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 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.

St Peter’s holds the Inspiring IAG Gold Award for its Careers Education Information Advice and Guidance to all its pupils. All of our published information is reviewed annually, the next review will take place in November 2019.

"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

2019/2020 STAFFING

SLT Link Manager – Mr N Ashton

Curriculum Leader – Mrs C Welch

Futures Co-ordinator – Mrs N Maloney



Mrs C Welch Mrs R Heath Miss N Phillips Miss D Smith Miss K Swift Mrs D Harvey
Miss O Blackwell Miss C Wilding Miss J Halsall Mr D Rourke    

Key Stage 3 Curriculum Map


Autumn 1

Health and Wellbeing

Autumn 2

Living in the Wider World

Spring 1


Spring 2

Health and Wellbeing/Relationships

Summer 1

Citizenship/Living in Wider World

Summer 2


Year 7

Personal Strengths

Keeping the body physically healthy - healthy Eating

Skills for enterprise and employment


Unique Selling Points


Profit and Loss

Presentation Skills

The nature of rules and laws

Parliament, voting and elections

Public institutions and voluntary groups in society

The changing body - Puberty

Personal hygiene

Personal Finance

Different types of relationships


Peer pressure

Year 8

Mental and emotional health, incl. healthy coping strategies


Keeping the body physically healthy - physical activity and the importance of sleep.

The influence of social media on body image.

Cyber bullying


Peer Pressure

Staying Safe Online

Online Reputation

Work, Work, Work

The development of the political system of democratic government in the UK including the roles of citizens, Parliament and the Monarch.

The role of political parties

Personal Safety - Drug Education

Managing financial risk

Features of positive and stable relationships and those of unhealthy relationships.

Gender Identity and sexual orientation.

Year 9

Mental and emotional Health - unhelpful coping strategies

Cancer and Cancer prevention

Recognising and building personal skills

Exploring personal strengths for employment

Career exploration using KUDOS and icould.com

Making Decisions


The justice system, including the role of the police and operation of courts and tribunals.

Managing different relationships

Features of positive and stable relationships and those of unhealthy relationships.


The changing body - sexual activity and STIs

Human Rights

Difference and diversity


Anti-bullying and abuse.

Cultural practices against UK law

The influence of the media and social media on sexual activity.


Key Stage 4 Curriculum Map


Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 10

Recognising and managing mental health and promoting emotional wellbeing

Accessing reliable sources of information, advice and support

Body Image

Relationship Abuse

Exploitative Relationships

Sharing Sexual Images

Domestic Abuse

Loss Separation and Divorce

Diverse Relationships

Electoral systems

Democratic and electoral processes

The power of government, citizens and parliament.

The executive, legislature and judiciary and a free press.

The Commonwealth, the UN and NATO.

Income and expenditure, and how public money is raised tax, NI, VAT.

Credit and debt.


Fertility levels

Methods of managing conception including natural and artificial methods.

Where and how to obtain sexual health information, advice and support.


Prejudice and Discrimination


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

Year 11

Goal Setting

Skills and Qualities

Personal Statements

Interview Skills

Labour Market Information

Career Exploration using KUDOS

Applications to Colleges and Training Providers using UCAS Progress


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.


The role of sex in the media

Parenting skills and qualities and their central importance to family life

The consequences of unintended pregnancy and of teenage parenthood

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




C4L is assessed based on two strands and there are four assessment levels:



Strand 1

Strand 2

Participation and Expressing Opinions

Knowledge and Understanding


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


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.


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.


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.


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.’

Links to tools and resources used within lessons









Updated: Jan 2020