PSHCE & RS Curriculum Overview

PSHCE and RS Curriculum Overview

 

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 7

Unit name

Introduction to Religion & Worldviews -RS

Values, consequences & Social Justice - PSHCE

Religion and Science -RS

Mental wellbeing and relationships -PSHCE

Hinduism - RS

Changing Body Balanced Lifestyles -PSHCE

Assessment approaches

 

Pupils will deliver a presentation on how their chosen object reflects their beliefs and/or value which will be self-assessed. Pupils will work together to produce a time-line of the history of religion and complete an end of topic test checking their understanding of core concepts and terminology.

Pupils will complete an ipsative assessment, measuring their progress from the beginning to the end of unit. This will be accompanied by written reflection where pupils will identify where and how they have progressed, justifying this with evidence from their learning. Students will create a social media profile page for their chosen social campaigner.

Pupils will write an evaluative essay exploring whether the universe was created by God. Pupils must explain religious and scientific responses to the questions and assess which is the most convincing and why.

Question: ‘The universe was created  by God’ Discuss

Pupils will organise, research and present as a group explaining how, in the role of Minister of Happiness they would improve happiness of people living in Britain, using evidence to support their ideas. Students will peer assess how effectively they worked as a group.

Pupils will complete a written assessment to show understanding of Hindu beliefs, teaching, and practices and how these influences the lives of Hindus. Within this they will assess the claim: When you’re dead you’re dead and that’s the end of you.

 

Pupils will produce a government campaign to help primary school students understand the physical and emotional changes during puberty, how to manage these changes and where to go for support.

Year 8

Unit name

 

The Sanctity of Life  -RS

Online Safety in the 21st Century -PSHCE

The Nature of God - RS

Gangs and Grooming -PSHCE

Judaism - RS

Equality and Discrimination -PSHCE

Assessment approaches

Pupils will write an evaluative essay exploring different religious and ethical arguments to conclude whether they think abortion is morally right. Pupils must analyse when life begins and link this to the abortion debate and include sacred texts to support their explanation.

Pupils will produce on online safety campaign educating year 6 students on one of the following areas: cyberbullying, sexting and online risks) It will outline risk, identify signs, advice and strategies for dealing with the issues and analysis of the wider societal risks.

Pupils will present their research in a medium of their choice; explaining the key beliefs about God within their selected Faith, considering how this religion’s beliefs about God are reflected in practice and comparing their beliefs about God to those studied in class.

Pupils will produce a TikTok which educates young people about the risks of posting pictures and videos online. It will outline 3 risks, include piece of advice and a catchy hashtag. Create an online awareness campaign to educate people about online challenges.

Pupils will be presented with a selection of ‘Myths’ they will be required to apply their knowledge and understanding of Jewish beliefs, teachings and practices to debunk the myth and convince their classmates of the ‘Truth’

Pupils will work in teams made up legal experts, social campaigners, charitable representatives to investigate a scenario and present how rights and the law can be used to challenge prejudices and discrimination in the scenario and how it ought to be challenges.

Year 9

Unit name

 

The Problem of Evil - RS

Mental Health and Well-being - PSHCE

Crime & Punishment – RS and PSHCE

RSE - PSHCE

The Existence of God - RS

Drugs and Alcohol -PSHCE

Assessment approaches

Pupils will write an evaluative essay exploring different religious and philosophical arguments to conclude whether they the existence of Evil, proves there is no God. They must incorporate specialist vocabulary and reference sacred texts and the theodicies.

 

Pupils will create a park view mental health campaign to breakdown stigma and educate students about the importance of understanding mental health issues and the strategies to support good mental health.

Pupils will write an analytical essay exploring different religious and secular attitudes towards the death penalty. Pupils must justify their arguments with evidence and must show an understanding of the aims of punishment, drawing comparison between the death penalty and alternative forms of punishment.

Pupils will apply a condom to a demonstrator which will be assessed by the teacher. Students will complete an online RSE summative assessment where they must demonstrate understanding of consent, STI and contraception.

Pupils will participate in a whole class debate exploring different religious and philosophical arguments to conclude whether God exists. They must incorporate specialist vocabulary, reference sacred texts and contributions of key philosophers to this debate.

 

Pupils will complete an ipsative assessment where they will measure their progress across the unit. Pupils will also participate in class debate discussing which illegal drug is most harmful, justifying why with reference to the law, psychological, physical, and social impacts.

 

Year 10

Unit name

 

Domestic Abuse and Coercive control

Forced Marriage and Honour Based Abuse

 

Unconscious – Making a change

LGBT Sexuality and discrimination

Healthy relationships and managing expectations

Assessment approaches

Pupils will complete an ipsative assessment where they will measure their progress from the beginning to the end of unit. This will be accompanied by written reflection where pupils will identify where and how they have progressed, justifying this with evidence from their learning.

Pupils will participate in a Silent debate responding to ‘Honour Based Violence is a religious practice” this will be assessed using Metacognition -Peer Assessing Evaluating Stems

Pupils will plan a school campaign to challenge prejudice and discrimination, this will be presented to their peers and the winning teams will present their campaign to SLT.

Pupils will complete an ipsative assessment where they will measure their progress from the beginning to the end of unit. This will be accompanied by written reflection where pupils will identify where and how they have progressed, justifying this with evidence from their learning.

Pupils will complete an Ipsative assessment where they compare their progress from the beginning to the end of the unit, writing a personal reflection on their progress in relation to progress map.

 

Pupils will produce a group presentation on the dangers of media perpetuating gender norms and its influence on society, which will be peer-assessed.

Year11

Unit name

 

RSE

 

Family Life

 

Next Chapter

Coping with Stress

 

 

 

 

Assessment approaches

 

Pupils will apply a condom to a demonstrator whilst wearing ‘beer googles’ which will be assessed by the teacher.

Students will complete a baseline RSE Alphabet quiz which will be completed at the end of unit.

 

Pupils will complete an ipsative assessment where they will measure their progress from the beginning to the end of unit. This will be accompanied by written reflection where pupils will identify where and how they have progressed, justifying this with evidence from their learning.

 

Pupils will complete a vision board, identifying what they aspire to achieve, potential barriers and how to overcome them.

Pupils will also have participated in a teacher assessed mock college interview

 

Pupils will successfully participate in mindfulness and wellbeing activities, completing a personal written reflection after participating in these activities to identify what strategies work best for them.