Curriculum Connections

We’ve detailed how our programme links to particular areas of the curriculum in this document linked below:

Secondary-National-Curriculum-Objectives (3)

 

 

 

Secondary Curriculum and Schools Linking Programmes

At The Linking Network wehave selected and shaded green objectives and expectations which students taking part in Schools Linking Programmes will gain experience.

Secondary National Curriculum Aims Dec 2014

(from assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381754/SECONDARY_national_curriculum.pdf)

Every state-funded school must offer a curriculum which is balanced and broadly based and which: 

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

The school curriculum comprises all learning and other experiences that each school plans for its pupils the national curriculum forms one part of the school curriculum.

All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage and sex and relationship education to pupils in secondary education.

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education

 

Statutory English National Curriculum (from The national curriculum in England – Key stages 3 and 4 framework document)                                                                                                                

Language and literacy

Spoken language 6.2 Pupils should be taught to speak clearly and convey ideas confidently using Standard English. They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others; and select the appropriate register for effective communication. They should be taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas for writing.

Spoken language: the national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically.  Spoken language continues to underpin the development of pupils reading and writing during key stage 3 and teachers should therefore ensure pupils’ confidence and competence in this area continue to develop.  Pupils should be taught to understand and use conventions for discussion and debate, as well as continuing to develop their skills in working collaboratively with their peers to discuss reading, writing and speech across the curriculum

Pupils should be taught to:

  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
  • Are competent in the arts of speaking and listening, making formal presentations, demonstrating to other and participating in debate

 

PSHE Objectives from the non statutory but DfE recommended PSHE Association Programme of Study

Core Theme 1. Health and wellbeing:

Pupils should be taught:

  1. How to manage transition
  2. How to maintain physical, mental and emotional health and wellbeing
  3. How to make informed choices about health and wellbeing
  4. About parenthood and the impact of teenage pregnancy
  5. How to assess and manage risks to health
  6. How to identify and access support
  7. How to respond in an emergency including first aid
  8. The role and influence of media on lifestyle
Key Stage 3 Key Stage 4
Pupils should have the opportunity to learn:

·       H1 – To recognise their personal strengths and how this affects their self-confidence and self esteem

·       H2 – To recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self esteem

·       H3 – To accept helpful feedback or reject unhelpful criticism

·       H4 – To understand that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment

·       H5 – The characteristics of mental and emotional health and strategies for managing it

Building on Key Stage 3, pupils should have the opportunity to learn:

·       H1 – To evaluate the extent to which their self confidence and their self esteem are affected by the judgements of others and ways of managing this

·       H2 – To make effective use of constructive feedback and differentiating between helpful and unhelpful criticism

·       H3 – Strategies for managing mental health and the causes, symptoms and treatments

·       H10 – To recognise and manage feelings about, and influences on, their body image including the media’s portrayal of idealized and artificial body shapes

 

Core Theme 2: Relationships

This core theme focuses on:

1.       how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills

2.       how to recognize and manage emotions within a range of relationships

3.       how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and other violence and online encounters

4.       about the concept of consent in a variety of contexts (including in sexual relationships)

5.       about managing loss including bereavement, separation and divorce

6.       to respect equality and be a productive member of a diverse community

  1. how to identify and access appropriate advice and support
Key Stage 3

Pupils should have the opportunity to learn:

·       R1 – the qualities and the behaviours they should expect and exhibit in a wide variety of positive relationships (including teams, class, friendships etc)

·       R2 – to further develop and rehearse the skills of team working including objective setting, outcome planning, cooperation, negotiation, managing setbacks and compromise

·       R3 – to further develop communication skills of active listening, negotiation, offering and receiving constructive feedback and assertiveness

·       R4 – to explore the range of positive qualities people bring to relationships

·       R5 – that relationships can cause strong feelings and emotions (including sexual attraction)

Key Stage 4

Building on Key Stage 3, pupils should have the opportunity to learn:

·       R1 – strategies to manage strong emotions and feelings

·       R2 – the characteristics and benefits of positive, strong, supportive, equal relationships

 

 

Core Theme 3: Living in the wider world – economic wellbeing, careers and the world of work

This core theme focuses on:

1.       About rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy

2.       How to make informed choices and be enterprising and ambitious

3.       How to develop employability, team working and leadership skills and develop flexibility and resilience

4.       About the economic and business environment

  1. How personal financial choices can affect oneself and others and about rights and responsibilities as consumers

 

 

 

Key Stage 3

Pupils should have the opportunity to learn:

·       L1 – to recognise, clarify and if necessary challenge their own core values and how their values influence their choices

·       L2 – the knowledge and skills needed for setting realistic and challenging personal targets and goals (including the transition to Key Stage 3)

·       L3 – the similarities, differences and diversity among people of different race, culture, ability, disability, sex, gender identity, age and sexual orientation and the impact of stereotyping, prejudice, bigotry, bullying, and discrimination on individuals and communities

·       L4 – strategies for safely challenging stereotyping, prejudice, bigotry, bullying and discrimination when they witness or experience it in their daily lives

·       L5 – about potential tensions between human rights, British law and cultural and religious expectations and practices

·       L6 – about the primacy of human rights; and how to safely access sources of support for themselves or their peers if they have concerns or fears about those rights being undermined or ignored

·       L7 – to recognise that they have the same rights to opportunities in learning and work as all other people; to recognise and challenge stereotypes; and/or family or cultural expectations that may limit their aspirations

Key Stage 4

Building on Key Stage 3, pupils should have the opportunity to learn:

·       L2 – about the unacceptability of all forms of discrimination, and how to challenge it, prejudice and bigotry in the wider community including the workplace

 

History National Curriculum 2014

Purpose of study A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time. In England, by law children are to be taught about the Holocaust as part of the Key Stage 3 History curriculum.

R.E. non – statutory guidelines (National Curriculum 2010)

Good-practice examples include schools providing opportunities for:

  • exploring controversial religious issues in the modern world – including media misrepresentations of religion
  • representatives of ‘seldom heard’ religious communities to work with the school and develop confidence that their traditions are respected
  • pupils with strong commitments to share their experience in a safe context and see that their religion or belief is valued and respected
  • learning outside the classroom and inviting visitors to it, giving pupils the chance to interact with different religions and nonreligious groups locally
  • theme days or assemblies related to, for example, Holocaust Memorial Day – often working in partnership with other subjects, most notably citizenship.

 

Citizenship statutory guidelines (National Curriculum 2013)

Citizenship is compulsory at Key stage 3 and Key Stage 4

Purpose of study

High-quality citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society.  In particular, citizenship education should foster pupils’ keen awareness and understanding of democracy, government and how laws are made and upheld. Teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. It should also prepare pupils to take their place in society as responsible citizens, manage their money well and make sound financial decisions.

Teaching should develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.

Aims The national curriculum for citizenship aims to ensure that all pupils: § acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government § develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced § develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood § are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs.

Key stage 3 Objectives

Teaching should develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding while developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.

Pupils should be taught about:

  • the precious liberties enjoyed by the citizens of the United Kingdom
  • the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities

Key stage 4 Objectives

Teaching should build on the key stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They should experience and evaluate different ways that citizens can act together to solve problems and contribute to society.

Pupils should be taught about:

  • the different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond
  • human rightsand international law
  • diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
  • the different ways in which a citizen can contribute to the improvement of their community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity

 

 Geography Purpose of Study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

 

In addition to contributing to curriculum objectives, a linking project also provide opportunities for delivery of expectations of spiritual, moral, social and cultural development including British Values as

SMSC definitions in the Ofsted School Inspection Handbook

Ofsted – The spiritual development of pupils is shown by their:

  • ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences.

 

Ofsted – The moral development of pupils is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

 

Ofsted – The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

 

Ofsted – The cultural development of pupils is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
  • understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities (depending on content of linking curriculum chosen)
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.

 

Promoting British Values as part of SMSC in maintained schools (DfE 2014) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/380595/SMSC_Guidance_Maintained_Schools.pdf

Extracts selected by The Linking Network

Page 4: Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values. Meeting requirements for collective worship, establishing a strong school ethos supported by effective relationships throughout the school, and providing relevant activities beyond the classroom are all ways of ensuring pupils’ SMSC development.

Pupils must be encouraged to regard people of all faiths, races and cultures with respect and tolerance.

Page 6: Through their provision of SMSC, schools should:

  • enable students to develop their self-knowledge, self-esteem and self-confidence;
  • enable students to distinguish right from wrong and to respect the civil and criminal law of England;
  • encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those living and working in the locality of the school and to society more widely;
  • enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
  • further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
  • encourage respect for other people

 

The Prevent Duty -Departmental Advice for schools and childcare providers (DfE 2015) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/439598/prevent-duty-departmental-advice-v6.pdf

Building children’s resilience to radicalization: …schools can build pupils’ resilience to radicalisation by providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision-making.  Schools are already expected to promote the spiritual, moral, social and cultural development of pupils and, within this, fundamental British values.

 

Personal, Social and Health Education (PSHE) can be an effective way of providing pupils with time to explore sensitive or controversial issues and equipping them with the knowledge and skills to understand and manage difficult situations.  The subject can be used to teach pupils to recognise and manage risk, make safer choices, and recognise when pressure from others threatens their personal safety and wellbeing.  They can also develop effective ways of resisting pressures, including knowing when, where and how to get help.  Schools can encourage pupils to develop positive character traits through PSHE, such as resilience, determination, self-esteem, and confidence.

 

Citizenship helps to provide pupils with the knowledge, skills and understanding to prepare them to play a full and active part in society.  It should equip pupils to explore political and social issues critically, to weigh evidence, to debate, and to make reasoned arguments.  In Citizenship, pupils learn about democracy, government and how laws are made and upheld.  Pupils are also taught about the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.