christians and Muslims.
Students understand what reasons divorce is granted.
Students explore religious world views on sex before marriage and contraception.

Term 3: Relationships (Families and Communication) - What are the challenges of starting and maintaining a family?

Different types of families and changing family structures.
How to evaluate readiness for parenthood and positive parenting qualities.
Pregnancy, birth, miscarriage, unplanned pregnancy options, including abortion.
‘Honour-based’ violence and forced marriage.

Term 4: Living - What are the different religious attitudes towards conflict?

Students explore the meaning and significance of peace, justice, forgiveness and reconciliation in modern society.
What pacifism is and its role in war and peace in modern society.
What a protest is and what constitutes a non-violent and violent protest.

Term 5: Living in the wider world (Next Steps) - How can I develop independence to make responsible choices?

How to use feedback constructively when planning for the future.
Effective revision techniques and strategies.
Application processes, including writing CVs, personal statements and interview techniques.

Year 12

Term 1: How can mental health impact our physical health?
Term 2: How can I better understand finances in my life and around the world?
Term 3: How can we manage challenging relationships?
Term 4: How do different cultures express their spiritual and religious identities?
Term 5: How important are religious, cultural celebrations and traditions in modern society?
Term 6: What are my responsibilities in the adult world?

Year 13

Term 1: What impact does mental health have on our physical health?
Term 2: How can we prepare ourselves for adult life?
Term 3: How can we fully function within society?
Term 4: How can the life choices I make impact my career path?
Term 5: What are my rights and responsibilities in the adult world?

Delivering Relationships and Sex Education

Throughout the Values curriculum, we aim to prepare students for the demands of today’s society, so they can positively contribute as well-rounded citizens.

Teaching Values develops students’ understanding of health, with an increased focus on risk areas such as drugs and alcohol, as well as introducing knowledge about intimate relationships and sex. Teaching about mental wellbeing is central to these subjects, especially as a priority for parents is their children’s happiness. We know that children and young people are increasingly experiencing challenges and are at particular risk of feeling lonely. The new subject content will give our young people the knowledge and capability to take care of themselves and the confidence to seek and receive support should problems arise.

At Westlands school we are very aware that today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way.

The full Relationships and Sex Education Policy of Swale Academies Trust can be located in the Policies and Guidance section on the school website.

This policy has been developed in line with DfE guidance including that specified within the following document:

Gov.uk RSE Guidance

Relationship, Sex and Health Education

At Westlands we are committed to the personal development of the young people in our care. As such, we want them to develop and grow up to be safe and to lead healthy and happy lives. In delivering a curriculum in which Relationships, Sex and Health Education is taught explicitly in line with the Department for Educations RSE Policy (2020), we aim to support students as they develop a deeper appreciation and understanding of these topics. Our overarching objective as we shape the RSE curriculum is that students explore and develop the skills not only to manage the challenges that they may face, but also become cognisant, empathetic and resilient young adults who will then go on to grasp the opportunities offered by modern Britain.

Values through the PSHE Association

Relationships and Sex Education will build upon the concepts students will have explored whilst in primary school. It aims to give young people the information they need to help them develop healthy, nurturing relationships of all kinds. The PSHE Association curriculum provides opportunities for students to revisit key themes throughout their years at Westlands and to study concepts and ideas surrounding the nature of healthy and unhealthy relationships; what makes a good friend or colleague and the attributes of a successful marriage or committed relationship. At an appropriate time, the focus of content will emphasise the emotional maturity required for developing intimate relationships. By the end of Year 11, students will have been taught content on:

Families.
Respectful relationships, including friendships.
Online media.
Being safe.
Intimate and sexual relationships, including sexual health.

Health Education

Health Education aims to give students the information they need to make informed choices regarding their own health and wellbeing, to recognise issues in themselves and others, and to seek support as early as possible should concerns arise. By the end of Year 11, students will have been taught content on:

Mental wellbeing.
Internet safety and harms.
Physical health and fitness.
Healthy eating.
Drugs, alcohol and tobacco.
Health and prevention.
Basic first aid.
Changing adolescent body.

Information for Parents

As parents and carers, you will naturally be guiding and teaching your child about the importance of keeping safe and the impact of wellbeing, be that physical or emotional, and the impact that this has on developing and maintaining healthy positive relationships. Your support is both respected and greatly valued under this new RSE curriculum, which serves to complement and reinforce the guidance you provide as your child develops into a mature young adult. At Westlands, these policies are published in the Trust document attached above and are available for you to read and/or comment on as you wish. Schools are required to ensure their teaching reflects the age and breadth of religious backgrounds of their students and so, at times, it may also be pertinent to reflect upon the developmental needs of each cohort of students and deliver additional non-statutory content.

Right to Withdraw Your Child

Under government guidelines, you may not withdraw your child from Health Education or the Relationships Education element of Relationships and Sex Education Curriculum. It is these elements, together with your parental guidance that are deemed to be pivotal in the development of emotionally mature, confident and responsible young adults. If you do not want your child to take part in some or all of the sex education lessons delivered at secondary, you can ask that they are withdrawn. The Headteacher will consider this request and discuss it with you, and will grant this in all but exceptional circumstances, up until three school terms before your child turns 16. At this age, your child can choose to receive Sex Education if they would like to, and the school should arrange for your child to receive this teaching in one of those three terms (unless there are exceptional circumstances). From the Summer term 2021, the new RSE subjects will become compulsory and the new right to withdraw provisions will apply. The science curriculum in all maintained schools also includes content on human development, including reproduction, which there is no right to withdraw from.

Request for withdrawal from RSE

Secondary RSE Curriculum Outline

The subjects taught in specific age ranges and the key driving questions posed are all available to parents/carers and visitors by clicking the year groups at the top of the page. It gives a breakdown of the content that students will explore throughout that topic. The topics that will expand over the next 5 years are:

Health and Wellbeing
Relationships
Living in the Wider World.

For more information on our values curriculum, please follow the link to our Curriculum Outline.

Religious Education

At Westlands we have adopted the locally agreed Kent syllabus for Key Stages 3,4 and 5 as the basis for our curriculum, which is also delivered through Values lessons. Over the course of their studies, students will access a broad and balanced curriculum which develops the breadth and depth of religious knowledge and acceptance of worldviews. The curriculum is built upon studying knowledge and developing an understanding of religious concepts posed within the scope of three ‘types’ of questions. Questions involving ‘belief’ allow students to deepen their understanding of substantive knowledge (of religious and non-religious worldviews) surrounding religious beliefs, teachings, sources and questions about meaning, purpose and truth. Within the realm of questions requiring ‘expression’, students will be able to answer questions regarding identity and diversity. Thus, through the development of ‘personal knowledge’, students will be given challenging opportunities to develop the key skill to “disagree agreeably” and become "skilled cultural navigators”, able to navigate the differences of faith and belief around them, as well as establish their own sense of identity and belonging.

Finally, questions involving ‘living’ allow students to study religious practices and comment authoritatively on value systems and commitments. Students will appreciate and appraise varied responses to questions, as well as develop and extend their own ideologies.

Community Time Lessons

At Westlands, our school values underpin our teaching and learning ethos. The RADAR values are emphasised within all aspects of our curriculum, be that within the pastoral support systems, Values and Curriculum lessons or within the expression and development of everyday relationships. RADAR values, created in partnership with Pupil and Parent Voice, form the focus of our Community Time Lessons, where we provide a supportive environment in which students can develop life skills and both form, challenge and express their aspirations and life aims. In providing opportunities to explore topical issues through the focus of RADAR values, we strive to enable our students to become thoughtful, respectful citizens and resilient learners who will go on to achieve their goals.