Our Curriculum

Values

Subject Leader: Mrs R Clements

 

Curriculum Content

Year 7

Term 1 - Who are you and how do you fit in at Westlands and the wider society?

  • Pupils will discuss the transition from primary school to secondary school and consider the expectations and emotions they have for their next steps in life.
  • Pupils will reflect on the person they are and the person they wish to become.

Term 2 - What makes a good friendship and how can you manage rivalries?

  • This topic will consider what makes a good friend and explores the differences between a supportive and a “toxic” friendship.
  • Pupils will discuss ways to manage disagreements with friends.

Term 3 - Who was Jesus and how did he deal with prejudice?

  • This topic will explore who Jesus was and the prejudice he faced. Looking at how values and lifestyles are shaped by beliefs.
  • Pupils will compare their views with the views of others.

Term 4 - What is the Islamic faith really about? What is radicalisation and how does it occur?

  • Pupils will focus on the basic teachings and beliefs of Islam.
  • This topic will allow exploration of how diverse views shape our society and how radicalisation can occur (considering ISIS and the far right).

Term 5 – What changes are happening to prepare me for adulthood?

  • In this topic pupils will consider a variety of different opinions in relation to sexual identity and the rules of attraction and how to manage strong emotions.
  • Pupils will be encouraged to share opinions and be able to express their own viewpoint.

Term 6 - How can you healthily manage your leisure time?

  • Pupils will explore how they can healthily manage their leisure time, including their hobbies, sporting activities and the amount of screen time they take part in. 
  • Pupils will also discuss the impact of a healthier lifestyle. 

Year 8

Term 1 - What is community and what benefits can you bring to it? 

  • Pupils will explore what is meant by the terms local and global community.
  • They will reflect on who they are and what role they play as a good citizen of both communities.

Term 2 - How do different religions celebrate their faith?

  • Pupils will investigate what religious festivals are and their importance to the people who follow the different faiths.
  • Pupils will explore in more detail specific festivals from a variety of faiths including Christianity, Judaism, Sikhism and Islam.

Term 3 - How do you make the correct option choices?

  • Pupils will explore the decisions they may have to make in the future and how they can affect their physical and mental health.
  • Pupils will reflect on the ambitions they have and will consider career options including choosing the subjects they will study at GCSE. 

Term 4 - What affects your well-being and how you can maintain positive mental health?

  • Pupils will explore a range of healthy living strategies by taking a holistic look at physical health, emotional health and wellbeing.
  • Pupils to explore risks associated with using legal and illegal substances and how these risks can be managed.
  • Pupils will discuss support options available for those who are using substances to cope with problems.
  • Pupils will investigate STIs and their effects.

Term 5 - It’s just “Banter” it never hurt anyone.

  • Pupils will consider the types of bullying and the effects it has.
  • Pupils will explore how grooming and exploitation can occur (online safety focus) and examine proactive strategies to protect self and others from online risks.

Term 6 - What are the different types of healthy intimate relationships and what is sexual identity? 

  • Pupils will have opportunity to learn about different types of relationships, including those of a sexual nature - consent to be covered.
  • Pupils will consider the life events that may affect their emotions and explore ways to manage and express those emotions in a healthy way.

Year 9

Term 1 - How can you respectfully express your opinion and deal with those who have extreme opinions?

  • Pupils will reflect on their personalities and ambitions and consider how to express their viewpoints covering debates linked to freedom of speech.
  • They will consider how to give and receive constructive feedback.
  • They will reflect on their current stage of life and how their relationships with others are changing as they transition into adulthood.

Term 2 - What is democracy and how do pressure groups influence political decisions? 

  • Pupils to study the structure of the UK Government and explore the political spectrum.
  • Pupils will begin to investigate their own views and how they line up with different political parties.
  • They will investigate influences on political decisions including pressure groups.
  • Pupils will reflect on reasons people choose to hold extremist views, why some choose to use violence and terrorism, consider how a person can become radicalised and what to do if you are concerned.

Term 3 - How can you effectively manage your money and what are your consumer rights?

  • Pupils learn about the different types of banks and savings accounts and will explore the issues associated with various institutions that lend money.
  • Pupils will discuss consumer rights and power and investigate the way that power can bring about social change.

Term 4 –How can you manage stress and anxiety?

  • Pupils will explore feelings such as anger, jealousy, fear and grief and will learn about healthy ways to deal with those emotions.
  • Pupils will learn about and practice strategies to support the self-management of stress and anxiety.

Term 5 –How can medical ethics impact lives?

  • Pupils are to investigate current medical ethical debates such as abortion, gender selection and genetic engineering by looking at different viewpoints on the topic.

Term 6 – How and why do young people get involved in crime?

  • Pupils will consider how and why young people become involved in gangs and crime.
  • They will learn how to stay safe from abuse and grooming in both the physical and digital world.
  • They will understand the laws and rights relating to children (including FGM).

Year 10

Term 1 – How does social media impact your self esteem and how can you manage your well being?

  • Pupils will explore ways to improve their problem solving skills, self-esteem and self-confidence whilst they deal with challenges and change.
  • They will consider how gender stereotypes, sexuality and body image portrayed on social media can influence their well-being.

Term 2 – What rights are you entitled to?

  • Pupils will investigate examples and the impact of discrimination and prejudice.
  • Pupils will debate their power to overcome areas of discrimination.

Term 3 – How did you do in the mocks and how can you improve?  How do you stay safe socialising and who to trust when online?

  • Pupils will begin the term by reflecting on their mock results and their revision strategies.
  • Pupils will explore smoking, vaping and current research regarding the impacts of both. They will consider the medical use of cannabis and the current research surrounding these, discussing if the research is fact or fiction.
  • Pupils will also explore safety when socialising and when on social media.

Term 4 – When it comes to health, to what extent am I in control?

  • Pupils will explore what is meant by good mental health and discuss the taboo that surrounds talking about feelings.
  • Pupils will explore ways to administer first aid in an emergency.
  • Pupils will discuss a variety of illnesses and the importance of vaccinations.

Term 5 – What is it like to be an adult?

  • Pupils to look at sensible money management and the cost of living, including analysing the choice between renting and buying a house.
  • Pupils will explore the dangers of and becoming addicted to gambling.

Term 6 – What is a positive intimate relationship?

  • Pupils will explore the changing significance of marriage and to consider what makes a healthy relationship/partnership.

Year 11

Term 1 Is this justice? What are your opinions on some of the current affairs that affect your rights?

  • Pupils will investigate current affairs and consider if the laws are fair.
  • Some debates that may be considered include “Sarah’s Law” – joint enterprise – capital punishment - Brock Turner and Cliff Richard’s right to anonymity before charges were made.

Term 2 – What is it like to be an adult?

  • Pupils look at sensible money management and the cost of living, including analysing the choice between renting and buying a house.
  • Pupils consider the personal skills and qualities and how to apply these to interviews, application forms and a Curriculum Vitaes.

Term 3 – How did you do in the mocks and how can you improve?  How do you stay safe socialising and when online?

  • Pupils will begin the term by reflecting on their mock results and their revision strategies.
  • Pupils will explore smoking, vaping and current research regarding the impacts of both. They will consider the medical use of cannabis and the current research surrounding these, discussing if the research is fact or fiction.
  • Pupils will also explore safety when socialising and when on social media.

Term 4 – When it comes to health to what extent am I in control?

  • Pupils will explore what is meant by good mental health and discuss the taboo that surrounds talking about feelings.
  • Pupils will explore ways to administer first aid in an emergency.
  • Pupils will discuss a variety of illnesses and the importance of vaccinations

Term 5 – How can I manage stress and anxiety leading up to the exams?

  • Pupils are to discuss the current pressures they are facing and are to explore ways to boost their self-esteem and control stress through mindfulness.

 

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 pupils’ 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.

For a more detailed look at the Relationships and Sex Education Policy of Swale Academies Trust please see the Policy below:

Relationships and Sex Education Policy of Swale Academies Trust Policy

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 'Jigsaw' Curriculum

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 ‘Jigsaw’ 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 of developing intimate relationships. By the end of Year 11, pupils 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 guardians, 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 as you wish. Schools are required to ensure their teaching reflects the age and breadth of religious backgrounds of their pupils 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). By 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.

 

 

Secondary RSE Curriculum Outline

The subjects taught to specific age ranges and the key driving questions posed are all available to parents and visitors by following this link to the document. It gives a clear breakdown of how the topic will be treated and the depth of the research and content. Clearly this will differ hugely in each section from Y7 and Year 8 to the lessons of Year 11 students. The topics that will expanded through the 5 years are:

  • Being Me in My World.
  • Celebrating Difference.
  • Dreams and Goals.
  • Healthy Me.
  • Relationships.
  • Changing Me.

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 breadth and depth of religious knowledge and acceptance of worldviews. The curriculum is built upon studying knowledge and developing 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 Lessons

At Westlands, our school values underpin our teaching and learning ethos. The RADAR values are emphasised within in 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 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.