C4L (Curriculum For Life)
Welcome to C4L (Curriculum for Life)
St Peter’s Curriculum for Life (C4L) incorporates the Personal Social Health Education (PSHE), Citizenship and Careers Education Information Advice and Guidance (CEIAG) curriculums.
Our C4L has been created using following guidance:
- The Catholic Education Service’s ‘A model Catholic Secondary RSE curriculum
- The PSHE Association’s ‘Programme of Study for PSHE Education (Key stages 1–5)
- The Dfe’s Statutory guidance: National curriculum in England: citizenship programmes of study for key stages 3 and 4
- Gatsby’s ‘Good Career Guidance Reaching the Gatsby Benchmarks’
- Relationships education, relationships and sex education (RSE) and health education
- Ofsted’s Review of sexual abuse in schools and colleges Review of sexual abuse in schools and colleges - GOV.UK (www.gov.uk)
- Career Development Institute’s ‘Careers Framework 2018’
The subject is taught throughout Key Stages 3 and 4 here at St. Peter’s. Pupils have a 50 minute lesson each week, dedicated to these areas of the curriculum.
The course is designed to help learners develop the knowledge, understanding and skills they need to manage their lives, now and in the future. We feel it is important that our pupils leave school with an understanding of the political, legal and economic functions of adult society, and with the social and moral awareness to thrive in it. We focus on real life issues which affect our pupils, their families and their communities. The lessons engage with the social and economic realities of their lives, their experiences, and attitudes. At all times, our Catholic faith and ethos underpin the discussions and various sensitive topics.
A variety of learning resources and different teaching and learning techniques are used to enhance learning. Discussion is an important part of lessons, ensuring that pupils learn to express their opinions as well develop their communication skills and powers of reasoning.
Outside speakers and theatre groups are regularly invited into school and we organise many trips and visits to help support and enhance the curriculum.
CLICK HERE TO SEE OUR "FUTURES" PAGE
"St Peter’s is an aspirational school and seeks to empower students with a sense that anything is possible; CEIAG plays a fundamental role in this. The delivery model of CEIAG is a varied and mixed one but also has a personalised approach, including offering a well organised and supported alternative provision offer. I am delighted to recommend that St Peter’s Catholic High School achieves the full award of The Quality in Careers Standard, as delivered by Inspiring IAG." - Inspiring IAG Assessment Report Summary Dec 2017
2021/2022 STAFFING
SLT Link Manager – Mr N Ashton
Curriculum Leader – Mrs C Welch
Futures Co-ordinator – Mrs N Maloney
Teachers
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Mrs C Welch |
Miss N Phillips |
Miss B Nicholls |
Miss J Cunliffe |
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Mr D Costello |
Miss J Halsall |
Mrs M Corley |
Mr L Harvey |
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Miss A Dooley |
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Key Stage 3 Curriculum Map
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Health and Wellbeing |
Living in the Wider World |
Citizenship |
Health and Wellbeing/Relationships |
Citizenship/Living in Wider World |
Relationships |
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Year 7 |
This is Me – Exploring Personal Strengths The effect of Others’ Views A Healthy Diet The right influence Energy Drinks |
Skills for enterprise and employment Unique Selling Points Marketing Profit and Loss Presentation Skills |
The nature of rules and laws Parliament MPs Citizens working together |
The changing body - Puberty Personal hygiene |
Personal Finance Money and Financial Systems Budgeting |
Different types of relationships Bullying |
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Year 8 |
Self Esteem Emotional Wellbeing Keeping the body physically healthy - physical activity and the importance of sleep. The influence of social media on body image. |
Cyber bullying Sexting Peer Pressure Staying Safe Online Online Reputation Work, Work, Work |
UK Parliament History of Parliament The Role of the Monarch Power to the People Political Parties |
Personal Safety – How much do you know about alcohol Understanding the risks and harms Smoking Illegal Drugs Addiction |
Managing financial risk Gambling The Budget Game |
. Gender Identity and sexual orientation Parenting |
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Year 9 |
Mental and emotional Health - unhelpful coping strategies including Self Harm and Eating disorders Cancer and Cancer prevention |
Exploring personal strengths for employment Career exploration using START and icould.com Making Decisions Options |
You and the law The UK legal system The UK judicial system Mock Trial A Punishment to fit the crime |
Managing different relationships Features of positive and stable relationships and those of unhealthy relationships. Consent The changing body - sexual activity and STIs |
Human Rights Human Rights Violations Difference and diversity |
Discrimination Combatting discrimination HBT Bullying |
Key Stage 4 Curriculum Map
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Year 10 |
Recognising and managing mental health including exploration of depression, anxiety and difficult emotions. Promoting emotional wellbeing through mindfulness. Accessing reliable sources of information, advice and support Body Image, the media and risks Cosmetic Surgery |
Relationship Abuse Exploitative Relationships Sharing Sexual Images Domestic Abuse Loss Separation and Divorce Diverse Relationships |
Different Electoral systems used in and beyond the UK Law – The Separation of Powers The free press Getting involved in democracy. The Commonwealth, the UN, NATO and the World Trade Organisation. Income and expenditure, and how public money is raised tax, NI, VAT. Student Loans |
STIs Methods of managing conception including natural and artificial methods. Where and how to obtain sexual health information, advice and support. Sexual Harassment, Violence and the Law |
Diversity Prejudice and Discrimination Extremism |
The risks and consequences of legal and illegal substance use, including physical and emotional health, personal safety, future career, relationships and future lifestyle. ‘habit’, dependence and addiction Accessing reliable sources of information, advice and support |
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Year 11 |
Goal Setting Skills and Qualities Personal Statements Interview Skills Labour Market Information Career Exploration using KUDOS |
Applications to Colleges and Training Providers CVs Rights and responsibilities in the workplace |
The legal system in the UK Human rights and international law. Other systems and forms of government, both democratic and non-democratic, beyond the UK. |
Consent Parenting skills and qualities and their central importance to family life The consequences of unintended pregnancy and of teenage parenthood Sexual Harassment, Violence and the Law |
Recognise and manage influences on financial decisions. Becoming a critical consumer of financial services. Savings and pensions, insurance, financial products and services. Accessing reliable sources of information, advice and support. Records of Achievement |
GCSE EXAMINATIONS |
Assessment
C4L is assessed based on two strands and there are four assessment levels:
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Level: |
Strand 1 |
Strand 2 |
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Participation and Expressing Opinions |
Knowledge and Understanding |
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Below |
I have not participated much in the lesson. I left other people to do the work and sat back. I listened at some points to what was going on but for the majority of the lesson I did not try. When I was asked a question I just gave one word answers. |
I have not met any of the learning objectives |
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Emerging |
I tried to participate in most of the lesson. I listened to what others said and put forward 1-2 points. When I was asked a question I answered with a little explanation. |
I have met some of the learning objectives. |
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Expected |
I have participated in the lesson fully. I listened to what others said and put forward a range of points. When I was asked a question I answered giving clear explanation. I can offer my opinion in whole class discussion without having to be prompted. |
I have met most of the learning objectives. |
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Exceeding |
I have participated in the lesson fully. I lead my group making sure I listened to what others said and put forward a range of points. When I was asked a question I answered giving clear explanation with sources of evidence to support my explanation. I often offer my opinion in whole class discussion without having to be prompted. |
I have met all of the learning objectives and my answers are fully developed with detail demonstrating clear understanding. |
With regards Knowledge and Understanding, teachers will assess whether pupils have met the learning objectives for each lesson based on the written work in pupils’ C4L diaries. Pupils will peer and self assess the Participation and Expressing Opinions strand on a lesson by lesson basis and teachers will assess half termly based on their observations of pupils in lessons.
There is no formal examination in C4L.
Where does it lead?
The topics covered within this subject link into a variety of further education courses for example Business, Health Studies, Law, Philosophy, Politics and Sociology.
Ofsted feedback regarding the department in 2019:
‘Leaders have developed a comprehensive personal, social, health education programme called ‘curriculum for life’. This develops pupils’ understanding of diversity, health and welfare and sex and relationships.’
‘Leaders give pupils many opportunities to develop their leadership skills. Pupils enjoy taking on responsibilities, such as representatives in the ‘youth parliament.’
‘Pupils feel safe in should and are taught how to stay safe, including when using social media. They are aware of different types of bullying.’
‘Pupils benefit from high quality careers information, advice and guidance. This ensures that they are well prepared for the next stage in their education.’
‘Pupils are well prepared for their next stage of education. The vast majority of pupils go on to further education, training or employment when they leave school.’
Updated: Dec 2021
