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Citizenship/PSHCRE

SMSC is embedded into our curriculum and teaching staff plan for opportunities to develop students’ ability to reflect on their learning.  Our curriculum, our assembly programme, our tutor time programme and our Student Voice programme ensure SMSC is wide ranging.

Student Voice elections provide an opportunity for students to engage in decision making and democratic processes. Students are actively encourage to respect everyone in our community and to ensure that everyone in our community is treated equally. Spiritual development is about how students reflect on their own beliefs and how they respect the feelings and values of others. Moral development can be seen in the decisions students make between right and wrong, how they put their actions right and reflect on those actions. Social development includes a respect for individual liberty and the law. We prepare students for a positive life in modern Britain both through our ACHIEVE agenda and learning opportunities in and out of the classroom. Students participate and respond positively to artistic, sporting and cultural opportunities and have an appreciation of cultural influences that shape their lives and the lives of others. All staff have received PREVENT strategy training and workshops will be provided for students.

Spiritual: Helps students consider and respond to questions of meaning and purpose in life, to consider and respond to questions about the nature of values in society.

Moral: Helps students consider aspects of morality by using knowledge skills and understanding of religious and ethical teaching enabling them to make responsible and informed judgements about religious and moral issues.

Social: Helps students develop their sense of identity and belonging by preparing them for life as responsible citizens in an increasingly diverse world.

Cultural: Helps foster students' awareness and understanding of a range of beliefs and practices in the community and the wider world, and by exploring issues within and between faiths. This will develop their understanding of the cultural contexts within which they and others live.

PSHE aims to create a more thoughtful, spiritual, cooperative, compassionate generation of citizens who are skilful in resolving social, environmental, economic, and political world problems. At Ortu Gable Hall School we aim to develop the whole child so that they are enterprising, resilient, creative problem solvers who can take their place in society and make a difference to the world.

 

 

1/2 term 1

1/2 term 2

1/2 term 3

1/2 term 4

1/2 term 5

1/2 term 6

Year 7

Fundamental Skills - Introduction to the Learner Profile

Identities & Relationships 1 - Family & Relationships

Personal & Cultural Expression 1 - Identity & Diversity

Identities & Relationships 2 - Drugs & Puberty

Fairness & Development 1 - Rights & Responsibilities

Fairness & Development 2 - Charities

Year 8

Fundamental Skills - Introduction to the Learner Profile

Identities & Relationships 3 - Living together in the UK

Globalisation & Sustainability 1 - War & Conflict

Globalisation & Sustainability 1 - United Nations

Identities & Relationships 4 - SRE & Drugs

Personal & Cultural Expression 2 - Healthy Lifestyles

Year 9

Fundamental Skills - Introduction to the Learner Profile

Scientific & Technical Innovation 1 - My Skills, My Future

Identities & Relationships 5 - Drugs

Orientation in Time & Space 1 - UK’s Place in the World

Personal & Cultural Expression 3 - Resilience, Stress & Pressure

Globalisation & Sustainability 3 - Consumer Rights

Year 10

Fundamental Skills - Introduction to the Learner Profile

Identities & Relationships 6 - SRE

Fairness & Development 3 - Crime & Justice

Scientific & Technical Innovation 2 - Your Work, Your Future

Personal & Cultural Expression 4 - Stress, Exams & Mental Health

Revision and exam preparation.

Year 11

Fundamental Skills - Introduction to the Learner Profile

Identities & Relationships 6 - Sex and Relationships

 

 

 

 

 

The curriculum content is flexible to allow for impromptu topic delivery to a particular form or year group as the need arises. These specific issues may range from amongst others; bereavement, relationships or friendships and can be requested by students, tutors or parents in response to a particular issue within a form or year group

The school’s motto is ‘Knowledge Nurtures Wisdom’ and this is underpinned by the ACHIEVE principal which is woven into all aspects of our work within the school.  ACHIEVE focuses upon 7 key qualities that the school community aspires to.

  • ASPIRE TO BE OUR BEST
  • COMMIT TO OUR LEARNING
  • HOLD HIGH STANDARDS IN EVERYTHING WE DO
  • INVOLVE OURSELVES IN OUR COMMUNITY
  • ENGAGE IN ALL OPPORTUNITIES
  • VALUE, CARE FOR AND RESPECT EACH OTHER
  • ESTABLISH RESILIENCE

Assemblies:

Our assemblies at Gable Hall follow the SMSC and British Values including cultural development. The Heads of Year are responsible for delivering the assembly based around the topics / themes linked to the wellbeing tutor time program.  Assemblies include topic / themes are based around:

Resilience Assembly, Achievement and Aspiration Assembly, Attendance Assembly, Anti-bullying Assembly, Child Exploitation, Mental Health Assembly, Behaviour Assembly, Inequality Assembly, Fake News Assembly, Brexit Assembly, Kindness Assembly, Careers Assembly, Autism Awareness Assembly, Black History Assembly, Fresh Starts Assembly, Mental Health / Exam stress assembly, End of Term Assembly

A - spire to be our best

C - ommit to our learning

H - old high standards in everything

I - nvolve ourselves in our community

E - ngage in all opportunities

V - alue, care and respect each other

E - stablish resilience

 

As well the seven key qualities of ACHIEVE, our school community focuses on five character traits that we believe are key for students to develop into successful and responsible young people ready for life in modern Britain.  The character traits support our ACHIEVE qualities and school values.

These character traits are reinforced both in lessons through classroom activities and out of lessons through our assembly and tutor programme as well as the wide range of opportunities offered by the school.  These ‘5Rs’ are:

Respect, Responsibility, Resourcefulness, Resilience, Reflection

 

Gable Hall Weekly Outline of Out of School Hours Learning Activities

Life at Gable Hall is about more than just benefiting from well taught lessons. We are committed to providing a wide range of opportunities for our students outside lessons.

These include:

  • clubs and teams for boys and girls across a range of sports
  • music, dance and drama clubs, trips and productions
  • cultural trips both in Britain and abroad
  • skiing trips every year
  • after-school subject-based clubs
  • homework club in the library
  • Duke of Edinburgh Award and Cadets

We also actively encourage students to get involved in developing the out of school hours learning programme by getting them involved in bidding for the out of school activities that they want to do.

Please have a look at the new timetable.

CLUBS FAIR

During the third week in September we hold a clubs fair at lunch time in the theatre which gives students and teachers the chance to meet and talk about what activities are available out of school hours throughout the school year. Students are encouraged to run stalls about each club alongside teachers. This is a great opportunity for year 7 students and students new to the school to find out more about the wealth of extra-curricular activities available at Gable Hall School.

 

INTERVENTIONS AND PASTORAL CURRICULUM

VISION

Due to the complex demographic of the local area, pastoral care is key to inclusion because students need to feel a sense of belonging with consistent boundaries and effective routines.  The pastoral team will ensure that students are fit for school and able to thrive.  In addition to this, whole school priorities such as, literacy, Knowledge is Power and Character is Key will be delivered through the tutor time and assembly programme.  Our approach aims to ensure that students leave as well-rounded individuals who are able to access opportunities and successfully cope with the challenges faced in modern day Britain.  This programme is implemented by all year teams in a sequenced and well-considered manner to fulfil this vision by the time students leave Gable Hall.

INTENT

British Values   SMSC   Character is Key   Knowledge is Power   Careers   OSHL

To develop a pastoral curriculum which:

  • Teaches and consolidates British Values in a range of contexts, including promoting democracy and the individual’s role in society through effective student leadership;
  • Explores the breadth of the SMSC curriculum;
  • Provides students with the opportunity to establish their future career paths and give their learning a context;
  • Explores the values of a successful individual in society through the Character is Key and Knowledge is Power programme;
  • Engaging and motivating student success through the reward programme that includes the ACHIEVE agenda, inter-form competition and other competitive activities;
  • Enabling students to recognise online and offline risks to their wellbeing;
  • Promotes difference as a positive and provides an inclusive environment that fosters a culture of success for all and endorses equality;
  • Any other area responsive to the needs of individual year groups, including the context in which they operate;
  • To support the whole school curriculum by devoting time to deliver initiatives and projects;
  • Supports Heads of Department by analysing performance data and identifying students who need additional support or intervention;
  • Advertises and actively promotes out of hours learning to support our healthy schools agenda;
  • Develops a network of external experts to harness opportunities for work experience.

OUTCOMES

The above will be assessed through:

  • Support Report monitoring;
  • Student and staff questionnaires;
  • Parental responses;
  • Student voice;
  • OSHL participation figures;
  • SMSC audit

 

RELATIONSHIPS AND SEX EDUCATION

As part of our Personal Social and Health Education curriculum, students are taught about the importance of healthy relationships.  The curriculum is planned to deliver knowledge needed for positive and safe relationships of all kinds.  Students are informed about how to keep themselves safe and healthy and have good relationships with others.  Our programmes of study build on essential knowledge covering different types of relationships and how to recognise healthy and unhealthy relationships of all kinds.  In addition, the curriculum covers how relationships can affect health and wellbeing.  This aspect is further developed by taking safety online into account.  Factual knowledge about sex, sexual health and sexuality are taught within the context of relationships.

There is a new statutory relationship and sex education curriculum in the next academic year. Gable Hall will be delivering the curriculum from September 2020 through PSHRE lessons, tutor time and workshops. Our special feature newsletter is about the relationship and sex education curriculum, how we will consult the Gable Hall community in preparation for implementing the new curriculum.

 

Guide to RSE - Sept 2020

 

Student Voice elections provide an opportunity for students to engage in decision making and democratic processes.  Students are actively encouraged to respect everyone in our community and to ensure that everyone in our community is treated equally.  Spiritual development is about how students reflect on their own beliefs and how they respect the feelings and values of others.  Moral development can be seen in the decisions students make between right and wrong, how they put their actions right and reflect on those actions.  Social development includes a respect for individual liberty and the law.  We prepare students for a positive life in modern Britain both through our ACHIEVE agenda and learning opportunities in and out of the classroom.  Students participate and respond positively to artistic, sporting and cultural opportunities and have an appreciation of cultural influences that shape their lives and the lives of others.

Fundamental British Values form an essential part of our SMSC work both in and out of the classroom.  We plan for our students to engage with opportunities that encourage them to take on the fundamental values of democracy, respect for the rule of the law, respect for others and respect for individual liberties.  These values are wholly supported by our Character is Key 5Rs and the ACHIEVE agendas.

OUT OF SCHOOL HOURS LEARNING (OSHL)

The curriculum is more than just the taught curriculum.  At Gable Hall we offer students a broad range of opportunities and experiences.  We believe that these opportunities provide students with the opportunity to develop our key character traits of Respect, Responsibility, Resourcefulness, Resilience and Reflection.  Gable Hall also run a number of national and international trips, offer our Student Voice programme, our Duke of Edinburgh Award scheme, as well as trips that extend other areas of the curriculum.

 

 

 

 

CAREERS EDUCATION, INFORMATION, ADVICE AND GUIDANCE (CEIAG)

Our aim is for all students at Gabel Hall to access the necessary knowledge, skills, understanding and experience through a varied careers provision across the curriculum and extra-curriculum, which supports them to succeed in learning and make informed choices about their pathways to future employment.  This is guided by the national framework of the eight Gatsby Benchmarks which helps schools deliver and monitor ‘good career guidance’.  Our careers programme is mapped out across departments and year groups to ensure a balance of opportunity is given to all students in their time at Gable Hall.  We quality assure the ongoing work that we do using the Compass tool, and look at ways to develop our provision further.

GATSBY BENCHMARKS:

Benchmark

Description

 

1.

A stable careers programme

Every school and college should have an embedded programme of careers education and guidance that is known and understood by pupils, parents, teachers and employers.

2.

Learning from career and labour market information

Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities.  They will need the support of an informed adviser to make best use of available information.

3.

Addressing the needs of each pupil

Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil.  A school’s careers programme should embed equality and diversity considerations throughout.

4.

Linking curriculum learning to careers

All teachers should link curriculum learning with careers.  For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

5.

Encounters with employers and employees

Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace.  This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

6.

Experiences of workplaces

Every pupil should have first-hand experiences of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

7.

Encounters with further and higher education

All pupils should understand the full range of learning opportunities that are available to them.  This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

8.

Personal guidance

Every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level.  These should be available whenever significant study or career choices are being made.  They should be expected for all pupils but should be timed to meet their individual needs.

 

Key Stage 3

YEAR 7

TOPICAL ISSUES INCLUDE:

Year 7 Unit A

Introduction to secondary school lesson, Anger Management, Aspirations, British Values - Identity and Diversity, Depression - Mental Health, Family Relationships, FGM

Year 7 Unit B

Friendships, Healthy Living Unit (5 lesson unit), Love and Relationships, Puberty, Periods and Menstruation, Racism, Wants and Needs, Being resilient

 

YEAR 8

TOPICAL ISSUES INCLUDE:

Year 8 Unit A

British Values – Tolerance, Communication and Teamwork Skills (2 lessons), Consent, Domestic Conflict and Running Away From Home, Emotional Literacy and Self-Awareness, Enterprise and Entrepreneurs, Global Citizenship

Year 8 Unit B

Internet Safety and Online Grooming, LGBT Homophobia, Personal Safety and First Aid, Prejudice + Discrimination - Teens in the Media, Stereotypes, disability and the Equality Act 2010, Teenage Pregnancy, Personal Goals and Target Setting, Cancer Awareness

YEAR 9

TOPICAL ISSUES INCLUDE:

Alcohol Awareness, Domestic Violence and Abuse, Drugs and Law Education, Why we need rules to succeed, Growth Mindset, LGBT Trans Focus, Money, Savings and Loans, Peer Pressure, Personal Development and Self Discipline, Self Harm, Selfies and Internet Safety, Knife Crime, Stress and Mental Health, Sustainability, Acid Attacks

HOMEWORK

Extended homework is clearly identified for each year group. There is an emphasis on preparation and research at key stage three. Tasks tend to have a community or controversial issue focus and involve students completing a variety of activities based around Citizenship. Student are graded effort scores 4-1.

KS3 Curriculum Map

Key Stage 4

By the end of secondary school:

Schools should continue to develop knowledge on topics specified for primary as required and in addition cover the following content by the end of secondary:

Families

• that there are different types of committed, stable relationships.

• how these relationships might contribute to human happiness and their importance for bringing up children.

• what marriage is, including their legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.

• why marriage is an important relationship choice for many couples and why it must be freely entered into.

• the characteristics and legal status of other types of long-term relationships.

• the roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting.

• how to: determine whether other children, adults or sources of information are trustworthy: judge when a family, friend, intimate or other relationship is unsafe (and to recognise this in others’ relationships); and, how to seek help or advice, including reporting concerns about others, if needed.

Respectful relationships, including friendships

• the characteristics of positive and healthy friendships (in all contexts, including online) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship.

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• practical steps they can take in a range of different contexts to improve or support respectful relationships.

• how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).

• that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including people in positions of authority and due tolerance of other people’s beliefs.

• about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help.

• that some types of behaviour within relationships are criminal, including violent behaviour and coercive control.

• what constitutes sexual harassment and sexual violence and why these are always unacceptable.

• the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal.

Online and media

• their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.

• about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.

• not to provide material to others that they would not want shared further and not to share personal material which is sent to them.

• what to do and where to get support to report material or manage issues online.

• the impact of viewing harmful content.

• that specifically sexually explicit material e.g. pornography presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.

• that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.

• how information and data is generated, collected, shared and used online.

Being safe

• the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour-based violence and FGM, and how these can affect current and future relationships.

• how people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts, including online).

Intimate and sexual relationships, including sexual health

Pupils should know

• how to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship.

• that all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing.

• the facts about reproductive health, including fertility, and the potential impact of lifestyle on fertility for men and women and menopause.

• that there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others.

• that they have a choice to delay sex or to enjoy intimacy without sex.

• the facts about the full range of contraceptive choices, efficacy and options available.

• the facts around pregnancy including miscarriage.

• that there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help).

• how the different sexually transmitted infections (STIs), including HIV/AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing.

• about the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment.

• how the use of alcohol and drugs can lead to risky sexual behaviour.

• how to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment.

Mental wellbeing

• how to talk about their emotions accurately and sensitively, using appropriate vocabulary.

• that happiness is linked to being connected to others.

• how to recognise the early signs of mental wellbeing concerns.

• common types of mental ill health (e.g. anxiety and depression).

• how to critically evaluate when something they do or are involved in has a positive or negative effect on their own or others’ mental health.

• the benefits and importance of physical exercise, time outdoors, community participation and voluntary and service-based activities on mental wellbeing and happiness.

Internet safety and harms

• the similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image), how people may curate a specific image of their life online, over-reliance on online relationships including social media, the risks related to online gambling including the accumulation of debt, how advertising and information is targeted at them and how to be a discerning consumer of information online.

• how to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.

Physical health and fitness

• the positive associations between physical activity and promotion of mental wellbeing, including as an approach to combat stress.

• the characteristics and evidence of what constitutes a healthy lifestyle, maintaining a healthy weight, including the links between an inactive lifestyle and ill health, including cancer and cardio-vascular ill-health.

• about the science relating to blood, organ and stem cell donation.

Healthy eating

• how to maintain healthy eating and the links between a poor diet and health risks, including tooth decay and cancer.

Drugs, alcohol and tobacco

• the facts about legal and illegal drugs and their associated risks, including the link between drug use, and the associated risks, including the link to serious mental health conditions.

• the law relating to the supply and possession of illegal substances.

• the physical and psychological risks associated with alcohol consumption and what constitutes low risk alcohol consumption in adulthood.

• the physical and psychological consequences of addiction, including alcohol dependency.

• awareness of the dangers of drugs which are prescribed but still present serious health risks.

• the facts about the harms from smoking tobacco (particularly the link to lung cancer), the benefits of quitting and how to access support to do so.

Health and prevention

• about personal hygiene, germs including bacteria, viruses, how they are spread, treatment and prevention of infection, and about antibiotics.

• about dental health and the benefits of good oral hygiene and dental flossing, including healthy eating and regular check-ups at the dentist.

• (late secondary) the benefits of regular self-examination and screening.

• the facts and science relating to immunisation and vaccination.

• the importance of sufficient good quality sleep for good health and how a lack of sleep can affect weight, mood and ability to learn.

Basic first aid

• basic treatment for common injuries.

• life-saving skills, including how to administer CPR.15

• the purpose of defibrillators and when one might be needed.

Changing adolescent body

• key facts about puberty, the changing adolescent body and menstrual wellbeing.

• the main changes which take place in males and females, and the implications for emotional and physical health.

 

KS4 Citizenship Curriculum Plan

Staff

Mr. I Morgan - Department Leader
Mrs N. Jeffery - Senior Vice Principal
Mr D. Strickland
Mr R. Miah
Mrs K. Harrington - Head of Yr 7
Miss K. Livingstone
 

 

Form Time

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