Our Schools
|
Year 7 |
SPRING 2 Theme: IT’S NOT OK
RECOGNISE: Features of healthy relationships and when behaviour is harmful, and needs to be reported. RESPOND: How and when to report the behaviour of peers and adults who I feel concerned about online and in person.
https://learning.nspcc.org.uk/research-resources/schools/its-not-ok
|
SUMMER 1 Theme: UNDERSTANDING HOW WE CHANGE
RECOGNISE: Understand the emotional and physical changes people experience during puberty; know about the harm caused by FGM. RESPOND: Know when and where to seek support from trusted adults at home and in school if I need help to manage changes. Know where to report concerns about FGM.
https://learning.nspcc.org.uk/services/talk-relationships?modularPage=ages-11-12 https://www.youtube.com/watch?v=c96SNJihPjQ (Dove change one thing)
|
|
Year 8 |
SUMMER 1 Theme: MAKING SAFE CHOICES
RECOGNISE: Potential risks in relationships, both online and face to face; understand the nature of peer pressure and the different forms it can take.
RESPOND: What to do if I, or others, find themselves in unsafe situations, and how to assert myself in order to avoid unwanted peer pressure.
https://www.youtube.com/watch?v=Gn7ZQ2x0cOE (Healthy Vs. Unhealthy friendships) https://www.youtube.com/watch?v=kIrxZv1dW_A&t=21s (Childline – positive relationships) https://learning.nspcc.org.uk/safeguarding-child-protection-schools/teaching-resources-lesson-plans (NSPCC - Speak out, stay safe) Every_Mind_Matters_Online_Stress_and_FOMO_Lesson_plan_KS34.pdf (Public Health England guidance)
|
SUMMER 2 Theme: PEER PRESSURE
RECOGNISE: Further forms of peer pressure. Understand what contraception is and why it is important. Understanding why it is important to take action when we see others at risk.
RESPOND: To make informed choices in the future regarding contraception; what to do if I, or others, find themselves in unsafe situations and how to assert myself in order to avoid unwanted peer pressure.
https://www.thinkuknow.co.uk/professionals/resources/send-me-a-pic (CEOP) http://knowaboutcse.co.uk/schools/ https://www.nhs.uk/conditions/contraception/
|
|
Year 9 |
SPRING 2 Theme: HUMAN RIGHTS
RECOGNISE: Know how human rights have become internationally recognised through the United Nations. Evaluate how human rights can protect individuals and democracy in current contexts. Understand how and why the rights of vulnerable people can become compromised. Know how human rights protect vulnerable individuals from exploitation, trafficking and modern slavery.
RESPOND: Apply understanding of human rights to examples in a current and historical context. Demonstrate understanding of how seek to support if I am concerned about my own safety of the safety of a peer who is at risk of exploitation, trafficking and modern slavery.
Just a joke - teaching guide.pdf
|
|
|
Year 10 |
SPRING 1 Theme: FAMILY ETHICS and CONTRACEPTION
RECOGNISE: To understand the role of contraception in preventing pregnancy and STIs. To understand the differences between and possible consequences of miscarriage and abortion. To understand when and why different and opposing views exist around abortion, IVF, genetic testing and cloning.
RESPOND: To be able to make informed decisions in the future regarding contraception and pregnancy. To respect the views of others around controversial issues such as abortion and genetic testing, even if those views do not match our own. To know where to seek advice and help with contraception, pregnancy, abortion and miscarriage.
https://www.youtube.com/watch?v=vXSu68PmbKQ https://www.youtube.com/watch?v=p7A8QGaCxL4 https://www.bbc.co.uk/news/entertainment-arts-62925701 https://www.youtube.com/watch?v=DDb6mMIHtas https://www.youtube.com/watch?v=7E-nCgExajM https://www.youtube.com/watch?v=Hv41TzJR49g https://www.youtube.com/watch?v=W7zXDXiV1dQ
|
SUMMER 1 Theme: RESPECT AND CONSENT IN SEXUAL RELATIONSHIPS
RECOGNISE: Know what sexual consent means in a range of contexts including within established relationships. Recognise features of controlling and coercive behaviour within relationships. Understand sexual and domestic violence, including rape, should be reported to the Police. Know how victims are supported by charities, health professionals and the Police.
RESPOND: Apply understanding confidently to examples and demonstrate understanding of strategies to intervene and support victims. Know when and where to report sexual and domestic violence and how to access support services.
https://pshe-association.org.uk/consent (PSHE association) https://www.youtube.com/watch?v=lSmohHSkg30 (What is consent?) https://www.youtube.com/watch?v=AqBQH1e7XwQ (enthusiastic consent) https://www.youtube.com/watch?v=J2kcae9CsFg PSHE association ‘Not just flirting’ https://pshe-association.org.uk/imagesharing https://www.youtube.com/watch?v=gjaxJ6zzomc (#IthappenedtoMe – Hampshire Constabulary) https://www.youtube.com/watch?v=hsAdWzzViVw&t=228s
|
|
Year 11 |
AUTUMN 2 Theme: COMMUNICATION AND RELATIONSHIPS
RECOGNISE: To explore different identities and know the correct and respectful terms to use around sex and gender. To explore our own identities and values and to recognise features of healthy and unhealthy relationships. To understand the dangers and possible consequences of domestic violence.
RESPOND: To show respect to others with identities that differ from our own. To be confident in recognising healthy and unhealthy relationships in our own lives and to know where to seek help if we are concerned about unhealthy relationships, including what to do if we are involved in or witness domestic violence.
https://www.positiveidentities.org.uk/support-for-young-people/resources/ https://www.youtube.com/watch?v=L5qum4ue87s https://each.education/product/reach-teaching-resource-toolkit-for-teachers-and-youth-workers https://www.youtube.com/watch?v=YpW4min8TtU https://learning.nspcc.org.uk/services/talk-relationships https://www.alicerugglestrust.org/relationship-safety-resource https://www.youtube.com/watch?v=lSmohHSkg30 https://www.careknowledge.com/media/49561/expect-respect-healthy-relationships-toolkit.pdf https://thehideout.org.uk/wp-content/uploads/2015/12/18.-Year-Eleven-Domestic-Abuse-Its-Criminal.pdf https://www.bbc.co.uk/news/uk-63795042 https://www.bbc.co.uk/teach/class-clips-video/is-this-coercive-control/z2bbsk7
|
SPRING 2 Theme: FAMILIES
RECOGNISE: The changing nature of what comprises a family. Understand the law around marriage, divorce and forced marriage in the UK. Explore the responsibilities of parenthood and know the legal status of termination in the UK and how the process is supported, and advice and counselling offered to all those who may be affected. Know how miscarriage affects pregnancy and where to seek help and support. Understand that emotional wellbeing can affect all parents and the specific support for individuals and families.
RESPOND: Know when and where to seek support if affected by issues arising from divorce, parenting and pregnancy. Demonstrate understanding of how emotional wellbeing can be supported during and after pregnancy including local support and online advice for new parents and families and those affected by infertility, abortion and miscarriage.
https://www.youtube.com/watch?v=fI40wizRNc4 https://www.youtube.com/watch?v=d5T-P7tbiVE (University of Derby) https://www.youtube.com/watch?v=SBzZ4pKCDpA https://www.youtube.com/watch?v=VY7nN4c7ZD8&t=34s (NACCC office) https://www.youtube.com/watch?v=8jYYCExGezQ&t=3s (Family Solutions Group) https://www.youtube.com/watch?v=7G8iu2KLi-0 https://pshe-association.org.uk/resource/family-life-ks4-lesson-pack https://www.youtube.com/watch?v=KksPuM5cokc (NHS)
|
The Coast and Vale Learning Trust in Scarborough aims to improve education in the locality through establishing coherent and collaborative practice across schools and other educational institutions in the area.
Fieldstead Crescent
Scarborough
YO12 6TH
01723 362301
ea@coastandvale.academy
Find us on Google Maps
Paper copies of website content is available on request.
The Coast and Vale Learning Trust in Scarborough aims to improve education in the locality through establishing coherent and collaborative practice across schools and other educational institutions in the area.
