For more information regarding the curriculum please contact: admin@blaconhigh.cheshire.sch.uk

*Disclaimer: Blacon High School is not liable for the contents of any external internet sites listed, nor does it endorse any commercial product or service mentioned or advised on any of the sites.

Core Theme 1 Health and Wellbeing:

 

Healthy lifestyles (physical wellbeing), Self-concept

H1. how we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing.

H2. to understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment). 

H3. the impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health.

H4. simple strategies to help build resilience to negative opinions, judgements and comments.

H5. to recognise and manage internal and external influences on decisions which affect health and wellbeing.

 

Mental health and emotional wellbeing

H6. how to identify and articulate a range of emotions accurately and sensitively, using appropriate vocabulary 

H7. the characteristics of mental and emotional health and strategies for managing these 

H8. the link between language and mental health stigma and develop strategies to challenge stigma, myths and misconceptions associated with help-seeking and mental health concerns 

H9. strategies to understand and build resilience, as well as how to respond to disappointments and setbacks 

H10. a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support 

H11. the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders, and the need to seek help for themselves or others as soon as possible [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for pupils who are more vulnerable (e.g. personal accounts of weight change).]

H12. how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need 

 

Healthy lifestyles

H13. the importance of, and strategies for, maintaining a balance between school, work, leisure, exercise, and online activities 

H14. the benefits of physical activity and exercise for physical and mental health and wellbeing

H15. the importance of sleep and strategies to maintain good quality sleep 

H16. to recognise and manage what influences their choices about physical activity 

H17. the role of a balanced diet as part of a healthy lifestyle and the impact of unhealthy food choices 

H18. what might influence decisions about eating a balanced diet and strategies to manage eating choices 

H19. the importance of taking increased responsibility for their own physical health including dental check-ups, sun safety and self-examination (especially testicular self-examination in late KS3); the purpose of vaccinations offered during adolescence for individuals and society. 

H20. strategies for maintaining personal hygiene, including oral health, and prevention of infection 

H21. how to access health services when appropriate 

H22. the risks and myths associated with female genital mutilation (FGM), its status as a criminal act and strategies to safely access support for themselves or others who may be at risk, or who have already been subject to FG 

 

Drugs, alcohol and tobacco

H23. the positive and negative uses of drugs in society including the safe use of prescribed and over the counter medicines; responsible use of antibiotics 

H24. to evaluate myths, misconceptions, social norms and cultural values relating to drug, alcohol and tobacco use 

H25. strategies to manage a range of influences on drug, alcohol and tobacco use, including peers 

H26. information about alcohol, nicotine and other legal and illegal substances, including the short-term and long-term health risks associated with their us 

H27. the personal and social risks and consequences of substance use and misuse including occasional use 

H28. the law relating to the supply, use and misuse of legal and illegal substances 

H29. about the concepts of dependence and addiction including awareness of help to overcome addictions 

 

Managing risk and personal safety 

H30. how to identify risk and manage personal safety in increasingly independent situations, including online 

H31. ways of assessing and reducing risk in relation to health, wellbeing and personal safety 

H32. the risks associated with gambling and recognise that chance-based transactions can carry similar risks; strategies for managing peer and other influences relating to gambling 

H33. how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators

 

Managing risk and personal safety

H30. how to identify risk and manage personal safety in increasingly independent situations, including online 

H31. ways of assessing and reducing risk in relation to health, wellbeing and personal safety 

H32. the risks associated with gambling and recognise that chance-based transactions can carry similar risks; strategies for managing peer and other influences relating to gambling 

H33. how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators

 

Puberty and sexual health 

H34. strategies to manage the physical and mental changes that are a typical part of growing up, including puberty and menstrual wellbeing

H35. about the purpose, importance and different forms of contraception; how and where to access contraception and advice (see also Relationships) 

H36. that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs) 

Core Theme 2: Relationships

 

Positive relationships

R1. About different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them 

R2. indicators of positive, healthy relationships and unhealthy relationships, including online

R3. about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation

R4. the difference between biological sex, gender identity and sexual orientation 

R5. to recognise that sexual attraction and sexuality are diverse 

R6. that marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion

R7. how the media portrays relationships and the potential impact of this on people’s expectations of relationships 

R8. that the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex 

 

Relationship values

R9. to clarify and develop personal values in friendships, love and sexual relationships 

R10. the importance of trust in relationships and the behaviours that can undermine or build trust 

R11. to evaluate expectations about gender roles, behaviour and intimacy within romantic relationships

H12. how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need 

R12. that everyone has the choice to delay sex, or to enjoy intimacy without sex 

 

Forming and maintaining respectful relationships 

R13. how to safely and responsibly form, maintain and manage positive relationships, including online 

R14. the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including in school and wider society, family and friendships, including online) 

R15. to further develop and rehearse the skills of team working 

R16. to further develop the skills of active listening, clear communication, negotiation and compromise

R17. strategies to identify and reduce risk from people online that they do not already know; when and how to access help

R 18. to manage the strong feelings that relationships can cause (including sexual attraction)

R19. to develop conflict management skills and strategies to reconcile after disagreements

R20. to manage the influence of drugs and alcohol on decision-making within relationships and social situations

R21. how to manage the breakdown of a relationship (including its digital legacy), loss and change in relationships 

R22. the effects of change, including loss, separation, divorce and bereavement; strategies for managing these and accessing support 

R23. the services available to support healthy relationships and manage unhealthy relationships, and how to access them 

 

Consent

R24. that consent is freely given; that being pressurised, manipulated or coerced to agree to something is not giving consent, and how to seek help in such circumstances 

R25. about the law relating to sexual consent 

R26. how to seek, give, not give and withdraw consent (in all contexts, including online 

R27. that the seeker of consent is legally and morally responsible for ensuring that consent has been given; that if consent is not given or is withdrawn, that decision should always be respected 

R28. to gauge readiness for sexual intimacy 

R29. the impact of sharing sexual images of others without consent 

R30. how to manage any request or pressure to share an image of themselves or others, and how to get help

R31. that intimate relationships should be pleasurable 

 

Contraception and parenthood

R37. the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others 

R32. the communication and negotiation skills necessary for contraceptive use in healthy relationships (see also ‘Health’) 

R33. the risks related to unprotected sex 

R35. the roles and responsibilities of parents, carers and children in families 

R36. the nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life and bringing up children 

 

Bullying, abuse and discrimination 

R37. the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others 

R38. to recognise bullying, and its impact, in all its forms; the skills and strategies to manage being targeted or witnessing others being bullied 

R39. the impact of stereotyping, prejudice and discrimination on individuals and relationships 

R40. about the unacceptability of prejudice-based language and behaviour, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism and faith-based prejudice

R41. the need to promote inclusion and challenge discrimination, and how to do so safely, including online  

Core Theme 3: Living in the Wider World

 

Learning skills

L1. study, organisational, research and presentation skills

L2. to review their strengths, interests, skills, qualities and values and how to develop them 

L3. to set realistic yet ambitious targets and goals 

L4. the skills and attributes that employers value 

L5. the skills and qualities required to engage in enterprise 

L6. the importance and benefits of being a lifelong learner 

 

Choices and Pathways

L7. about the options available to them at the end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process 

L8. about routes into work, training and other vocational and academic opportunities, and progression routes 

L9. the benefits of setting ambitious goals and being open to opportunities in all aspects of life 

L10. to recognise and challenge stereotypes and family or cultural expectations that may limit aspirations 

 

Work and career

L11. different types and patterns of work, including employment, self-employment and voluntary work; that everyone has a different pathway through life, education and work 

L12. about different work roles and career pathways, including clarifying their own early aspirations 

 

Employment rights and responsibilities

L13. about young people’s employment rights and responsibilities 

L14. to manage emotions in relation to future employment 

 

Financial choices

L15. to assess and manage risk in relation to financial decisions that young people might make 

L16. about values and attitudes relating to finance, including debt 

L17. to manage emotions in relation to money 

L18. to evaluate social and moral dilemmas about the use of money, including the influence of advertising and peers on financial decisions 

L19. to recognise financial exploitation in different contexts e.g. drug and money mules, online scams 

 

Media literacy and digital resilience

L20. that features of the internet can amplify risks and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity 

L21. to establish personal values and clear boundaries around aspects of life that they want to remain private; strategies to safely manage personal information and images online, including on social media

L22. the benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues 

L23. to recognise the importance of seeking a variety of perspectives on issues and ways of assessing the evidence which supports those views 

L24. to understand how the way people present themselves online can have positive and negative impacts on them 

L25. to make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them 

L26. that on any issue there will be a range of viewpoints; to recognise the potential influence of extreme views on people’s attitudes and behaviours 

L27. to respond appropriately when things go wrong online, including confidently accessing support, reporting to authorities and platforms 

Core Theme 1 Health and Wellbeing:

 

Healthy lifestyles (physical wellbeing), Self-concept

H1. how we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing.

H2. to understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment). 

H3. the impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health.

H4. simple strategies to help build resilience to negative opinions, judgements and comments.

H5. to recognise and manage internal and external influences on decisions which affect health and wellbeing.

 

Mental health and emotional wellbeing

H6. how to identify and articulate a range of emotions accurately and sensitively, using appropriate vocabulary 

H7. the characteristics of mental and emotional health and strategies for managing these 

H8. the link between language and mental health stigma and develop strategies to challenge stigma, myths and misconceptions associated with help-seeking and mental health concerns 

H9. strategies to understand and build resilience, as well as how to respond to disappointments and setbacks 

H10. a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support 

H11. the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders, and the need to seek help for themselves or others as soon as possible [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for pupils who are more vulnerable (e.g. personal accounts of weight change).]

H12. how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need 

 

Healthy lifestyles

H13. the importance of, and strategies for, maintaining a balance between school, work, leisure, exercise, and online activities 

H14. the benefits of physical activity and exercise for physical and mental health and wellbeing

H15. the importance of sleep and strategies to maintain good quality sleep 

H16. to recognise and manage what influences their choices about physical activity 

H17. the role of a balanced diet as part of a healthy lifestyle and the impact of unhealthy food choices 

H18. what might influence decisions about eating a balanced diet and strategies to manage eating choices 

H19. the importance of taking increased responsibility for their own physical health including dental check-ups, sun safety and self-examination (especially testicular self-examination in late KS3); the purpose of vaccinations offered during adolescence for individuals and society. 

H20. strategies for maintaining personal hygiene, including oral health, and prevention of infection 

H21. how to access health services when appropriate 

H22. the risks and myths associated with female genital mutilation (FGM), its status as a criminal act and strategies to safely access support for themselves or others who may be at risk, or who have already been subject to FG 

 

Drugs, alcohol and tobacco

H23. the positive and negative uses of drugs in society including the safe use of prescribed and over the counter medicines; responsible use of antibiotics 

H24. to evaluate myths, misconceptions, social norms and cultural values relating to drug, alcohol and tobacco use 

H25. strategies to manage a range of influences on drug, alcohol and tobacco use, including peers 

H26. information about alcohol, nicotine and other legal and illegal substances, including the short-term and long-term health risks associated with their us 

H27. the personal and social risks and consequences of substance use and misuse including occasional use 

H28. the law relating to the supply, use and misuse of legal and illegal substances 

H29. about the concepts of dependence and addiction including awareness of help to overcome addictions 

 

Managing risk and personal safety 

H30. how to identify risk and manage personal safety in increasingly independent situations, including online 

H31. ways of assessing and reducing risk in relation to health, wellbeing and personal safety 

H32. the risks associated with gambling and recognise that chance-based transactions can carry similar risks; strategies for managing peer and other influences relating to gambling 

H33. how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators

 

Managing risk and personal safety

H30. how to identify risk and manage personal safety in increasingly independent situations, including online 

H31. ways of assessing and reducing risk in relation to health, wellbeing and personal safety 

H32. the risks associated with gambling and recognise that chance-based transactions can carry similar risks; strategies for managing peer and other influences relating to gambling 

H33. how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators

 

Puberty and sexual health 

H34. strategies to manage the physical and mental changes that are a typical part of growing up, including puberty and menstrual wellbeing

H35. about the purpose, importance and different forms of contraception; how and where to access contraception and advice (see also Relationships) 

H36. that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs) 

Core Theme 2: Relationships

 

Positive relationships

R1. About different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them 

R2. indicators of positive, healthy relationships and unhealthy relationships, including online

R3. about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation

R4. the difference between biological sex, gender identity and sexual orientation 

R5. to recognise that sexual attraction and sexuality are diverse 

R6. that marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion

R7. how the media portrays relationships and the potential impact of this on people’s expectations of relationships 

R8. that the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex 

 

Relationship values

R9. to clarify and develop personal values in friendships, love and sexual relationships 

R10. the importance of trust in relationships and the behaviours that can undermine or build trust 

R11. to evaluate expectations about gender roles, behaviour and intimacy within romantic relationships

H12. how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need 

R12. that everyone has the choice to delay sex, or to enjoy intimacy without sex 

 

Forming and maintaining respectful relationships 

R13. how to safely and responsibly form, maintain and manage positive relationships, including online 

R14. the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including in school and wider society, family and friendships, including online) 

R15. to further develop and rehearse the skills of team working 

R16. to further develop the skills of active listening, clear communication, negotiation and compromise

R17. strategies to identify and reduce risk from people online that they do not already know; when and how to access help

R 18. to manage the strong feelings that relationships can cause (including sexual attraction)

R19. to develop conflict management skills and strategies to reconcile after disagreements

R20. to manage the influence of drugs and alcohol on decision-making within relationships and social situations

R21. how to manage the breakdown of a relationship (including its digital legacy), loss and change in relationships 

R22. the effects of change, including loss, separation, divorce and bereavement; strategies for managing these and accessing support 

R23. the services available to support healthy relationships and manage unhealthy relationships, and how to access them 

 

Consent

R24. that consent is freely given; that being pressurised, manipulated or coerced to agree to something is not giving consent, and how to seek help in such circumstances 

R25. about the law relating to sexual consent 

R26. how to seek, give, not give and withdraw consent (in all contexts, including online 

R27. that the seeker of consent is legally and morally responsible for ensuring that consent has been given; that if consent is not given or is withdrawn, that decision should always be respected 

R28. to gauge readiness for sexual intimacy 

R29. the impact of sharing sexual images of others without consent 

R30. how to manage any request or pressure to share an image of themselves or others, and how to get help

R31. that intimate relationships should be pleasurable 

 

Contraception and parenthood

R37. the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others 

R32. the communication and negotiation skills necessary for contraceptive use in healthy relationships (see also ‘Health’) 

R33. the risks related to unprotected sex 

R35. the roles and responsibilities of parents, carers and children in families 

R36. the nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life and bringing up children 

 

Bullying, abuse and discrimination 

R37. the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others 

R38. to recognise bullying, and its impact, in all its forms; the skills and strategies to manage being targeted or witnessing others being bullied 

R39. the impact of stereotyping, prejudice and discrimination on individuals and relationships 

R40. about the unacceptability of prejudice-based language and behaviour, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism and faith-based prejudice

R41. the need to promote inclusion and challenge discrimination, and how to do so safely, including online  

Core Theme 3: Living in the Wider World

 

Learning skills

L1. study, organisational, research and presentation skills

L2. to review their strengths, interests, skills, qualities and values and how to develop them 

L3. to set realistic yet ambitious targets and goals 

L4. the skills and attributes that employers value 

L5. the skills and qualities required to engage in enterprise 

L6. the importance and benefits of being a lifelong learner 

 

Choices and Pathways

L7. about the options available to them at the end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process 

L8. about routes into work, training and other vocational and academic opportunities, and progression routes 

L9. the benefits of setting ambitious goals and being open to opportunities in all aspects of life 

L10. to recognise and challenge stereotypes and family or cultural expectations that may limit aspirations 

 

Work and career

L11. different types and patterns of work, including employment, self-employment and voluntary work; that everyone has a different pathway through life, education and work 

L12. about different work roles and career pathways, including clarifying their own early aspirations 

 

Employment rights and responsibilities

L13. about young people’s employment rights and responsibilities 

L14. to manage emotions in relation to future employment 

 

Financial choices

L15. to assess and manage risk in relation to financial decisions that young people might make 

L16. about values and attitudes relating to finance, including debt 

L17. to manage emotions in relation to money 

L18. to evaluate social and moral dilemmas about the use of money, including the influence of advertising and peers on financial decisions 

L19. to recognise financial exploitation in different contexts e.g. drug and money mules, online scams 

 

Media literacy and digital resilience

L20. that features of the internet can amplify risks and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity 

L21. to establish personal values and clear boundaries around aspects of life that they want to remain private; strategies to safely manage personal information and images online, including on social media

L22. the benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues 

L23. to recognise the importance of seeking a variety of perspectives on issues and ways of assessing the evidence which supports those views 

L24. to understand how the way people present themselves online can have positive and negative impacts on them 

L25. to make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them 

L26. that on any issue there will be a range of viewpoints; to recognise the potential influence of extreme views on people’s attitudes and behaviours 

L27. to respond appropriately when things go wrong online, including confidently accessing support, reporting to authorities and platforms 

CORE THEME 1:

 

Health and Wellbeing: Healthy lifestyles (physical wellbeing) 

H1. how we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing. 

H2. to understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment). 

H3. the impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health. 

H4. simple strategies to help build resilience to negative opinions, judgements and comments. 

H5. to recognise and manage internal and external influences on decisions which affect health and wellbeing. 

 

Mental health and emotional wellbeing

H6. how to identify and articulate a range of emotions accurately and sensitively, using appropriate vocabulary. 

H7. the characteristics of mental and emotional health and strategies for managing these. 

H8. the link between language and mental health stigma and develop strategies to challenge stigma, myths and misconceptions associated with help-seeking and mental health concerns. 

H9. strategies to understand and build resilience, as well as how to respond to disappointments and setbacks. 

H10. a range of healthy coping strategies and ways to promote wellbeing and boost mood, including physical activity, participation and the value of positive relationships in providing support. 

H11. the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders, and the need to seek help for themselves or others as soon as possible [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for pupils who are more vulnerable (e.g. personal accounts of weight change).]

H12. how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need. 

 

Healthy Lifestyles

H13. the importance of, and strategies for, maintaining a balance between school, work, leisure, exercise, and online activities.

H14. the benefits of physical activity and exercise for physical and mental health and wellbeing.

H15. the importance of sleep and strategies to maintain good quality sleep. 

H16. to recognise and manage what influences their choices about physical activity.

H17. the role of a balanced diet as part of a healthy lifestyle and the impact of unhealthy food choices. 

H18. what might influence decisions about eating a balanced diet and strategies to manage eating choices.  

H19. the importance of taking increased responsibility for their own physical health including dental check-ups, sun safety and self-examination (especially testicular self-examination in late KS3); the purpose of vaccinations offered during adolescence for individuals and society.

H20. strategies for maintaining personal hygiene, including oral health, and prevention of infection. 

H21. how to access health services when appropriate. 

H22. the risks and myths associated with female genital mutilation (FGM), its status as a criminal act and strategies to safely access support for themselves or others who may be at risk, or who have already been subject to FG. 

 

Drugs, Alcohol and Tobacco 

H23. the positive and negative uses of drugs in society including the safe use of prescribed and over the counter medicines; responsible use of antibiotics.

H24. to evaluate myths, misconceptions, social norms and cultural values relating to drug, alcohol and tobacco use. 

H25. strategies to manage a range of influences on drug, alcohol and tobacco use, including peers. 

H26. information about alcohol, nicotine and other legal and illegal substances, including the short-term and long-term health risks associated with their use. 

H27. the personal and social risks and consequences of substance use and misuse including occasional use. 

H28. the law relating to the supply, use and misuse of legal and illegal substances.

H29. about the concepts of dependence and addiction including awareness of help to overcome addictions. 

 

Managing Risk and Personal Safety

H30. how to identify risk and manage personal safety in increasingly independent situations, including online. 

H31. ways of assessing and reducing risk in relation to health, wellbeing and personal safety.

H32. the risks associated with gambling and recognise that chance-based transactions can carry similar risks; strategies for managing peer and other influences relating to gambling. 

H33. how to get help in an emergency and perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators. 

 

Puberty and sexual health

H34. strategies to manage the physical and mental changes that are a typical part of growing up, including puberty and menstrual wellbeing. 

H35. about the purpose, importance and different forms of contraception; how and where to access contraception and advice (see also Relationships). 

H36. that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs). 

Core Theme 2 : Relationships 

 

Positive relationships

R1. about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them. 

R2. indicators of positive, healthy relationships and unhealthy relationships, including online. 

R3. about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation. 

R4. the difference between biological sex, gender identity and sexual orientation. 

R5. to recognise that sexual attraction and sexuality are diverse. 

R6. that marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion. 

R7. how the media portrays relationships and the potential impact of this on people’s expectations of relationships. 

R8. that the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex. 

 

Relationship values

R9. to clarify and develop personal values in friendships, love and sexual relationships 

R10. the importance of trust in relationships and the behaviours that can undermine or build trust 

R11. to evaluate expectations about gender roles, behaviour and intimacy within romantic relationships 

H12. how to recognise when they or others need help with their mental health and wellbeing; sources of help and support and strategies for accessing what they need 

R12. that everyone has the choice to delay sex, or to enjoy intimacy without sex 

 

Forming and Maintaining Respectful Relationships

R13. how to safely and responsibly form, maintain and manage positive relationships, including online. 

R14. the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including in school and wider society, family and friendships, including online). 

R15. to further develop and rehearse the skills of team working. 

R16. to further develop the skills of active listening, clear communication, negotiation and compromise. 

R17. strategies to identify and reduce risk from people online that they do not already know; when and how to access help. 

R 18. to manage the strong feelings that relationships can cause (including sexual attraction). 

R19. to develop conflict management skills and strategies to reconcile after disagreements. 

R20. to manage the influence of drugs and alcohol on decision-making within relationships and social situation.

R21. how to manage the breakdown of a relationship (including its digital legacy), loss and change in relationships. 

R22. the effects of change, including loss, separation, divorce and bereavement; strategies for managing these and accessing support. 

R23. the services available to support healthy relationships and manage unhealthy relationships, and how to access them.

 

Consent

R24. that consent is freely given; that being pressurised, manipulated or coerced to agree to something is not giving consent, and how to seek help in such circumstances.

R25. about the law relating to sexual consent.

R26. how to seek, give, not give and withdraw consent (in all contexts, including online. 

R27. that the seeker of consent is legally and morally responsible for ensuring that consent has been given; that if consent is not given or is withdrawn, that decision should always be respected.

R28. to gauge readiness for sexual intimacy.

R29. the impact of sharing sexual images of others without consent.

R30. how to manage any request or pressure to share an image of themselves or others, and how to get help.

R31. that intimate relationships should be pleasurable. 

 

Contraception and Parenthood

R32. the communication and negotiation skills necessary for contraceptive use in healthy relationships (see also ‘Health’).

R33. the risks related to unprotected sex. 

R34. the consequences of unintended pregnancy, sources of support and the options available. 

R35. the roles and responsibilities of parents, carers and children in families. 

R36. the nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life and bringing up children. 

 

Bullying, Abuse and Discrimination

R37. the characteristics of abusive behaviours, such as grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; to recognise warning signs, including online; how to report abusive behaviours or access support for themselves or others. 

R38. to recognise bullying, and its impact, in all its forms; the skills and strategies to manage being targeted or witnessing others being bullied. 

R39. the impact of stereotyping, prejudice and discrimination on individuals and relationships. 

R40. about the unacceptability of prejudice-based language and behaviour, offline and online, including sexism, homophobia, biphobia, transphobia, racism, ableism and faith-based prejudice. 

R41. the need to promote inclusion and challenge discrimination, and how to do so safely, including online. 

Core Theme 3: Living in the Wider World

 

Learning skills

L1. study, organisational, research and presentation skills.

L2. to review their strengths, interests, skills, qualities and values and how to develop them. 

L3. to set realistic yet ambitious targets and goals. 

L4. the skills and attributes that employers value. 

L5. the skills and qualities required to engage in enterprise.

L6. the importance and benefits of being a lifelong learner.

 

Choices and pathways

L7. about the options available to them at the end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process.

L8. about routes into work, training and other vocational and academic opportunities, and progression routes. 

L9. the benefits of setting ambitious goals and being open to opportunities in all aspects of life. 

L10. to recognise and challenge stereotypes and family or cultural expectations that may limit aspirations.

 

Work and Career

L11. different types and patterns of work, including employment, self-employment and voluntary work; that everyone has a different pathway through life, education and work.

L12. about different work roles and career pathways, including clarifying their own early aspirations. 

 

Employment Rights and Responsibilities

L13. about young people’s employment rights and responsibilities.

L14. to manage emotions in relation to future employment.  

 

Financial choices

L15. to assess and manage risk in relation to financial decisions that young people might make.

L16. about values and attitudes relating to finance, including debt.

L17. to manage emotions in relation to money.

L18. to evaluate social and moral dilemmas about the use of money, including the influence of advertising and peers on financial decisions.

L19. to recognise financial exploitation in different contexts e.g. drug and money mules, online scams.   

 

Media literacy and digital resilience

L20. that features of the internet can amplify risks and opportunities, e.g. speed and scale of information sharing, blurred public and private boundaries and a perception of anonymity.

L21. to establish personal values and clear boundaries around aspects of life that they want to remain private; strategies to safely manage personal information and images online, including on social media.

L22. the benefits and positive use of social media, including how it can offer opportunities to engage with a wide variety of views on different issues.

L23. to recognise the importance of seeking a variety of perspectives on issues and ways of assessing the evidence which supports those views. 

L24. to understand how the way people present themselves online can have positive and negative impacts on them. 

L25. to make informed decisions about whether different media and digital content are appropriate to view and develop the skills to act on them.

L26. that on any issue there will be a range of viewpoints; to recognise the potential influence of extreme views on people’s attitudes and behaviours.

L27. to respond appropriately when things go wrong online, including confidently accessing support, reporting to authorities and platforms.  

Core Theme 1:

Health and Wellbeing Healthy lifestyles (physical wellbeing)

 

Self-concept

H1. to accurately assess their areas of strength and development, and where appropriate, act upon feedback.

H2. how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this.

H3. how different media portray idealised and artificial body shapes; how this influences body satisfaction and body image and how to critically appraise what they see and manage feelings about this.

H4. strategies to develop assertiveness and build resilience to peer and other influences that affect both how they think about themselves and their health and wellbeing.

 

Mental Health and Emotional Wellbeing

H5. the characteristics of mental and emotional health; to develop empathy and understanding about how daily actions can affect people’s mental health.

H6. about change and its impact on mental health and wellbeing and to recognise the need for emotional support during life changes and/or difficult experiences.

H7. a broad range of strategies — cognitive and practical — for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns. 

H8. to recognise warning signs of common mental and emotional health concerns (including stress, anxiety and depression), what might trigger them and what help or treatment is available. 

H9. the importance of and ways to pre-empt common triggers and respond to warning signs of unhealthy coping strategies, such as self-harm and eating disorders in themselves and others [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for pupils who are more vulnerable (e.g. personal accounts of weight change).] 

H10. how to recognise when they or others need help with their mental health and wellbeing; to explore and analyse ethical issues when peers need help; strategies and skills to provide basic support and identify and access the most appropriate sources of help. 

 

Health-related decisions

H11. to make informed lifestyle choices regarding sleep, diet and exercise. 

H12. the benefits of having a balanced approach to spending time online. 

H13. to identify, evaluate and independently access reliable sources of information, advice and support for all aspects of physical and mental health. 

H14. about the health services available to people; strategies to become a confident user of the NHS and other health services; to overcome potential concerns or barriers to seeking help. 

H15. the purpose of blood, organ and stem cell donation for individuals and society. 

H16. how to take increased personal responsibility for maintaining and monitoring health including cancer prevention, screening and self-examination 

H17. to assess and manage risks associated with cosmetic and aesthetic procedures, including tattooing, piercings and the use of sunbeds 

H18. the ways in which industries and advertising can influence health and harmful behaviours 

 

Drugs, Alcohol and Tobacco

H19. the consequences of substance use and misuse for the mental and physical health and wellbeing of individuals and their families, and the wider consequences for communities 

H20. wider risks of illegal substance use for individuals, including for personal safety, career, relationships and future lifestyle 

H21. to identify, manage and seek help for unhealthy behaviours, habits and addictions including smoking cessation 

 

Managing Risk and Personal Safety

H22. ways to identify risk and manage personal safety in new social settings, workplaces, and environments, including online.

H23. strategies for identifying risky and emergency situations, including online; ways to manage these and get appropriate help, including where there may be legal consequences (e.g. drugs and alcohol, violent crime and gangs).

H24. to increase confidence in performing emergency first aid and life-saving skills, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators.

H25. to understand and build resilience to thinking errors associated with gambling (e.g. ‘gambler’s fallacy’) the range of gambling-related harms , and how to access support for themselves or others.

 

Sexual health and Fertility

H26. the different types of intimacy — including online — and their potential emotional and physical consequences (both positive and negative). 

H27. about specific STIs, their treatment and how to reduce the risk of transmission. 

H28. how to respond if someone has, or may have, an STI (including ways to access sexual health services). 

H29. to overcome barriers, (including embarrassment, myths and misconceptions) about sexual health and the use of sexual health services.

H30. about healthy pregnancy and how lifestyle choices affect a developing foetus. 

H31. that fertility can vary in all people, changes over time (including menopause) and can be affected by STIs and other lifestyle factors. 

H32. about the possibility of miscarriage and support available to people who are not able to conceive or maintain a pregnancy. 

H33. about choices and support available in the event of an unplanned pregnancy, and how to access appropriate help and advice.

Core Theme 2:

Relationships

 

Positive Relationships 

R1. the characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality.

R2. the role of pleasure in intimate relationships, including orgasms 

R3. to respond appropriately to indicators of unhealthy relationships, including seeking help where necessary 

R4. the importance of stable, committed relationships, including the rights and protections provided within legally recognised marriages and civil partnerships and the legal status of other long-term relationships 

R5. the legal rights, responsibilities and protections provided by the Equality Act 2010 

R6. about diversity in romantic and sexual attraction and developing sexuality, including sources of support and reassurance and how to access them  

R7. strategies to access reliable, accurate and appropriate advice and support with relationships, and to assist others to access it when needed 

R8. to understand the potential impact of the portrayal of sex in pornography and other media, including on sexual attitudes, expectations and behaviours 

 

Relationship values

R9. to recognise, clarify and if necessary challenge their own values and understand how their values influence their decisions, goals and behaviours.

R10. to understand a variety of faith and cultural practices and beliefs concerning relationships and sexual activity; to respect the role these might play in relationship values.

 

Forming and Maintaining Respectful Relationships 

R11. strategies to manage the strong emotions associated with the different stages of relationships.

R12. to safely and responsibly manage changes in personal relationships including the ending of relationships.

R13. ways to manage grief about changing relationships including the impact of separation, divorce and bereavement; sources of support and how to access them.

R14. the opportunities and potential risks of establishing and conducting relationships online, and strategies to manage the risks.

R15. the legal and ethical responsibilities people have in relation to online aspects of relationships.

R16. to recognise unwanted attention (such as harassment and stalking including online), ways to respond and how to seek help.   

R17. ways to access information and support for relationships including those experiencing difficulties.

 

Consent

R18. about the concept of consent in maturing relationships.

R19. about the impact of attitudes towards sexual assault and to challenge victim-blaming, including when abuse occurs online. 

R20. to recognise the impact of drugs and alcohol on choices and sexual behaviour. 

R21. the skills to assess their readiness for sex, including sexual activity online, as an individual and within a couple.

R22. to evaluate different motivations and contexts in which sexual images are shared, and possible legal, emotional and social consequences.

 

Contraception and Parenthood

R23. how to choose and access appropriate contraception (including emergency contraception) and negotiate contraception use with a partner.

R24. the physical and emotional responses people may have to unintended pregnancy; the different options available; whom to talk to for accurate, impartial advice and support.

R25. the importance of parenting skills and qualities for family life, the implications of young parenthood and services that offer support for new parents and families.

R26. the reasons why people choose to adopt/foster children.

R27. about the current legal position on abortion and the range of beliefs and opinions about it.

 

Bullying, Abuse and Discrimination

R28. to recognise when others are using manipulation, persuasion or coercion and how to respond.

R29. the law relating to abuse in relationships, including coercive control and online harassment. 

R30. to recognise when a relationship is abusive and strategies to manage this. 

R31. the skills and strategies to respond to exploitation, bullying, harassment and control in relationships. 

R32. about the challenges associated with getting help in domestic abuse situations of all kinds; the importance of doing so; sources of appropriate advice and support, and how to access them. 

R33. The law relating to ‘honour’-based violence and forced marriage; the consequences for individuals and wider society and ways to access support.

R34. strategies to challenge all forms of prejudice and discrimination.  

 

Social Influences

R35. to evaluate ways in which their behaviours may influence their peers, positively and negatively, including online, and in situations involving weapons or gangs.

R36. skills to support younger peers when in positions of influence.

R37. to recognise situations where they are being adversely influenced, or are at risk, due to being part of a particular group or gang; strategies to access appropriate help.

R38. factors which contribute to young people becoming involved in serious organised crime, including cybercrime.   

Core Theme 3:

Living in the Wider World 

 

Learning Skills

L1. to evaluate and further develop their study and employability skills. 

L2. to evaluate their own personal strengths and areas for development and use this to inform goal setting. 

L3. how their strengths, interests, skills and qualities are changing and how these relate to future career choices and employability. 

L4. the skills and attributes that employers value. 

L5. the skills and qualities required to engage in enterprise. 

 

Choices and Pathway

L4. about the range of opportunities available to them for career progression, including in education, training and employment.

L5. about the need to challenge stereotypes about particular career pathways, maintain high aspirations for their future and embrace new opportunities. 

L6. about the information, advice and guidance available to them on next steps and careers; how to access appropriate support and opportunities. 

 

Work and Career

L7. about the labour market, local, national and international employment opportunities. 

L8. about employment sectors and types, and changing patterns of employment. 

L9. to research, secure and take full advantage of any opportunities for work experience that are available. 

L10. to develop their career identity, including values in relation to work, and how to maximise their chances when applying for education or employment opportunities. 

L11. the benefits and challenges of cultivating career opportunities online. 

L12. strategies to manage their online presence and its impact on career opportunities. 

 

Employment Rights and Responsibilities

L13. the skills and attributes to manage rights and responsibilities at work including health and safety procedures.

L14. about confidentiality in the workplace, when it should be kept and when it might need to be broken. 

L15. about the unacceptability and illegality of discrimination and harassment in the workplace, and how to challenge it. 

 

Financial choices

L16. how to effectively budget, including the benefits of saving. 

L17. how to effectively make financial decisions, including recognising the opportunities and challenges involved in taking financial risks. 

L18. to recognise and manage the range of influences on their financial decisions. 

L19. to access appropriate support for financial decision-making and for concerns relating to money, gambling, and consumer rights. 

L20. the skills to challenge or seek support for financial exploitation in different contexts including online. 

L21. to evaluate the financial advantages, disadvantages and risks of different models of contractual terms, including self-employment full-time, part-time and zero-hours contracts. 

 

Media literacy and digital resilience 

L22. that there are positive and safe ways to create and share content online and the opportunities this offers. 

L23. strategies for protecting and enhancing their personal and professional reputation online. 

L24. that social media may disproportionately feature exaggerated or inaccurate information about situations, or extreme viewpoints; to recognise why and how this may influence opinions and perceptions of people and events. 

L25. how personal data is generated, collected and shared, including by individuals, and the consequences of this. 

L26. how data may be used with the aim of influencing decisions, including targeted advertising and other forms of personalisation online; strategies to manage this. 

L27. strategies to critically assess bias, reliability and accuracy in digital content. 

L28. to assess the causes and personal consequences of extremism and intolerance in all their forms. 

L29. to recognise the shared responsibility to challenge extreme viewpoints that incite violence or hate and ways to respond to anything that causes anxiety or concern. 

Core Theme 1:

Health and Wellbeing: Healthy lifestyles (physical wellbeing) 

 

Self-Concept

H1. to accurately assess their areas of strength and development, and where appropriate, act upon feedback 

H2. how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this 

H3. how different media portray idealised and artificial body shapes; how this influences body satisfaction and body image and how to critically appraise what they see and manage feelings about this 

H4. strategies to develop assertiveness and build resilience to peer and other influences that affect both how they think about themselves and their health and wellbeing 

 

Mental Health and Emotional Wellbeing

H5. the characteristics of mental and emotional health; to develop empathy and understanding about how daily actions can affect people’s mental health 

H6. about change and its impact on mental health and wellbeing and to recognise the need for emotional support during life changes and/or difficult experiences 

H7. a broad range of strategies — cognitive and practical — for promoting their own emotional wellbeing, for avoiding negative thinking and for ways of managing mental health concerns 

H8. to recognise warning signs of common mental and emotional health concerns (including stress, anxiety and depression), what might trigger them and what help or treatment is available 

H9. the importance of and ways to pre-empt common triggers and respond to warning signs of unhealthy coping strategies, such as self-harm and eating disorders in themselves and others [NB It is important to avoid teaching methods and resources that provide instruction on ways of self-harming, restricting food/inducing vomiting, hiding behaviour from others etc., or that might provide inspiration for pupils who are more vulnerable (e.g. personal accounts of weight change).] 

H10. how to recognise when they or others need help with their mental health and wellbeing; to explore and analyse ethical issues when peers need help; strategies and skills to provide basic support and identify and access the most appropriate sources of help 

 

Health-Related Decisions

H11. to make informed lifestyle choices regarding sleep, diet and exercise 

H12. the benefits of having a balanced approach to spending time online 

H13. to identify, evaluate and independently access reliable sources of information, advice and support for all aspects of physical and mental health 

H14. about the health services available to people; strategies to become a confident user of the NHS and other health services; to overcome potential concerns or barriers to seeking help 

H15. the purpose of blood, organ and stem cell donation for individuals and society 

H16. how to take increased personal responsibility for maintaining and monitoring health including cancer prevention, screening and self-examination 

H17. to assess and manage risks associated with cosmetic and aesthetic procedures, including tattooing, piercings and the use of sunbeds 

H18. the ways in which industries and advertising can influence health and harmful behaviours 

 

Drugs, Alcohol and Tobacco

H19. the consequences of substance use and misuse for the mental and physical health and wellbeing of individuals and their families, and the wider consequences for communities 

H20. wider risks of illegal substance use for individuals, including for personal safety, career, relationships and future lifestyle 

H21. to identify, manage and seek help for unhealthy behaviours, habits and addictions including smoking cessation 

 

Managing Risk and Personal Safety

H22. ways to identify risk and manage personal safety in new social settings, workplaces, and environments, including online 

H23. strategies for identifying risky and emergency situations, including online; ways to manage these and get appropriate help, including where there may be legal consequences (e.g. drugs and alcohol, violent crime and gangs)

H24. to increase confidence in performing emergency first aid and life-saving skills, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators 

H25. to understand and build resilience to thinking errors associated with gambling (e.g. ‘gambler’s fallacy’) the range of gambling-related harms , and how to access support for themselves or others 

 

Sexual Health and Fertility

H26. the different types of intimacy — including online — and their potential emotional and physical consequences (both positive and negative) 

H27. about specific STIs, their treatment and how to reduce the risk of transmission 

H28. how to respond if someone has, or may have, an STI (including ways to access sexual health services) 

H29. to overcome barriers, (including embarrassment, myths and misconceptions) about sexual health and the use of sexual health services 

H30. about healthy pregnancy and how lifestyle choices affect a developing foetus 

H31. that fertility can vary in all people, changes over time (including menopause) and can be affected by STIs and other lifestyle factors 

H32. about the possibility of miscarriage and support available to people who are not able to conceive or maintain a pregnancy 

H33. about choices and support available in the event of an unplanned pregnancy, and how to access appropriate help and advice 

 

Core Theme 2:

Relationships

 

Positive Relationships

R1. the characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality. 

R2. the role of pleasure in intimate relationships, including orgasms. 

R3. to respond appropriately to indicators of unhealthy relationships, including seeking help where necessary. 

R4. the importance of stable, committed relationships, including the rights and protections provided within legally recognised marriages and civil partnerships and the legal status of other long-term relationships. 

R5. the legal rights, responsibilities and protections provided by the Equality Act 2010. 

R6. about diversity in romantic and sexual attraction and developing sexuality, including sources of support and reassurance and how to access them. 

R7. strategies to access reliable, accurate and appropriate advice and support with relationships, and to assist others to access it when needed. 

R8. to understand the potential impact of the portrayal of sex in pornography and other media, including on sexual attitudes, expectations and behaviours. 

 

Relationship values

R9. to recognise, clarify and if necessary challenge their own values and understand how their values influence their decisions, goals and behaviours. 

R10. to understand a variety of faith and cultural practices and beliefs concerning relationships and sexual activity; to respect the role these might play in relationship values. 

 

Forming and maintaining respectful relationships

R11. strategies to manage the strong emotions associated with the different stages of relationships. 

R12. to safely and responsibly manage changes in personal relationships including the ending of relationships. 

R13. ways to manage grief about changing relationships including the impact of separation, divorce and bereavement; sources of support and how to access them. 

R14. the opportunities and potential risks of establishing and conducting relationships online, and strategies to manage the risks.

R15. the legal and ethical responsibilities people have in relation to online aspects of relationships. 

R16. to recognise unwanted attention (such as harassment and stalking including online), ways to respond and how to seek help. 

R17. ways to access information and support for relationships including those experiencing difficulties. 

 

Consent

R18. about the concept of consent in maturing relationships. 

R19. about the impact of attitudes towards sexual assault and to challenge victim-blaming, including when abuse occurs online. 

R20. to recognise the impact of drugs and alcohol on choices and sexual behaviour. 

R21. the skills to assess their readiness for sex, including sexual activity online, as an individual and within a couple. 

R22. to evaluate different motivations and contexts in which sexual images are shared, and possible legal, emotional and social consequences. 

 

Contraception and parenthood 

R23. how to choose and access appropriate contraception (including emergency contraception) and negotiate contraception use with a partner.

R24. the physical and emotional responses people may have to unintended pregnancy; the different options available; whom to talk to for accurate, impartial advice and support.

R25. the importance of parenting skills and qualities for family life, the implications of young parenthood and services that offer support for new parents and families.

R26. the reasons why people choose to adopt/foster children.

R27. about the current legal position on abortion and the range of beliefs and opinions about it. 

 

Bullying, Abuse and Discrimination

R28. to recognise when others are using manipulation, persuasion or coercion and how to respond. 

R29. the law relating to abuse in relationships, including coercive control and online harassment. 

R30. to recognise when a relationship is abusive and strategies to manage this. 

R31. the skills and strategies to respond to exploitation, bullying, harassment and control in relationships. 

R32. about the challenges associated with getting help in domestic abuse situations of all kinds; the importance of doing so; sources of appropriate advice and support, and how to access them. 

R33. The law relating to ‘honour’-based violence and forced marriage; the consequences for individuals and wider society and ways to access support. 

R34. strategies to challenge all forms of prejudice and discrimination. 

 

Social Influences

R35. to evaluate ways in which their behaviours may influence their peers, positively and negatively, including online, and in situations involving weapons or gangs. 

R36. skills to support younger peers when in positions of influence. 

R37. to recognise situations where they are being adversely influenced, or are at risk, due to being part of a particular group or gang; strategies to access appropriate help. 

R38. factors which contribute to young people becoming involved in serious organised crime, including cybercrime. 

Core Theme 3:

Living in the Wider World

 

Learning Skills

L1. to evaluate and further develop their study and employability skills. 

L2. to evaluate their own personal strengths and areas for development and use this to inform goal setting. 

L3. how their strengths, interests, skills and qualities are changing and how these relate to future career choices and employability. 

L4. the skills and attributes that employers value. 

L5. the skills and qualities required to engage in enterprise. 

 

Choices and Pathways

L4. about the range of opportunities available to them for career progression, including in education, training and employment. 

L5. about the need to challenge stereotypes about particular career pathways, maintain high aspirations for their future and embrace new opportunities. 

L6. about the information, advice and guidance available to them on next steps and careers; how to access appropriate support and opportunities. 

 

Work and Career

L7. about the labour market, local, national and international employment opportunities. 

L8. about employment sectors and types, and changing patterns of employment. 

L9. to research, secure and take full advantage of any opportunities for work experience that are available. 

L10. to develop their career identity, including values in relation to work, and how to maximise their chances when applying for education or employment opportunities. 

L11. the benefits and challenges of cultivating career opportunities online. 

L12. strategies to manage their online presence and its impact on career opportunities. 

 

Employment Rights and Responsibilities

L13. the skills and attributes to manage rights and responsibilities at work including health and safety procedures. 

L14. about confidentiality in the workplace, when it should be kept and when it might need to be broken. 

L15. about the unacceptability and illegality of discrimination and harassment in the workplace, and how to challenge it. 

 

Financial Choices

L16. how to effectively budget, including the benefits of saving. 

L17. how to effectively make financial decisions, including recognising the opportunities and challenges involved in taking financial risks. 

L18. to recognise and manage the range of influences on their financial decisions. 

L19. to access appropriate support for financial decision-making and for concerns relating to money, gambling, and consumer rights. 

L20. the skills to challenge or seek support for financial exploitation in different contexts including online. 

L21. to evaluate the financial advantages, disadvantages and risks of different models of contractual terms, including self-employment full-time, part-time and zero-hours contracts. 

 

Media Literacy and Digital Resilience

L22. that there are positive and safe ways to create and share content online and the opportunities this offers. 

L23. strategies for protecting and enhancing their personal and professional reputation online. 

L24. that social media may disproportionately feature exaggerated or inaccurate information about situations, or extreme viewpoints; to recognise why and how this may influence opinions and perceptions of people and events.

L25. how personal data is generated, collected and shared, including by individuals, and the consequences of this. 

L26. how data may be used with the aim of influencing decisions, including targeted advertising and other forms of personalisation online; strategies to manage this. 

L27. strategies to critically assess bias, reliability and accuracy in digital content. 

L28. to assess the causes and personal consequences of extremism and intolerance in all their forms. 

L29. to recognise the shared responsibility to challenge extreme viewpoints that incite violence or hate and ways to respond to anything that causes anxiety or concern.