Key Skills Mr Bass

TITLE OF UNIT: Sex and Relationships

YEAR GROUP: 10

UNIT LEARNING OBJECTIVES: To understand the changes in adolescence and recap on earlier understanding of relationships and sexuality and safe sex. LESSON 1 2 3 4 5 6

LESSON LEARNING OBJECTIVES & OUTCOMES

Relationships; healthy and unhealthy; scenarios. Pornography What are you ready for? Consent and the Law; Harrassment; peer on peer FGM (female genital mutilation), violence against women Safe sex: what’s that? Safe sex: how do you do it?

PSCHCEE Framework

KS3 & 4 Core Theme Health and Wellbeing Sexual and Emotional Health. Consent. Choices and Relationships. Body Image. Managing feelings about self and body. Safe practice, advice and support.

MAIN ACTIVITIES

RESOURCES (inc ICT)

-baseline knowledge and rules -how does body image affect self-esteem or relationships -where do these ideas come from? -boundaries and peer awareness -types of physical intimacy, sexting -meeting, chatting and going out -breaking up and broken hearts -understanding sexual consent and law (thinkuknow) -responsibilities around sexual relations -undesirable experience

-support Powerpoints on FGM and 4 types. -prevalence and reasons -legal understanding ; UK criminalisation of FGM -physical and mental consequences -NHS Live Well: STIs (Chlamydia, herpes, genital warts, HIV) -what to do after unsafe sex -protection and emergency contraception -hygiene -support -practical use of condoms on dildo -familiarity with techniques of use -resistance to condom use -lubricants

Relationships clips and ppts. -card sorting activity BBC Relationships:

http://www.bbc.co. uk/education/topic s/zpsv9j6 Consent:

https://thinkuknow .co.uk/14_plus/Ne ed-advice/Sexand-the-law/

http://www.respect notfear.co.uk/cons entandconsequen ces/consent.html BBC Relationships:

http://www.bbc.co. uk/education/topic s/zpsv9j6 Condoms; STI diagrams; images

http://www.nhs.uk/ Livewell/Sexandy oungpeople/Page s/STIs.aspx Condoms; dildos; wipes

DIFFERENTIATION

Diverse cultural backgrounds; gender/sexuality awareness; difference in values and principles relating to sexuality. SMSC and fundamental British values inform all less. All the topics mentioned above lend themselves to the spiritual, moral, social and cultural development of our pupils by fostering respect for other views, understanding the consequence of actions, co-operating with others and appreciating cultural issues that shape our lives.

TITLE OF UNIT: Me, Myself and I

YEAR GROUP: Year 10 UNIT LEARNING OBJECTIVES: To explore issues of identity, emotional behaviour, body image and belonging. Pupils will learn about themselves and their relationship to society and peers. Tolerance and compassion

LESSON

LESSON LEARNING OBJECTIVES & OUTCOMES

1 What is masculinity? 2 Gender & Feminism 3 Individual vs Groups 4 Belonging and fitting in 5 Understanding & Managing Emotions

6 Body Image & self-esteem

View gender roles as socially constructed ideas.

Question gender roles and social expectations.

Acknowledge that not everyone fits into narrowed gender roles.

MAIN ACTIVITIES 1. Gender & Personality Worksheet

How closely do these personality traits resemble you as a male? Can boys have feminine qualities and girls masculine qualities?

2. Male expectations placed on men. 1. Read and discuss 'The Harlem Dancer' by Claude McKay:

How does this poem make you feel? Why do you think the dancer in this poem is working in this nightclub?

The Harlem Dancer Critical Essay by Arelis Ruiz

Understand how sexual objectification encourages inequality.

Diversity of human sex and gender 'Male-Female' physical model as well as 'MalenessFemaleness' identity approach.

How the lives of such people are allowed or disallowed by different cultures. Understand how behaviour changes in social/group settings.

Develop knowledge of psychological processes of deindividuation, bystander apathy, herd mentality and to apply these to real life situations

Reflect on own group behaviour

Read article https://www.theguar dian.com/uk/2011/a ug/07/tottenhamriots-police-had-notanticipated-violence

Explain definition of Deindividuation and Herd Mentality. Discussion of situations this can happen (groups, costumes, uniforms, internet). Does it Blob Tree activity. Where are you now? Where do you want to be? Why?

Build on knowledge from “Individuals vs Groups” and apply to self.

Reflect on personal identity and values and how this shapes behaviour. Understanding of how to interpret emotions in others.

Understand and reflect on own emotional responses and how to manage them.

“What is the difference between belonging and fitting in?” Discussion Emoji emotions vs photos of emotions. How easy are they to interpret?

“Emotional intelligence is more useful that Academic Intelligence” Discuss.

Watch https://www.youtube.c om/watch?v=n6MRsGwy

How life online can be idealised and may not reflect reality

Empathise with others and offer advice to those who may be struggling online

Devise strategies to boost their selfesteem and consider ‘how to be happy’

1. ‘When young people go online, they feel better about themselves’ –discuss

2. Three 'talking heads' films (1 min each) –characters speaking about self- esteem and social media

YEAR GROUP: 10 UNIT LEARNING OBJECTIVES : Develop a critical awareness of the nature of Politics and the relationship between political ideas, institutions and processes; Acquire knowledge and understanding of the structures of authority and power within the political system of the UK; understanding the rights and responsibilities of the individual.

LESSON

LESSON LEARNING OBJECTIVES & OUTCOMES 1

Overview of the political system Popular Democracy Relationship between Britain and the EU Rights and Freedoms (HRA) Freedom of the Press Political Leaders –a case study

PSHCEE Framework

Economics and political environment MAIN ACTIVITIES Introduce parties, leaders, concepts of left and right wing Role of Parliament - Group discussion should voting age be reduced to 16

2 3 4

Discrimination and Intolerance Active citizens and diverse communication Rights and Responsibilities

Referendums and voting, concept of majority rule and tyranny of the majority - Debate Case study – Brexit Should the HRA be repealed? -Voting rights for prisoners? -Protection for minorities -Use of torture for terrorist suspects

5

Primacy of human rights

Free speech, fake news, alternative facts, critical analysis of various news sources -Case study: Trump

6

Economics and Political Environment Research individual political leaders Brief presentation on why they are successful/unsucce ssful

RESOURCES (inc ICT)

UK parliament booklet + video Articles from The Day Newspaper article Articles from The Day Newspaper articles, video clips Politics Today; Editorials; Newsnight clips

DIFFERENTIATION Most of the pupils will be able to read and analyse source material e.g. Human Rights Act.

SMSC and fundamental British values inform all lessons. All the topics mentioned above lend themselves to the spiritual, moral, social and cultural development of our pupils by fostering respect for other views, understanding the consequence of actions, co-operating with others and appreciating cultural issues that shape our lives.

Communication skills, literacy, numeracy and digital literacy are embedded in the pupils’ understanding and learning.

TITLE OF UNIT: Finance

YEAR GROUP 10 UNIT LEARNING OBJECTIVES: An introduction to the world of finance and the economy. How the HABS values might relate to this course for now and in the future. The course will try and keep up-to-date with recent events using The Day as a resource to do this.

LESSON LESSON LEARNING OBJECTIVES & OUTCOMES PSHCEE Framework 1

Your Money, Your Future

Introduce the function of money and key concepts relating to money To understand why it is important to be able to budget. Introduction to fraud To understand the importance of online safety strategies Credit card challenge! What does being an entrepreneur mean.

MAIN ACTIVITIES 1.Consider key finance terms 2. Understand the function of money and its history 3. Summarise the key concepts for their future – Earn, Save, Budget, Spend, Borrow, Protect Give

2

Budgeting and Introduction to Fraud

1. University Budgeting – plan budget for fictional university. 2. Share tips on budgeting at Uni 3. Introduction to fraud / fraudulent activity. Consider age appropriate case studies

3

Understanding Identity fraud

1.What is identity fraud? 2. What is public / private information? 3. How can you protect yourself now and in the future?

4

Debt / Credit card challenge & Entrepreneurship

1. Discussion of Debt 2. Credit card activity 3. What is an entrepreneur? 4. Habs –entrepreneurs

5

Understanding Global Finance

To understand that the financial market is global, it is interconnected and interdependent.

1. Brainstorm on global finance 2. Why is the finance market global 3. What happened in the financial crisis 4. How did it impact – country, city, family, me

6

Understanding Key Finance Issues / Considerations in the UK Market

Understand how global finance affects the UK

1. Recap of Global Financial crisis 2. Brief understanding of the UK budget 4. Key UK issues 5. School values in course

RESOURCES (inc ICT)

VISA MyBnk Martin Lewis website MyBnk, Uni of York website, Cifas: Anti Fraud Education Cifa: Barclays MyBank, Martin Lewis student website; Habs alumni website Purchasing power ppts; HABS Alumni website; Government website, clips, The Day

DIFFERENTIATION: Awareness of sensitivities in discussing socio-economic issues and financial situations. SMSC and fundamental British values inform all lessons. All the topics mentioned above lend themselves to the spiritual, moral, social and cultural development of our pupils by fostering respect for other views, understanding the consequence of actions, co-operating with others and appreciating cultural issues that shape our lives. Communication skills, literacy, numeracy and digital literacy are embedded in the pupils’ understanding and learning.

TITLE OF UNIT: Careers

YEAR GROUP: 10 UNIT LEARNING OBJECTIVES: To begin to understand risk and problem-solving in the world of work, as well as to think about changes in the employment market and the skills and attributes that are needed to enable people to cope with these.

Lesso n

1

Topic

Unifrog Careers Library treasure hunt

Learning outcomes - by the end of the session students should:

Be able to navigate the careers library confidently and use the information available to help them make more informed decisions.

2 Teamwork Understand the skills needed to become effective team players.

3 Competency based questions Understand how to formulate strong answers to competency based questions.

4 Employability skills Be able to apply their experiences to core qualities that employers look for.

5

6 PwC sustainability case study part 1

PwC sustainability case study part 2 Have considered the sustainability and environmental issues faced by businesses, and the different approaches available to tackle these.

Have used their understanding to prepare and deliver a pitch to their peers.

TITLE OF UNIT: Understanding Mental Health

YEAR GROUP: Y10 UNIT LEARNING OBJECTIVES: To have an introduction to understanding mental health and the stigma attached. To develop a mature sense of how to cope or support.

LESSON 1

LESSON LEARNING OBJECTIVES & OUTCOMES Introduce the course ground rules. Discussion about attitudes. Understand definitions of mental health. Recap on last lesson. Understand the historical and cultural context of mental health Focus on Stigma and Discrimination. Discuss and understand the concepts of capacity, responsibility To understand different types of discrimination. To understand the Equality Act in action To understand the idea of the continuum of mental health.

PSHCEE Framework Y10 Key Skills

MAIN ACTIVITIES Ground rules. Use introductory ppt on Stigmaor Celebrity Quiz. GraffitiWall: What is ‘Mental Health’?

- chance to explore the language; negative and positive portrayals of mental health. Film Clip:

‘The Stand Up Kid’

from Time to Change.

-follow up questions and discussion using booklet or ppt

What’s the Problem for Young People? Definition of Mental Health

STOP Stigma Survey

2

Y10 Key Skills

Talk through facts about mental illness and introduce brief outlines of common conditions. Open question session.

-show website references for further reading; projector

Historical/cultural

contexts and following questions. Case studies to offer historical perspective.

3

Y10 Key Skills See the clip from website ‘Time to Change’ on experiencing stigma. https://www.youtube.com /watch?v=Hupsx5Hoylcat

Read and discuss the definitions of stigma and three part detail.

Work through the questions and scenarios. Use the Learning Outcomes Resource sheet to help pupils’ answers.

Emil and arachnophobia; workplace discrimination exercise

Introduce The Equality Act.

4

Y10 Key Skills Recap on Equality Act and discrimination. Explain the concept of ‘protected characteristics’. -work on the examples A-D

‘How can you help

stop…?’ Emphasise the need to speak up or speak out; challenge the language and stereotypes.

Learn to Listen; be a non-judgemental listener. Read and understand the idea of

empathy

Role plays: improvise or short script in pairs or threes.

5

Y10 Key Skills Mental Health continuum diagram. Explain how a person can move from one area to another. A person can have a mental illness yet be in a ‘flourishing’ state.

-emphasise the definition of mental health and discuss

-watch the clip with Stephen Fry and Robbie Williams discussing bipolar depression. idiagnosis

Case Study: Chris and

Sam. Pupils to map out the year in the lives of the teenagers and to answer questions on what affects wellbeing.

6 Review websites and report to class. Awareness of where to go for information and support. Wellbeing tips

Y10 Key Skills Recognise 5 Ways to Wellbeing. Discuss the importance of the advice and how to fit it into their lives

Web quest; choose a website from the list and make a brief research of the mental health issues and features. Class to work in pairs and report back to peers. Use projector.

Review STOP Stigma Survey answers

Course feedback sheet

RSE will include lessons on pornography, the harmful effects of addiction and unrealistic portrayal of relationships.