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.

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.

KS3	Autumn 1 Health & Wellbeing	Autumn 2 Living in the Wider World	Spring 1 Relationships	Additional Activities
Year 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
Year 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
Year 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

4	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