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’
- 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.
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.
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
2018/2019 STAFFING
SLT Link Manager – Mr N Ashton
Curriculum Leader – Mrs C Welch
Futures Co-ordinator – Mrs N Maloney
Teachers
| Mrs C Welch | Miss G Gaskell | Mr L Harvey | Miss N Phillips | Miss K Swift | Miss C Wilding |
| Miss R Brooks | Miss J Halsall | Mrs K Hughes | Mrs R Sangster | Mr K Stead | Mrs W Conway |
| Mr A Fairhurst | Mrs S Hunt | Mr C Keating | Mrs D Makin | Mr I Bromelow | Mr S Cunliffe |
Key Stage 3 Curriculum Map
|
|
Autumn 1 Health and Wellbeing |
Autumn 2 Living in the Wider World |
Spring 1 Citizenship |
Spring 2 Health and Wellbeing/Relationships |
Summer 1 Citizenship/Living in Wider World |
Summer 2 Relationships |
|
Year 7 |
Personal Strengths Keeping the body physically healthy - healthy Eating |
Skills for enterprise and employment
Unique Selling Points Marketing 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 Bullying 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 Sexting 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 Options |
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. Consent The changing body - sexual activity and STIs |
Human Rights Difference and diversity |
Discrimination 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. |
STIs Fertility levels Methods of managing conception including natural and artificial methods. Where and how to obtain sexual health information, advice and support. |
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 |
|
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 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 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 |
GCSE EXAMINATIONS |
Assessment
C4L is assessed based on two strands and there are four assessment levels:
|
Level: |
Strand 1 |
Strand 2 |
|
Participation and Expressing Opinions |
Knowledge and Understanding |
|
|
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 |
|
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. |
|
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. |
|
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. |
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.
What our students say
“It’s a chance to learn things you wouldn’t otherwise learn”
“Prepares you for the real world”
“You don’t get judged, you can offer your opinions”
“One of my most enjoyable lessons each week”
“You can express your views”
In our recent Department Review parents described how they have family discussions at home about the issues that their children are covering in C4L. Parents of Key Stage 4 pupils were very grateful for the work that takes place around college and post 16 choices. Parents spoke very positively about the way that Relationships and Sex Education (RSE) is covered, they felt the content appropriate and very helpful. Parents of all year groups were very appreciative of the subject content as a whole.
Links to tools and resources used within lessons
https://kudos.cascaid.co.uk/#/
https://www.ucasprogress.com/authentication/logon
https://barclayslifeskills.com/
https://www.childnet.com/resources/pshetoolkit
https://www.cifas.org.uk/insight/public-affairs-policy/anti-fraud-lesson-plans
https://www.teenagecancertrust.org/about-us/what-we-do/cancer-awareness/resources
