Welcome to C4L (Curriculum For Life)
Our curriculum will help learners to develop the knowledge, understanding and skills they need to manage their lives and make informed choices now and in the future.
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 the following guidance:
- The Catholic Education Service’s ‘A model Catholic Secondary RSE curriculum
- CDI 98-Framework-skills by key stage-A3 portrait.indd (thecdi.net)
- 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)
The subject is taught throughout Key Stages 3 and 4 at St. Peter’s. Pupils have a 50-minute lesson each week dedicated to these curriculum areas.
The course is designed to help learners develop the knowledge, understanding and skills to manage their lives, now and in the future. Our pupils must leave school with an understanding of adult society’s political, legal and economic functions and social and moral awareness to thrive in it. Therefore, we focus on real-life issues affecting our pupils, their families and communities. The lessons engage with the social and economic realities of their lives, their experiences, and their attitudes. Our Catholic faith and ethos always underpin the discussions and various sensitive topics.
Various learning resources and different teaching and learning techniques are used to enhance learning. Discussion is an integral part of lessons, ensuring pupils learn to express their opinions and develop their communication skills and powers of reasoning.
Outside speakers and theatre groups are regularly invited to the school, and we organise many trips and visits to help support and enhance the curriculum.
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(click the "Futures Support (Careers)" tab)
SLT Link Manager – Mr N Ashton
Curriculum Leader – Mrs C Welch
Futures Co-ordinator – Mrs N Maloney
Mrs C Welch
Miss N Phillips
Mrs D Makin
Miss J Cunliffe
Mr D Costello
Miss J Halsall
Mrs M Corley
Miss R Brooks
Miss A Dooley
Miss S Wade
Miss S Luisa
Miss S Belshaw
Schemes of Work
Regarding 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. In addition, pupils will peer and self-assess the Participation and Expressing Opinions strand on a lesson-by-lesson basis. Teachers will assess half termly based on their observations of pupils in lessons.
There is no formal examination in C4L.
Pupil Voice from a survey conducted January 2023:
- “I enjoy the lessons. I find the topics interesting and relevant for my age group.” (Year 10 pupil)
- “It helps me to understand different things about the world around us and what we need to know when we get older.” (Year 7 pupil)
- “I really like this subject because it feels like a safe space to discuss” (Year 7 pupil)
- “It’s really beneficial to learn about the risks and consequences of different topics in life.” (Year 10 pupil)
- “I think C4L is a top lesson, you actually speak about interesting topics and it prepares you for life after school.” (Year 11 pupil)
- “It helps you change your lifestyle if you see something that is not particularly good for your mental health or physical health.” (Year 8 pupil)
Staff voice January 2023:
- “I have thoroughly enjoyed teaching C4L this year so far. It adds both challenge and variety to my timetable. I think what I enjoy most is the depth and breadth of the topics we discuss and how pertinent they are to real life. The students engage with all of the discussions because it is relevant and important to them.” (S.Belshaw)
- “I really enjoy teaching C4L, I think the topics covered are important for the pupils and messages are continued throughout the years. Topics are continually evolving based on what's happening across the globe.” (M. Corley)
- “I love teaching C4L. Teaching outside of my subject specialism gives me the opportunity to develop strong relationships with pupils and I particularly enjoy teaching members of my own form within these classes. I feel that I am making a real difference in the pupils' social and moral development. The pupils take the subject seriously and engage well in the lesson, as all of the lessons are well prepared, interactive and up to date with current trends and developments. The Scheme of Work has been meticulously planned and the recapping of certain topics allows the pupils to make their own links between topics such as Self Esteem and Mental Health. I truly believe that the department play a huge role in helping the pupils to leave school with a strong sense of self, acceptance of others, moral code and practical knowledge of Post-16 life.” (J. Cunliffe)
School Improvement Partner Feedback July 2022:
- “The personal development of young peoples’ experiences at the school is clearly a strength. This was reflected in the Ofsted inspection of 2019, and has arguably been developed even further since. There is a comprehensive, well-planned and sequenced personal development curriculum plan in place, details of which are readily available to parents via the website. The impact of this curriculum was apparent in the pupil voice (see below) and in samples of pupil workbooks shared, as well as in the staff voice and pupil voice shared by the curriculum leader.
There is an impressive depth and breadth of personal development, and a richness brought by the association with external agencies who contribute extensively to the delivery of the curriculum for life (C4L).
Leaders organize annual ‘Life days’ for each year group when the timetable is suspended to facilitate a programme of activities, in response to current issues such as the situation in Ukraine, refugees and knife crime, which the pupils clearly value, reflected in the 429 responses to a voluntary questionnaire. The curriculum leader monitors the quality of curriculum delivery through learning walks, book looks and pupil voice. The curriculum leader has teachers RAG subject knowledge at the start of every year and plans CPD to address any concerns. Knowledge and understanding are routinely assessed by teachers, and retrieval was wholly apparent during pupil voice.”
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.’
The topics covered within this subject link into various further education courses, for example, Business, Health Studies, Law, Philosophy, Politics and Sociology.