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Unit 1
Have conspiracy theorists uncovered the truth?
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Students start the year by exploring a range of conspiracy theories, and considering how to fact-check them. This enables them to then evaluate the accuracy and veracity of news stories, and to reflect on whether fake news is a problem in the modern world.
Key knowledge developed:
- Knowing key vocabulary, such as 'conspiracy' and 'fake news'
- Knowing a range of conspiracy theories that have been disproved
Key skills developed:
- How to evaluate information critically, both online and in the physical world
- How to be a discerning consumer of information online
Assessment: Learning is assessed formatively through use of in-class activities, class discussions and through quizzes administered using Microsoft Forms.
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Unit 2
How can we make positive choices?
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In this unit, students learn about the effects of a range of substances, including energy drinks, alcohol and cigarettes. Students additionally explore strategies for coping with peer pressure.
Key knowledge developed:
- Knowing key vocabulary, such as 'nicotine'
- Understanding the risks of taking a range of legal and illegal substances, including energy drinks, alcohol and illegal drugs
Key skills developed:
- How to respond to peer pressure
- How to report concerns to a trusted adult
Assessment: Learning is assessed formatively through use of in-class activities, class discussions and through quizzes administered using Microsoft Forms. |
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Unit 3
What life skills do we need?
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In this unit, students practise a range of first aid techniques. They also reflect on the skills needed to manage money successfully.
Key knowledge developed:
- Knowing key vocabulary, such as 'budget' and 'CPR'
- Understanding the types of basic first aid skills that might be needed
- Understanding the risks and benefits of financial products, such as loans and credit cards
Key skills developed:
- How to administer CPR and use a defibrillator
- How to perform basic first aid
- How to create a budget
Assessment: Learning is assessed formatively through use of in-class activities, class discussions and through quizzes administered using Microsoft Forms.
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Unit 4
How can we have positive relationships?
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This unit builds on earlier units on personal relationships and positive choices. Students explore the characteristics of safe, positive and healthy friendships, and consider the warning signs of an unsafe or unhealthy relationship. Students explore strategies for coping with peer pressure, staying safe online and managing anger.
Key knowledge developed:
- Knowing key vocabulary, such as 'bullying', 'consent' and 'peer pressure'
- Knowing what the UK law says about discrimination
- Understanding that everyone is unique and equal
- Knowing confidently which adults are responsible for safeguarding at Icknield
- Understanding the characteristics of positive, respectful and healthy relationships, both online and in the physical world
- Understanding online risks, such as sharing images
Key skills developed:
- How to take practical steps to support or improve relationships with others
- How to evaluate critically the impact of one's actions on others
- How to act responsibly to awareness of bullying
- How to act responsibly if one is aware of prejudice or discrimination
- How to report concerns to a trusted adult
Assessment: Learning is assessed formatively through use of in-class activities, class discussions and through quizzes administered using Microsoft Forms.
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