Curriculum Subject Information

Term

Content

Assessment

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.  

Autumn 1+2

Be Positive: Welcome to Fram!

This unit is a way to support students with the transition to high school, thinking about previous experiences at primary school, and considering strategies to be positive about change and manage any worries they might have. They will consider their and Fram’s values. We also consider why a positive mindset will support them in their school career.

End of unit reflection

Health and Wellbeing strand;

This unit of work builds strategies for future units on mental health and emotional wellbeing.

It gives strategies on how to manage change positively. It also enables students to consider why Fram values can support them at school and beyond.

It teaches students about a positive mindset and strategies to help develop a growth mindset at school and home. It also promotes being resilient and how this can support them in their learning as they move up the school.

It teaches them about the science of anxious feelings, and building support networks. It promotes the concept of protective behaviours; nothing is too big or small to talk to a trusted adult about. This supports a culture which destigmatises mental health so students can access future units on emotional wellbeing in Y8-11.

Autumn 2

Spring 1

Respect Each Other: Tackling prejudice and bullying.

End of unit reflection

Relationships strand;

This unit of work also links with Prevent and British Values, understanding more about the history of immigration in the UK, the importance of tolerance within the British national culture and the opportunities which come with living in a diverse society. Students learn about the impact of bullying, of racism as well as the importance of inclusion. We consider diversity in families and how to manage family conflict as students grow – this connects with the RSHE unit around friendships and changing relationships. The focus on diversity builds towards the Y8 unit on Equality; understanding the barriers which can be faced by diverse communities and what action can be taken to achieve greater equality.

Spring 2

Dream Big: Careers – Skills and opportunities.

Compass questionnaire which feeds into school Careers education programme.

End of unit reflection.

Living in the Wider World strand;

This unit of work focuses on introducing students to careers education at Fram – Students spend time considering their skills and how they can build these through school activities (in/out of class). We also build on study skills with ‘what makes a powerful learner’ lesson. The aim of this unit is to help students with the transition to secondary school and to encourage the habits needed to empower them in their Genius Project homework assignments.

Summer 1+2

Be Creative: Positive about puberty.

End of unit reflection and giving advice.

Health and Wellbeing strand;

Students consider healthy friendships and consider how to manage changes to friendships as they get older. This connects with the Year 8 unit on relationships. This unit starts discussions on healthy body image ahead of the Y8 ‘Healthy Lifestyles’ unit of work where students learn about the risks of under and over-eating and disordered eating. In Year 7 students recap learning from Primary school about changes to their body during puberty and build vocabulary about reproductive health ahead of their Y8 RSE unit. They consider how they can start to be responsible for their own health, which link into KS4 work as well as Year 9 RSHE unit on sexual health. We discuss FGM and also vaccines, students are signposted to relevant support organisations through lesson content and in Knowledge Organisers which are on TEAMS. There is also some consideration about online friendships and how relationships are portrayed in the media and on screen. This connects with work completed in KS4 around managing relationships and building a positive digital footprint.

Term

Content

Assessment

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.  

Autumn 1+2

Healthy Lifestyles

-Under and overeating

-Eating Disorders

-Sleep

-Smoking and vaping

-Alcohol consumption

-CPR and Defibrillator use

Mind map explaining healthy lifestyle choices and behaviours.

Health and Wellbeing strand;

Students use their knowledge of how mental and physical health are interlinked which developed in the ‘positive about puberty’ and discussions around body image and ‘Welcome to Fram’ unit. They explore the importance of healthy eating and sleeping habits; this is then re-visited when considering strategies for positive mental health later in Y9.

Autumn 2

Spring 1

Identity and Relationships

-What makes a good partner?

-Do you need a partner to be happy?

-LGBT-IQ

-Communication and Consent

-Sending nude images

End of unit reflection

Relationships strand;

This unit starts to build the foundation of speaking about relationships, communication and assertive consent ahead of the unit of work on Y9 which starts to look at intimate sexual relationships.  Students will being thinking about how to avoid pressure for sexual relationships. It also explores LGBTQ+ identity and relationships ahead of the Equity unit in the Summer Term. By understanding Trans identity, students are better placed to understand the impact of Transphobia in the Equity unit. There is also some work around marriage and partnership to consider what are the features of these legally and socially. This is then revisited in KS4.

Spring 1 and 2

Emotional Wellbeing

End of unit reflections and giving advice for healthy coping strategies.

Health and Wellbeing Strand

This unit links to the Healthy Lifestyles unit at the beginning of the school year. By learning about the importance of listening to our bodies and how it feels when we are feeling safe, students recognise the importance of healthy coping strategies for managing their mental health. They have also been introduced and reminded of strategies they can use and where they can get help.

Summer 1

Careers

-The Real Game

Booklet assessment.

This unit focuses on the ‘Real Game’ and begins to explore the choices we may need to make in the future with regard to work and career. They design a lifestyle budget and are then assigned a job description and salary to see if they can still afford their chosen lifestyle. In exploring the personal aptitudes students have developed it prepares them for the Careers/ Options process in Y9 when they begin to think of different routes into study and training.

Summer 2

Equity

This unit is calendared to be at the same time of year as Refugee Week (June) and with Pride Schools Week (July). It also focuses on the impact of prejudice and discrimination ahead of the ‘Living in the UK’ unit of work for GCSE Citizenship which is started at the beginning of Y9.

Term

Content

Assessment

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.  

Unit 1

Gangs: Managing risk and staying safe.

RSHE, Living in the wider world and Healthy Lifestyle.

This unit builds on work done on relationship education in Year 7 and 8 – healthy relationships and coercive or exploitative relationships. This unit connects with themes in Citizenship in terms of the law. This unit gives students to explore why young people get involved with criminal behaviour and gangs through a scenario, it also signposts where young people can get support. This unit connects with drug education work later in Year 9 and into Year 10.

Form time @ Fram

Careers

Living in the wider world strand.

This work during form time aims to support Y9 students as they make their GCSE options choices (which they will be doing later in the autumn term) It introduces students to various online systems and resources so students can use this to support them in choosing their options.

It introduces them to different routes post 16 including apprenticeships

Unit 2

Sexual Relationships and Sexual Health

End of unit task checking on understanding of key knowledge about RSE.

Having studied what good communication and consent looks like in Y8, this unit develops understanding of sexual health and enables students to role-play assertive behaviour in relationships eg. negotiating condom use and how to stay safer if/when under the influence of alcohol. There is also some work on managing relationship break ups. Some work will be completed on accessing support for unplanning pregnancy which links with work in Year 10.

Unit 3

Drug Education

Mind map comparing different drugs and their potential effects.

Students build upon their knowledge of what a drug is from Y8 and start to understand the effects and risks of a wider range of substances eg. comparing stimulants and depressants studied in Y8 with hallucinogens and opiates. It also encourages students to make healthy and safer choices and manage risk when considering different influences.

Unit 4

Mental Health and Emotional Wellbeing – How to keep safe online -AI and misinformation

Problem-solving activity where students consider strategies for healthy social media use.

This unit reminds students about topics studied in Y7 regarding online conflict and cyberbullying, as well as preparing them to look at how pornography can distort relationships when they move into Y10. The unit also considers extremism and the I impact this can have which links with Citizenship and British Values. It also leads on from the Y8 Finance unit as this unit covers further content on online gambling, phishing and financial scams. This work will mainly focus on AI and misinformation which links also with work about being digitally literate in Citizenship.

Term

Content

Assessment

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.  

Autumn 1

Well-being unit

• Study Skills for KS4
• Screen time
• Social media and self-esteem
• How to manage stress and anxiety.

Student survey/questions about unit and self reflection.

This unit is an introduction to year 10 – thinking about what can affect students’ wellbeing as they become young adults. Also beginning to consider how students should be using their time effectively, consider effective study skills, to get the most out of their GCSE years. This unit will consider strategies and signpost students to how they can support their mental health and wellbeing in regards to their school work and general wellbeing. It develops knowledge gained in Year 8 emotional wellbeing unit; This unit links literacy of everyday and uncomfortable feelings and the science of the stress response with possible feelings of exam anxiety ahead of revising for Y10 exams and GCSE Mocks.

Autumn 2

RPE unit

Booklet work

This RPE unit meets the statutory obligations of RPE at KS4. Students build on work from KS3 around different attitudes and beliefs around topics connected with peace and conflict.

Spring 1+2

Relationships and Sex Education

Anatomy of pleasure (body parts important for pleasure including feeling mentally good)

Good sex, bad sex, depends (safety and consent)

Consent, misogyny, and gender stereotypes (Laura Bates webinar)

Sexual harassment (how to recognize, respond and report behaviour)

Porn vs reality of sexual relationships (what messages do young people get from pornography)

End of unit reflection

Students develop their understanding of consensual relationships by focusing on the importance of pleasure within sexual relationships. Lessons also focus on discussions around equity in sexual relationships so that they are better able to recognise gender stereotypes when debating whether pornography distorts relationships.

This unit builds on work completed in KS3 which will look at long term committed relationships, options for unplanned pregnancy and recognizing abusive relationships and coercive control. These lessons will enable students to begin building the skills needed to navigate relationships as they move on from Fram and become young adults.

There will also be some work completed around AI and digital deception e.g. Deepfake and sexual images -this builds on the work completed on this in KS3.

Form Time @ Fram

CAREERS

Transferable skills and personal strengths.

Top tips for CV writing (including time to write a CV)

Interview skills

CV writing

This unit gives students time to consider their personal strengths and skills that will be useful as they leave school. It also builds knowledge of transferable skills in preparation for work-experience as well as CV and application skills ahead of making post-Year 11 choices.

Students are given time to access resources such as icanbea….? Also use of Barclayslifeskills resources.

There will also be time to debrief from work experience in the summer term.

Summer 1+2

DRUG EDUCATION

What are drugs, Substance use and assessing risk, Breaking the habit – why do people use drugs? Managing influence.

This unit examines the balance of risk and influence when being exposed to substance use. Students consider strategies to use in social situations to ensure they can make safe and healthy choices. The unit considers how young people can reduce risk and looks at the impact substance use can have on individuals and the wider community, building on work completed in KS3.

Term

Content

Evaluate the ways in which this unit has built upon previous learning and works towards future learning? Consider knowledge, concepts, vocabulary and skills.  

Form time @Fram

CAREERS and Future plans

Careers opportunities and entry options

CV and interview skills

Money and Finance skills

This builds on previous work completed in KS3 and also year 10. This work will be completed in Form time. It signposts students to relevant services such as ‘I can be a…’ and other online tools such as barclayslifeskills, helpyouchoose.

Students have the chance to consider different routes into a career.

Planning ahead for their future plans and updating their CVs after work experience and a recap on do’s and don’ts of interviews.

This unit gives students the tools and skills necessary for their next step after life at Fram. It also shares resources and signposts students to relevant services that can help them with their future plans.

Unit 1

SAFETY AND WELLBEING

(Fatal 4 lesson using police presentation about young driver education),

First Aid and CPR,

How to keep safer on a night out? (alcohol safety and ASB)

Drug awareness. Managing anxiety and stress including well-being and mindfulness, (Body confidence.)

(Development of road safety knowledge and risk assessment; Y7 as a car passenger/cyclist to as a driver in Y11.)

Building on knowledge of staying safer in relationships under influence of alcohol in Y9 to addressing real-life scenarios at parties/festivals/nights out when alcohol can lead to poor decision-making. Y8 First Aid knowledge of DRS ABCD, recovery position, CPR is developed to consider wider range of scenarios e.g. Alcohol consumption, extremes of body temperature, burns, choking as students gain greater independence.

Well-being lesson helps students to identify strategies to reduce anxiety.

Optional - Body Confidence lesson considers impact of social media and loving the body you’re in which links to work completed in Year 8 and 9.

We will also look at Tattoo and piercing safety as part of body confidence and modification.

Unit 2

RSHE

Relationships, Society and Conflict

Sexual health screening and HIV transmission

Positive Pregnancy

Positive Parenting

Reproductive Health and Miscarriage

RSHE lessons in Y11  prepare students for understanding reproductive health, how this can affect fertility and how pregnancy impacts upon physical as well as emotional health. There will be a recap on healthy relationships – considering forced marriage as well.

Builds on body image lessons and gender stereotypes about appearance.

Legal rights and responsibilities around purpose of blood, organ and stem cell donation.

Usually completed in Autum/Spring term

Statutory unit of RPE

RPE Unit  - World Poverty

This builds on work completed at KS3 looking at religious responses and responsibilities towards poverty around the world. This unit also connects with Citizenship and how students can engage with issues affecting those around the world.