The Relationships and Sex Education curriculum follows the statutory guidance set out in the Dfe paper Relationships education, relationships and sex education (RSE) and health education. This curriculum is mandatory from September 2020.
The Citizenship curriculum follows the National Curriculum for Citizenship (2013)
The CEIAG (Careers Education, Information, Advice and Guidance) curriculum follows the Careers Strategy set out by the government in 2017. This strategy places the Gatsby Benchmarks at the heart of careers provision. In addition, we follow the guidance provided by the CDI (Careers Development Institute) as a way of ensuring we provide a stable careers programme from Years 7 to 13.
The aim of PDC at Ecclesbourne School is to help students develop the knowledge, skills and attributes they need to keep them healthy and safe, to be prepared for life and the world of work.
The intent of RSE lessons is to give our young people the information needed to help them develop healthy, nurturing relationships of all kinds. We consider how positive relationships link to their mental health and well-being and give the knowledge to be able to identify when relationships aren’t healthy. Decision-making is a theme that is revisited regularly in the PDC programme, whereby we equip students with the awareness of what good decisions are and what risks are involved in decision-making. Social media, its use and effects are taught at each year group, in a way which is appropriate to each age group. The PDC department liaises with the Science and ICT faculties to ensure that we do not duplicate topics within RSE but rather that the lessons complement each other.
RSE teaching focuses on:
- Respectful relationships, including friendships and online and media
- Being safe
- Intimate and sexual relationships , including sexual health
- Physical health and mental well being
- Internet safety and harms
- Physical health and fitness
- Healthy eating
- Drugs, alcohol and tobacco
- Health and prevention
- Basic first aid
- The changing adolescent body
The aim of Citizenship is to provide students with the knowledge, skills and understanding to become responsible and active citizens. The national curriculum for citizenship aims to ensure that all pupils should be taught about:
- the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch
- the operation of Parliament, including voting and elections, and the role of political parties•
- the precious liberties enjoyed by the citizens of the United Kingdom
- the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals
- the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities
- the functions and uses of money, the importance and practice of budgeting, and managing risk
Regarding Careers Education, the School follows the statutory guidance set out in the DfE paper Careers Guidance and access for education and training providers (Oct, 2018). The aim is for all young people to get a programme of advice and guidance which is stable and structured and which meets the needs of all students. As per the guidance, we use the eight Gatsby Benchmarks to develop and improve our provision. The Benchmarks aren’t statutory but by adopting them we are therein fulfilling our legal duties regarding CEIAG.
Within KS3 students focus on:
- developing themselves through self-awareness
- learning about careers and the world of work
- Developing their enterprise skills
Personal Development: Transitions
- What is PDC? Appreciation of the value of PDC and how it is about developing skills which will help students in the future
- Good habits - Understanding the skills which are developed in secondary school which will be taken on in the future
- Research - Skill of researching and putting ideas into own words
- Being organised - To understand what it means to prioritise and to consider the negatives of procrastinating
- Communication - To understand the power of the different communication mediums we use, e.g. would we say things that we text? Why text is speak not appropriate in more formal writing?
- Consequences - To reflect on the privilege of having choices and consideration of the impact of our choices on others
- Road safety - To understand what it means to minimize risk and appreciate the problems of being complacent regarding road safety
- Volunteering and Charity - during the first half term each form nominates a Charity to fund raise for the rest of the year
- The value of money - To understand that it is important to be aware of your own strengths and weaknesses regarding money. To learn the difference between a want and a need. To appreciate what you have
- Making decisions - To reflect on what influences our decisions and whether those influences are positive or negative. To consider what economic decisions young people make and to link influences with those decisions
- Fraud - To learn about different types of fraud and their consequences. To consider how to protect yourself from fraud
- On-line safety - To learn about the importance of online safety strategies. To learn how to keep online data secure
- Fair wages - To reflect on the relationship between wages and worth. To develop evaluation skills
- Budgeting - To appreciate the many different outgoings and the general cost of living in the UK. To become familiar with the concepts of budgeting and avoiding risk
||3 & 4
Relationships and Sex Education: Healthy Relationships
- Types of relationships - To reflect on the different types of friendships that we might have. To be able to identify dominator-type friends. To understand the characteristics of positive and negative relationships
- Group friendships - To understand how a group of friends can include many different types of characters. To learn what is meant by ‘conforming’. To reflect on their own behaviour in a group and individual setting and consider how they could adapt this, if they wish to
- Bullying - To understand the difference between teasing and bullying. To begin thinking about the effects of bullying. To understand what is meant by the terms peer pressure and empathy. To practise thinking about situations from the perspectives of other people
- Abusive relationships - To understand the different forms an abusive relationship can take. To appreciate that abusive relationships can happen to anyone. To instil confidence in students that they would speak out against abusive relationships. To gain knowledge of support available
- Sexting - To learn how to develop and maintain a variety of healthy relationships in an on-line context. To learn how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by on-line bullying) and abuse
||5 & 6
Personal Development: Being healthy
- Changes and personal hygiene - The importance and increased responsibility for their own personal hygiene
- Puberty - To manage growth and change as normal parts of growing up, including puberty and the physical and emotional changes of adolescence
- Skin - Healthy skin and unhealthy skin examples, and the different stages of life which affect the skin
- Sleep - The benefits of physical activity and exercise and the importance of sleep
- Eating well - To recognise and manage what influences their choices about exercise. What might influence their decisions about eating a balanced diet
CEIAG: Thinking about Careers
- Who is my network? To understand that networks exist throughout life. Be able to give examples of people in their network. Understand how to use networks in all areas of their lives, including the awareness that non all networks are beneficial
- Get involved - To identify the extra-curricular activities they do in and out of school. To consider the skills used and demonstrated by these activities. To identify any opportunities to get involved in activities in the future. To understand that the benefit of these activities in relation to future employment
- Having a ‘can-do’ attitude - To learn about the importance of having a can do attitude to make the most of your potential. To learn what your comfort zone is and what it means to procrastinate. To reflect on their own mindset and to consider whether this might be a barrier to their success in the future
- Social media skills - To understand the potential dangers of social media in relation to careers. To be aware of how to create a positive impression of yourself through social media
- Challenging assumptions - To understand how to challenge information to avoid relying on assumptions when making decisions. To understand the importance of doing research in order to make informed decisions about careers
- Different jobs - To understand the range of different jobs within an organisation
- Living in a democracy - Understanding what democracy is. Understanding what a dictatorship is. To learn the difference between First Past the Post and AV systems of voting. To appreciate the liberties of our society. To evaluate the ways in which citizens can work together to improve their communities
- Being an active citizen - To learn about the precious liberties enjoyed by the citizens of the United Kingdom, including freedom of speech. To learn about the ways in which citizens work together to improve their communities
- Local government - To understand the jobs done within local government. To appreciate the problems of keeping all members of communities happy given financial constraints
- National government - To learn about the political system of democratic government in the United Kingdom, including the role of Parliament and the monarch. To understand the role of political parties. To analyze the perception of young people towards politics and politicians
- MPs - Understanding the political system of democratic government in the United Kingdom, including the roles of Parliament and the monarch (House of Lords). Knowledge of how government works and the role of an MP
||3 & 4
Relationships and Sex Education: The Media
- Advertising - To recognise the portrayal and impact of sex in the media and social media
- Relationships in the media - To reflect on how the media portrayal of relationships may not reflect real life
- Body image - To understand what is meant by the term ‘body image’
- To reflect on the problems of aspiring to the beauty which is portrayed in the media. To analyse what ‘beautiful’ is in the media and compare to other ideas of what beauty can be
- Eating disorders - To learn about eating disorders. To understand how to recognise an eating disorder. To learn about where you can go for help regarding eating disorders
- Selfies - To consider why people take selfies. To reflect on how taking multiple selfies can lead to a slippery slope of narcissism. To learn about the law regarding sending sexual images to other people
CEIAG: Work Experience
- Preparing for Take Your Child To Work Day; learning from your day at work
||5 & 6
Personal Development: Well-Being
- Self-esteem - To recognise their personal strengths and how this affects their self-confidence and self-esteem. To recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self-esteem
- Shyness and making mistakes - To be able to accept helpful feedback or reject unhelpful criticism
- Family relationships - The nature and importance of marriage, civil partnerships and other stable, long-term relationships for family life and bringing up children. The roles and responsibilities of parents, carers and children in families
- The Sex Lesson - That certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against STIs
- Revisiting sexting - To learn how to develop and maintain a variety of healthy relationships in an on-line context
Citizenship: The Law
- Rules - Understanding the difference between a rule and a law
- Evaluating the value of rules in our communities - Evaluating the importance of rules in society
- Knowledge of some laws in UK society
- Reflecting on the nature of laws in our society
- The purpose of laws - Evaluating the importance of rules in society
- Knowledge of some laws in UK society
- Reflecting on the nature of laws in our society
- Causes and consequences - Understanding causes of crimes
- Appreciating how individuals can try to prevent themselves from being victims of crimes. To analyse why young people might commit anti-social behaviour and consider the consequences of this behaviour
- Local law and crime; the judicial system - To learn about the way the UK judicial system works – the main protagonists in a court room and their roles
Relationships and Sex Education: CSE
- Risk - To understand risk in the context of personal safety
- Chelsea’s Story - To understand the different ways in which people can be exploited and what actions make people more at risk of exploitation. To understand that consent is freely given and that being pressurised, manipulated or coerced to agree to something is not 'consent'. To learn about the law in relation to consent
- Consent – To consider different levels of intimacy and their consequences. To acknowledge the right not to have intimate relationships until ready. To understand what expectations might be of having a girl/boyfriend. That consent is freely given and that being pressurised, manipulated or coerced to agree to something is not ‘consent’. To learn about the law in relation to consent
CEIAG: 14+ Options
- Raising aspirations, self-evaluation; what are your options?
Relationships and sex education: Homophobia
- What is homophobia - To learn what homophobia is. To appreciate the effects that homophobia can have
- Challenging homophobia - To consider how actions have consequences. To learn about the best behaviours to tackle homophobia. To appreciate how people can be homophobic to greater and lesser degrees. To appreciate the impact of words on the lives of others. To learn that homophobic behaviour is inherited
- Consumerism - To appreciate how people can be homophobic to greater and lesser degrees. To appreciate the impact of words on the lives of others. To learn that homophobic behaviour is inherited
- Buyers beware - To be aware of price comparisons and make judgements based on best value. To understand the potential problems of on-line shopping and how to avoid them .To understand the importance make an informed decision about purchasing an item on-line
- Gambling - To consider reasons for gambling and learn of the different types of gambling. To appreciate the causes of, and consequences of gambling. To learn about advice and support which is available for gambling problems
- Gaming - To understand the reasons why people play video games. To learn what stimulus addiction is. To reflect on the problems that can occur if people spend too long gaming
||5 & 6
Personal Development: Making healthy choices
- Smoking - Factual information about legal substances, tobacco and the law relating to its supply, use and misuse. To recognise and manage different influences on their decisions about the use of substances (including clarifying and challenging their own perceptions, values and beliefs) including managing peer influence. The personal and social risks and consequences for themselves and others of making different decisions regarding substances, including the benefits of not smoking including not harming others with second-hand smoke
- Vaping - To understand what is meant by e-cigarettes. To be aware of how e-cigarettes are being marketed to make it appear that they are not harmful
- Drugs and their effects - The positive and negative roles played by drugs in society. Factual information about legal and illegal substances, including volatile substances, tobacco and cannabis and the law relating to their supply, use and misuse
- Making decisions - To recognise and manage different influences on their decisions about the use of substances (including clarifying and challenging their own perceptions, values and beliefs) including managing peer influence
STEM Day – working in Science, Engineering and Maths related activities with visiting employers and teaching staff.
Mental Health drop-down day
Health Day – healthy eating, basic first aid, exploring new sports and activities.
Girls in Engineering day
Mental Health drop-down day - age appropriate RSE focus on: (1) Me, Myself and I Online (2) Drugs (3) Positive Mindset
Take Your Child To Work Day –every child encouraged to attend a place of work with Parent/Carer
Enterprise Day – developing work related skills in small groups by preparing and presenting a pitch for a new restaurant /café .
Chelsea’s Story – "Chelsea’s Story" is a drama production which explores the serious and emotional issue of child sexual exploitation (CSE). It looks at many other related issues, such as on-line behaviour and consent. The production is very powerful and hard-hitting, and as such has proven highly successful in raising awareness of these issues among young people. The performance is punctuated with discussions by the cast members, exploring the reasons and consequences of the behaviours being shown. At the end there is an opportunity for students to ask questions.
Mental Health drop-down day – This includes how to keep yourself healthy, alcohol and drug awareness and positive relationships
Student Life talk – visitor from Leeds University talking to students about their experience at university.
Apprenticeship Assembly – beginning to explore options post 16 and looking at routes our ex-students have taken.
There are many other extra-curricular events and opportunities which are run by other faculties across the School
- STEM Robotics Regional Challenge
- Flight Rolls Royce Workshop
- Mock Trial Event
- Big Bang Science Live
- All topics have a powerpoint to accompany them, plus additional resources. These are created by the Careers department and are updated annually to ensure that the programme stays current. All resources are kept in the J Drive so that all tutors have access to them. These resources can then be adapted by tutors to meet the needs of their tutors groups and individual student.
- External speakers from a range of different employers, further education institutes and apprenticeship providers.
- On-line careers resources, e.g. Unifrog
- Independent careers advisor
- Careers library in F9
Assessment (Awaiting Update)
If you have any questions or queries relating to the Careers/PDC curriculum please email HeadOfCareers@ecclesbourne.derbyshire.sch.uk for more information.
Year 10 & 11
Work Experience Guide for Parents/Carers
In Term 1 of Year 11 students attend an assembly delivered by a further education college and another assembly led by an apprenticeship provider. All Year 11 students are invited to attend the School’s Careers Fair which takes place in early October. There is also an evening about Ecclesbourne Sixth Form.
All of these events contribute to our 16+ Options Process. As part of this process all students are assigned a Progression Mentor, who is either a member of Sixth Form Office, Upper School Office or the Careers Department. Students will have a meeting with that member of staff in November, during which post-16 options are discussed and advice given. A second meeting is held after the mock exams. Students can also book an individual careers interview with an independent advisor who is in school every Thursday.
Timetable for Year 10 & 11
||CEIAG: Work & Money
||Citizenship – The Wider World
||RSE – Mental Health; Alcohol
||Citizenship - Ethics
||CEIAG: The world of work
||CEIAG: Applications and CVs
||RSE – Drugs and Consent
||Citizenship - Democracy|
Personal Development and Citizenship
Sixth Form students continue to have weekly PDC lessons, delivered by their Form Tutor. The curriculum is supported by additional talks and events organised by the PDC Department and/or the Sixth Form Office.
The aim of PDC is for students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future. The variety of lessons, topics and extra- curricular activities enables students to develop the qualities and attributes that they need to thrive as individuals and members of society.
|PD: Life in the Sixth Form; study skills; making the most of opportunities
||C: Current Affairs
CEIAG: Work Experience applications
|PD: Economic Well-Being
||CEIAG: Where next? Volunteering, gap years, apprenticeships and university|
|CEIAG: Post-18 applications
||C: Current Affairs
||PD: Economic Well-Being
The extra-curricular activities and events vary year on year. However, regular sessions include Young Drivers Awareness; Giving Blood & Organ Donation; RSE update; Drugs, the dangers.
If you have any questions or queries relating to the Careers curriculum please email firstname.lastname@example.org for more information.