Y11 PSHE Scheme of Work 2015-2016

Lesson Learning Objectives Success Criteria Key Questions Author

1. Group Agreement and How are you doing?

To understand what PSHE is.

To produce a group agreement/class contract for the lessons throughout the year.

To evaluate your decisions about your options at the end of Y11.

A3 class contract devised and displayed each lesson.

Pages 6-9 completed in the STEP booklet.

What is PSHE?

What is confidentiality?

Why study careers?

How are you doing?

JEG

2. History of multicultural Britain

To learn what multicultural means.

To learn the History of Britain and how it has made our country multicultural.

To learn about the benefits of living in a multicultural society.

Define multiculturalism.

Complete group task time line.

Use group work to identify the advantages of living in a multicultural society.

What is Multiculturalism? How has Britain become

multicultural? What are the benefits of living

in a multicultural society?

JEP

3. Show racism the red card

To understand what racism is.

To learn through examples about the damaging effects of racism.

To discuss how we can work together to show racism the red card.

You will have a definition of racism. You will be aware the damaging effects of racism. You will have had mature conversations about how to tackle name calling and verbal bullying linked to racism.

What is racism? What are the damaging effects

of racism?

How can we work together to tackle racism?

JEP

4. Racism School Policy

To recap on what racism is.

To discuss how we can tackle racism in our school

To work together to create an environment where we treat others equally, with dignity and respect and seek to promote race equality at all times.

You will have mature conversations about how to tackle name calling and verbal bullying linked to racism in our school.

To develop resources which can be used to help tackle racism in our school community and/ or inform future improvement plans.

What is racism?

How can we tackle racism in our school?

How can we create an environment where we treat others equally, with dignity and respect and seek to promote race equality at all times.

JEP

5. Skills and Interests

To learn what your skills and interests are.

To understand if your skills and interest fit your career goals.

To start to think about improving the skills you have.

Complete a questionnaire to determine your interests and skills.

Analyse your findings on a bar chart.

Link your findings to possible careers.

Complete pages 10 – 13

What skills do you think you have?

Do you have the skills you thought you had?

Do your skills suit your chosen career?

How you could improve your skills or what perfection would look like in these areas.

Think about how your lessons in school will help you to develop these skills.

LMS

6. What are you like?

To identify your strengths.

To identify your areas for improvement.

To gain improved self-awareness to help plan future choices.

Complete the chosen section of what am I like.

Complete Exercise 1a Page14 and Exercise 3 page 17 in the STEP booklet.

What are your strengths?

What are your areas for improvement?

How can improved self awareness help plan future choices?

JEG

7. Self Esteem To understand the concept of self-esteem.

To recognize healthy and unhealthy self-esteem

To identify how to develop healthy self-esteem.

Produce a bullet point list or illustration to explain what is self-esteem.

Make a list of what you think causes healthy and unhealthy self-esteem

Explain how you could develop healthy self-esteem, this could be an illustration

What is self-esteem?

What would you expect to see in someone with good self-esteem?

What things do you think cause us to have low self esteem??

How can you help increase self esteem in others?

What stops self esteem being raised?

DB

8. Qualifications Learn what types of qualifications exist and the levels they are.

Learn who is in charge of qualifications and what “equivalent qualifications” are.

Understand the qualifications you will have at the end of this year.

Understand the link between salary and qualifications.

• List different types of qualification and note which are higher.

• List the qualifications you will have at the end of this year- with levels.

• Answer questions on the podcast that explain the link between salary and qualifications.

Why bother?

What are they worth?

What are equivalent qualifications?

What qualifications will you need?

DP

9. Which way do you go?

To know what the government requirements are for post 16 education.

To know the options that are available to you.

To think about the career path which is most suitable for you.

To have thought about the career path you wish to take.

To have completed the pathway ladder.

What are your post-16 options?

Where do you want to be?

What qualifications do you need?

What experience do you need?

How are you going to get there?

SMG

10. The changing jobs market

Know which jobs/careers are available in the UK

Be aware of minimum requirements for training

Understand the pathways available to careers

Know where to get information from

• Produce a written explanation of where you will be and how you will get there

• Or illustrate this in your exercise book

• What jobs do you know of?? • Do you know what the demand

is for those jobs? • Do you know the minimum

qualifications? • If you know which area you

want to work in what will your next steps be??

• Where will you be in 3 years time?

DB

11. Money Matters – wages/taxes/National Insurance/Pension

To Understand how you can be paid

To Understand other benefits you could receive

To know what deductions happen to your pay

To understand the various items on a payslip

Know the difference between gross and net pay

• Complete the table on “Method of Payment”

• Answer questions on the pay structure of a company

• Answer a variety of questions about a payslip

Extension work • Complete a quiz in

relation to tax deductions

• Complete a tax form for a footballer

• How are people paid? • What are fringe benefits? • What are the deductions on a

payslip? • What are the items on a

payslip? • What is gross and net pay?

DP

12. Application Forms

• To understand why application forms have to be filled in.

• To know what features an application form has.

• To know how fill in an application form.

• To have made a start at filling in the generic application form for the job of your choice.

• Why would you need to fill in an Application Form?

• What do you need to include on an application form for a job?

• How do I write a good job application?

LMS

13. C.V. • To understand why it is important to have a C.V.

• To know the keys points of what makes a good C.V.

• To create a bullet point list of key points for your C.V.

• Know how to sell yourself on a C.V.

• Have completed a brief bullet pointed guide to creating your own C.V.

• Why is it important to have a C.V.?

• What should a C.V. include?

SMG

Note- Please teach this series of lessons four weeks before the January mock exams begin.

14. Revision- Getting Organised

• To learn about the importance of preparing for exams.

• To learn about the importance of understanding content before you revise it.

• To plan for your mock exams by creating a revision timetable.

• A completed revision timetable for the January Mock Exams

• Why is preparation important? • Why do you need to

understand content before you revise it?

• Why create a revision timetable?

JEP

15. Revision Technique- part 1

• To learn about the importance of revision.

• To develop strategies to use during revision.

• To identify your preferred learning style and use this this to identify which revision strategies will be most effective for you.

• An understanding of the importance of revision-written answer.

• A spider diagram of toolkit- equipment and where to revise.

• A record of useful revision strategies.

• Why is revision important? • What will you include in your

revision toolkit? • Where will you revise? • If you had to choose one

strategy as your favourite which one would it be and why? What strategies might I use?

JEP

16. Revision Technique- part 2

• To identify my preferred learning style and use this this to identify which revision strategies will be most effective for me.

• To create a detailed record of how to revise effectively.

• Create detailed notes on revision strategies.

• Create a table of dos and don’ts of revision.

• What is revision? • What do I need? • What is the best way

to revise? • What strategies might I

use? • What are the don’ts and dos of

JEP

• To learn about the do’s and don’ts of revision.

revision?

17. Using Revision Techniques and Dealing with exam stress

• To recognise signs of exam stress and learn how to deal with them.

• To use active revision strategies to revise effectively.

• Highlighted exam preparation sheet.

• Diamond nine of effective ways of dealing with exam stress.

• Create revision for Maths or English Key Terms or content brought it..

• What is exam stress? • How can we deal with exam

stress? • Which strategy is most useful

to learn Maths/ English Key terms?

JEP

18. Interview Techniques

To understand what an interview is.

To identify your knowledge, talents, skills and qualities can you use to impress an interviewer.

To practice an interview.

• Complete a spider diagram about first impressions.

• Practice an interview. • Complete exercise 1

p34-36 of the step booklet.

• What are interviews? • What knowledge, talents, skills

and qualities can you use to impress an interviewer?

JEG

19. Relationships - Friendship

• Be able to define key features of friendship

• Understand how others may feel if they are not accepted by their peers

• Completed worksheet to show you understand the key features of friendship and how to get along with others.

• Who are you? • What do you look for in a

friend? • Are you a good friend?

DB

20. Alcohol 21. Smoking 22. Drugs

To understand more about the health risks of smoking, alcohol and drugs.

Completed tasks to gain an awareness of the effects of smoking, alcohol and drugs.

What are the effects of smoking, drugs, alcohol?

How can you learn to make the right decisions for your body?

Where can you go for help?

DP

23. Money Matters – Bills

• To understand the difference between want and need.

• To be an active participant in a

• What do you need? • What do you want?

SMG

• To be able to successfully manage a budget.

• To be aware of debt and the implications of it

successful group discussion.

• To know the price of essential items.

• To have balanced a monthly budget.

• Do you know the cost of everyday items?

24. The Economy To understand the fundamental components of the UK economy

• Define key vocabulary and concepts about the UK economy.

• Examine the main areas of government spending and ways money is raised.

• Consider the consequences of a recession.

• How does the government raise money?

• What does the government spend our money on?

• How might a recession affect families?

JC

25. Stress/Anxiety/Emotions

To identify what causes you stress and anxiety.

To learn strategies to deal with stress and anxiety?

• Completed comfort, stretch, panic diagram.

• List of strategies to help reduce stress.

• Successfully taken part in meditation.

• What is stress and anxiety? • How can you identify personal

triggers of stress and anxiety? • How can you deal with stress

and anxiety?

JEG

26. Booking a holiday

Understand what research needs to be done before booking a holiday

Understand the full cost implication of booking a holiday

Understand that other

• Describe and plan a holiday you would like to go on.

• You must include where it is, how you get there, how long it will take and pricings

• Where will you go? • Will you book a package or

book your own? • How much spending money? • Abroad or the UK?

DB

countries have different cultures that could affect your holiday

you expect for all aspects from travel to food etc.

• Also plan what you will do while you are there and how you will pay for it all.

• If you have time consider what you need to take with you and how you will pack it all.

27. Healthy Living To learn what a healthy diet is.

To learn how to make healthy life choices.

To learn what impact a healthy life will have on you.

• Completed questions about eating well.

• Make a poster about healthy life choices.

• Self evaluate your lifestyle and make an action plan of how to make it healthier.

• What is a healthy diet? • How can you make healthy life

choices? • What impact will a healthy life

have on you?

JEG

28. Staying Safe To understand the meaning of the word risk and where risks appear in everyday life.

To understand what the possible dangers are on-line and how to stay safe on-line.

To understand what the possible dangers are in the community, and how minimise risk when out and about.

• Beginner: To write a Facebook status to define the word risk in general terms.

• Intermediate: To write a Facebook status to warn teenagers about the risks faced on-line and in the community.

• Expert: To write a

• What is risky behaviour? • What are the risks on-line? • How can you minimise risk in

your everyday life?

LMS

Facebook status to advise teenagers about the ways to minimise the risks they may face on-line and in the community.

29. Family Life Define what is meant by the term ‘family’.

Consider how families can influence children.

Develop effective strategies to deal with difficult situations.

• Write a definition of the family.

• Draw chart/mind map of positive and negative influences of families.

• Identify and explain possible strategies and consequences for a range of scenarios.

• What is a family? • Why is it important to have

good relationships with your family?

• How does the family influence children?

• How can you deal with conflict?

JC

30. The Criminal Justice System

To have an informed opinion as to how long sentences can be for particular offences. To understand your personal responsibility. To discuss the impact a criminal record can have on your future.

To have completed a predicted and actual sentence table for particular offences. To complete a mind map on how a criminal record can impact on your future.

What do you think the maximum custodial sentence should be/or is for various offences? Will a criminal record affect your future? How long does it take for a criminal record to “disappear” or be spent?

31. Role Models Understand the term role model Be able to differentiate between positive and negative values

Identify positive and negative role models.

What is a role model? What impact can they have on me? Why is it important to follow positive role models.

SMG

32. Coping with To learnt the signs of stress and Write down the good and bad What is exam stress? JEP

exam stress Can be used as a PSHE lesson and/ or may be used in assembly.

anxiety. To understand how stress and anxiety can impact upon your exams. To learn strategies to help cope with stress and manage exams.

things about adrenaline. List strategies to help deal with exam stress. Use breathing techniques.

How can it affect your exam results? How can you help manage it?

Please note these series of lessons will be fit into the curriculum linked with the availability of external agencies.

SEX AND RELATIONSHIP EDUCATION

Lesson 1 Creating a safe learning environment and identifying risk.

To develop a group agreement in order to create a safe learning environment for Year 11 students. To work as a group to identify different levels of risk.

Whole class group agreement on A3 paper to display next lesson and copied into pupils books. Better understanding of risk.

How can we create a safe learning environment? How can we identify risk?

JEP

Lesson 2 Raising Awareness on child sexual exploitation

To learn about child sexual exploitation? To learn about the law surrounding child sexual exploitation?

At the end of this lesson, year 11 students understand and identify; What is meant by Child Sexual Exploitation (CSE) What models of exploitation are and how to identify signs, indicators and risk factors CSE, sex and the law Service available, if they need to seek help.

What is meant by Child Sexual Exploitation (CSE)? What models of exploitation are and how to identify signs, indicators and risk factors?

JEP

Lesson 3 Raising awareness of relationship abuse

To learn about domestic abuse. To learn about domestic abuse and the law.

At the end of this lesson, year 11 students understand and identify; What is meant by Domestic Abuse Explain why some apparently supportive behaviours can be seen as abusive in certain circumstances Domestic abuse and the law Services available, if they need to seek help.

What is meant by Domestic Abuse? Why some apparently supportive behaviours can be seen as abusive in certain circumstances?

JEP

Lesson 4 Rape, Consent and Capacity

To be delivered by R.E.A.C.H nurses

Session 5 Gallery Youth Project Contraception Options/ HIV

To be delivered by Alnwick Youth Project

Session 6 Gallery Youth Pregnancy Options and accessing sexual health services

To be delivered by Alnwick Youth Project

Personalising the curriculum

There are some lesson that need to be taught based on revision, careers, sex education and multicultural Britain. I have highlighted the titles of these

lessons in green.

There are now more lessons on the curriculum than you will have time to teach so you can choose from the rest of the lessons which lessons you think are

best matched to the needs of the pupils in your form class.