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 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



Mrs C Welch

Miss N Phillips

Miss B Nicholls

Miss J Cunliffe

Mr D Costello

Miss J Halsall

 Mrs M Corley

Mr L Harvey

Miss A Dooley




Key Stage 3 Curriculum Map


Health and Wellbeing

Living in the Wider World


Health and Wellbeing/Relationships

Citizenship/Living in Wider World


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


Profit and Loss

Presentation Skills

The nature of rules and laws



Citizens working together

The changing body - Puberty

Personal hygiene

Personal Finance

Money and Financial Systems


Different types of relationships


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


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


Illegal Drugs


Managing financial risk


The Budget Game


Gender Identity and sexual orientation


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


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.


The changing body - sexual activity and STIs

Human Rights

Human Rights Violations

Difference and diversity


Combatting discrimination

HBT Bullying


Key Stage 4 Curriculum Map

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


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


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


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.


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




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 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