PSHCRE Curriculum
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.
Key Stage 3 Curriculum
KS3 |
Autumn 1 Health & Wellbeing |
Autumn 2 Living in the Wider World |
Spring 1 Relationships |
Additional Activities |
Year 7 |
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Year 8 |
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Year 9 |
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Key Stage 4 Curriculum
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 |
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10 |
Career Planning Form Time
Mental Health & ill health, tackling stigma
Evaluating the Social & emotional risks of drug use
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Understanding the causes and effects of debt
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Understanding the Risks associated with gambling
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Understanding different families and learning parenting skills Managing change, grief and bereavement
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RE Challenging Extremism and Radicalisation
Sanctity of life Euthanasia & Assisted Suicide
FGM
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Tackling relationship myths and expectations
Managing Romantic Challenges including break ups
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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
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Health & Safety in Independent Contexts - Road Safety
Taking Responsibility for Health Choices
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Mock Interviews NCS |