Key questions raised are:

● What are ‘British values’?

● How are ‘British values’ demonstrated by; individuals / leaders / the community?

● Why might some people reject the concept of ‘British values’?

● How might some people misuse the concept of ‘British values’ to manipulate or persuade others?

● Should we promote ‘British values’ in our community? How could this be achieved?

Through the curriculum students will be able to:

● explain the terms democracy, tolerance, and community cohesion;

● suggest examples of how ‘British values’ are practised in their community;

● evaluate the effect of ‘British values’ on themselves and their community;

● describe the value in feeling part of a strong community and the benefits of neighbourly behaviour;

● describe how actions contribute to a sense of community;

● identify the skills and character attributes that help people to successfully live and work together;

● evaluate the concept of ‘British values’, including how the term itself may be alienating or how some values may be unfamiliar for some people arriving in the UK;

● explore the impact of core values, recognising how they can unite or divide groups;

● explain why individuals may prioritise different values over others;

● suggest ways that they can promote ‘British values’.  

● evaluate the advantages and disadvantages of living in a diverse society;

● explain how prejudice of all kinds can lead to discrimination;

● analyse their own feelings about people who are different from them;

● evaluate the ways in which we can challenge and prevent discrimination and offensive behaviour as a society; 

● evaluate ways in which they might challenge discrimination and offensive behaviour as individuals;

● understand how members of the same family and the same community can hold conflicting values; 

● analyse different ways in which individuals and communities might respond to this;

● assess and debate moral issues effectively, assertively expressing disagreement;

● demonstrate methods for managing conflicting views with those they care about.

Key questions raised are:

● What does it mean to live in a diverse society?

● What are the advantages and disadvantages of this?

● How does prejudice lead to discrimination?

● How can we prevent discrimination and offensive behaviour in our society?

● Why might people hold conflicting values (even if they are from the same family / community)?

● How might people respond to holding different values from those close to them?

● How can we manage conflict about our values?

Through the curriculum students will be able to:

● evaluate the advantages and disadvantages of living in a diverse society;

● explain how prejudice of all kinds can lead to discrimination;

● analyse their own feelings about people who are different from them;

● evaluate the ways in which we can challenge and prevent discrimination and offensive behaviour as a society; 

● evaluate ways in which they might challenge discrimination and offensive behaviour as individuals;

● understand how members of the same family and the same community can hold conflicting values; 

● analyse different ways in which individuals and communities might respond to this;

● assess and debate moral issues effectively, assertively expressing disagreement;

● demonstrate methods for managing conflicting views with those they care about.

To understand the nature of extremism.

Key questions raised are:

● What is extremism / radicalisation?

● What types of extremist groups exist?

● Why might someone want to join an extremist group?

● What are the risks for someone who becomes involved with extremism?

● What are the effects of extremism on the community?

● What techniques do extremist groups use to recruit new members?

● How do extremist groups operate online?

● How can someone resist radicalisation techniques?

● What should someone do if they are concerned about themselves or a friend?

Through the curriculum students will be able to:

● define the terms extremism and radicalisation;

● challenge assumptions about extremism;

● understand that there are a range of extremist groups from different walks of life;

● suggest reasons why (young) people may join extremist groups;

● explain the risks for an individual of being associated with an extremist group;

● explain the threat to the community posed by extremist groups;

● recognise how extremist groups operate on social media;

● understand the techniques used by extremist groups to manipulate and persuade;

● describe and demonstrate ways to resist these techniques;

● explain what someone could do if they were worried about themselves or a friend.

Year 7
Term	Content	Additional Activities
Autumn 1	Mental Health Transition Puberty	Kooth Road Safety Bikeability University Visit
Autumn 2	Cancer Awareness Drugs Peer Pressure & Dealing with Bullying
Spring 1	Skills to Resist Radicalisation
Spring 2	Making Ethical Financial Decisions Spending, Saving and Budgeting
Summer 1	Enterprise Skills and Employability Challenging Stereotypes and Raising Aspirations Keeping Safe - FGM
Summer 2	Self Esteem, Romance and Friendships

Year 8
Term	Content	Additional Activities
Autumn 1	Mental Health, Emotional Wellbeing and Body Image Risk and Consequences, making financial decisions, Gambling
Autumn 2	Tackling Racism and Religious Discrimination. Protecting Human Rights
Spring 1	First Aid and Personal Safety – Road Safety
Spring 2	Alcohol and Drug Misuse and Managing Peer Influence
Summer 1	Introduction to Contraception Introduction to Sexuality and Consent The Risk of STIs
Summer 2	Careers Education

Year 9
Term	Content	Additional Activities
Autumn 1	Mental Health Awareness Peer Pressure, Assertiveness and Risk (Knife and Gang Crime)	Diversity Role Models Brook University Visit   Access All Areas – Liverpool John Moores University*     *Selection Criteria
Autumn 2	Assessing the Risks of Drug and Alcohol Abuse and Addiction Enterprise Skills and Employability
Spring 1	Challenging Homophobia, Transphobia and Sexism Rights and Responsibilities in the Community – Tackling Age and Disability Discrimination

Year 10
Term	Content	Additional Activities
Autumn 1	Mental Health and Ill Health – Challenging Stigma Understanding the Causes and Effects of Debt	Young Health and Life Sciences Scheme – University of Liverpool*   Access All Areas – Liverpool John Moores University*   Elevate Transition Project*   Diversity Role Models (2021)     *Selection Criteria
Autumn 2	RE – Poverty and It’s Sources (Exploitation of the Poor) RE – Giving Money to the Poor   RE – Attitude to Wealth (Gambling and Loans) Understanding the Risks Associated With Gambling
Spring 1	Evaluating the Social and Emotional Risks of Drug Taking Managing Change, Grief and Bereavement
Spring 2	Relationships and Families
Summer 1	Challenging Extremism and Radicalisation Matters of Life and Death
Summer 2	Challenging Relationships and Myths Personal Safety – Running Lines, County Lines

Year 11
Term	Content	Additional Activities
Autumn 1	Mental Health and Healthy Coping Strategies Learning and Revision Skills – Planning Year 11   Human Rights	Independent Advice and Guidance - Careers Interview   Mock Interviews   National Citizenship Service (NCS)   Access All Areas*   *Selection Criteria
Autumn 2	Understanding College Applications and Plans Beyond School CV Preparation and Mock Interviews (Employability)
Spring 1	British Values, Human Rights and Community Cohesion
Spring 2	Preparation for Work – Rights and Responsibilities at Work Health and Safety in Independent Contexts – Road, Passenger and Driver Safety