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Curriculum

Curriculum

The School operates a 2 week cycle of 60 x 50 minute lessons, plus registration time to start and end the day.

Details of the school curriculum 11 -16, organised by subject, can be found here.

In Years 7 and 8 students follow the KS3 national curriculum, as detailed in the table below.

During Year 8, all students choose their options for KS4, which they will then follow in Years 9 to 11.

The current KS4 option booklet can be found here.

The Mosslands School

Department of Personal, Social, Health & Economic Education

British Values – Statement of Intent

Within the PSHE curriculum we address British Values in a spiral model with content being examined with cultural sensitivity in an age appropriate manner linking to other issues studied.

To understand the importance of ‘British values’ in establishing community cohesion.

Key questions raised are:

● What are ‘British values’?

● How are ‘British values’ demonstrated by; individuals / leaders / the community?

● Why might some people reject the concept of ‘British values’?

● How might some people misuse the concept of ‘British values’ to manipulate or persuade others?

● Should we promote ‘British values’ in our community? How could this be achieved?

Through the curriculum students will be able to:

● explain the terms democracy, tolerance, and community cohesion;

● suggest examples of how ‘British values’ are practised in their community;

● evaluate the effect of ‘British values’ on themselves and their community;

● describe the value in feeling part of a strong community and the benefits of neighbourly behaviour;

● describe how actions contribute to a sense of community;

● identify the skills and character attributes that help people to successfully live and work together;

● evaluate the concept of ‘British values’, including how the term itself may be alienating or how some values may be unfamiliar for some people arriving in the UK;

● explore the impact of core values, recognising how they can unite or divide groups;

● explain why individuals may prioritise different values over others;

● suggest ways that they can promote ‘British values’.  

● evaluate the advantages and disadvantages of living in a diverse society;

● explain how prejudice of all kinds can lead to discrimination;

● analyse their own feelings about people who are different from them;

● evaluate the ways in which we can challenge and prevent discrimination and offensive behaviour as a society; 

● evaluate ways in which they might challenge discrimination and offensive behaviour as individuals;

● understand how members of the same family and the same community can hold conflicting values; 

● analyse different ways in which individuals and communities might respond to this;

● assess and debate moral issues effectively, assertively expressing disagreement;

● demonstrate methods for managing conflicting views with those they care about.

To explore feelings about diversity, discrimination and conflicting values and to develop strategies for challenging all forms of offensive behaviour.

Key questions raised are:

● What does it mean to live in a diverse society?

● What are the advantages and disadvantages of this?

● How does prejudice lead to discrimination?

● How can we prevent discrimination and offensive behaviour in our society?

● Why might people hold conflicting values (even if they are from the same family / community)?

● How might people respond to holding different values from those close to them?

● How can we manage conflict about our values?

Through the curriculum students will be able to:

● evaluate the advantages and disadvantages of living in a diverse society;

● explain how prejudice of all kinds can lead to discrimination;

● analyse their own feelings about people who are different from them;

● evaluate the ways in which we can challenge and prevent discrimination and offensive behaviour as a society; 

● evaluate ways in which they might challenge discrimination and offensive behaviour as individuals;

● understand how members of the same family and the same community can hold conflicting values; 

● analyse different ways in which individuals and communities might respond to this;

● assess and debate moral issues effectively, assertively expressing disagreement;

● demonstrate methods for managing conflicting views with those they care about.

To understand the nature of extremism.

Key questions raised are:

● What is extremism / radicalisation?

● What types of extremist groups exist?

● Why might someone want to join an extremist group?

● What are the risks for someone who becomes involved with extremism?

● What are the effects of extremism on the community?

● What techniques do extremist groups use to recruit new members?

● How do extremist groups operate online?

● How can someone resist radicalisation techniques?

● What should someone do if they are concerned about themselves or a friend?

Through the curriculum students will be able to:

● define the terms extremism and radicalisation;

● challenge assumptions about extremism;

● understand that there are a range of extremist groups from different walks of life;

● suggest reasons why (young) people may join extremist groups;

● explain the risks for an individual of being associated with an extremist group;

● explain the threat to the community posed by extremist groups;

● recognise how extremist groups operate on social media;

● understand the techniques used by extremist groups to manipulate and persuade;

● describe and demonstrate ways to resist these techniques;

● explain what someone could do if they were worried about themselves or a friend.

 

The tables below highlight where values are explicitly taught within the Personal, Social, Health & Economic Programme & KS4 RE. Other subjects such as RE (KS3), Geography and History will also have explicit elements and all subjects and activities in school will reflect these values.

KS3

Autumn 1

Health & Wellbeing

Autumn 2

Living in the Wider World

Spring 1

Relationships

Additional Activities

7

Transition to Secondary School

 

Puberty

 

Diet Exercise & Healthy Choices

 

Skills to Resist Radicalisation

 

Enterprise Skills

 

Challenging Career Stereotypes & Raising Aspirations

 

Making Ethical Financial Decisions

 

Saving, Spending & Budgeting our Money

 

Diversity, prejudice & bullying

Managing on- and off-line friendships

 

Self Esteem, romance and friendships

Body Image

 

 

Kooth

Bikeability

Road Safety

Study Skills with ARC

8

First Aid & Personal Safety

 

Alcohol & Drug misuse and managing peer influence

 

Tackling racism and religious discrimination, protecting human rights

 

 

Understanding careers and future aspirations

Identifying Learning strenths and setting goals – GCSE choices

 

Risks and Consequences making financial decisions

Gambling

 

Mental Health & emotional wellbeing including body image

 

Introduction to contraception including condom and pill

The risks of STIs, sexting & pornography

 

Introduction to sexuality and consent

 

 

 

9

Peer Pressure, assertiveness and risk, gang crime

 

Dieting, lifestyle balance and unhealthy coping strategies

 

Assessing the risks of drug and alcohol abuse and addiction

 

Mental Health

Rights and Responsibilities in the community

 

Tackling Age and disability discrimination

 

Planning and Carrying out an enterprise project

 

Managing conflict at home and the dangers of running away from home

 

 

Tackling homophobia, transphobia and sexism

 

 

 

Brook

Diversity Role Models

Terriers/Eve’s Story

 

Wirral Drug Awareness

KS4

Autumn 1

Health & Wellbeing

Autumn 2

Living in the Wider World

Spring 1

Relationships

Spring 2

Health & Wellbeing

Summer 1

Living in the Wider World

Summer 2

Relationships

Extra

10

Career Planning

Form Time

 

Mental Health & ill health, tackling stigma

 

Evaluating the Social & emotional risks of drug use

 

Understanding the causes and effects of debt

 

 

Understanding the Risks associated with gambling

 

Understanding different families and learning parenting skills

Managing change, grief and bereavement

 

RE

Challenging Extremism and Radicalisation

 

Sanctity of life

Euthanasia &

Assisted Suicide

 

FGM

 

Tackling relationship myths and expectations

 

Managing Romantic Challenges including break ups

 

Road Safety

 

Terriers/Eve’s Story

11

Promoting self-esteem and coping with stress

 

 

Learning and revision skills to maximise potential

Understanding the College application process and plans beyond school

Preparation for Mock Interviews

Employability

British Values, human rights and community cohesion

 

Preparation for Work

Rights and Responsibilities

 

 

Health & Safety in Independent Contexts - Road Safety

 

Taking Responsibility for Health Choices

 

 

 

Mock Interviews

NCS

At KS5 we offer a range of A level and vocational subjects, providing tailored pathways for progression based on prior attainment and individual needs.

Details of the curriculum at KS5 can be found here.