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Brownhill Learning Community




Connect Faculty incorporates humanities, prep for work, geography, careers and PHSE  

Overview
 
 
PHSE
The PHSE curriculum at the BLC is made up of a number of overarching concepts including: Identity, relationships, a healthy balanced lifestyle, risk and safety, diversity and equality, rights and responsibilities, change and resilience, power and careers.

If you have any queries, please contact - Liz Spencer- 0300 3038384

 
PHSE Exam Board

 

Qualifications

Level 1 & 2 Certificate in Preparation for Working Life (Full Course)

 

History Exam Boards

 

Qualifications

GCSE History A - OCR (Home Tuition Only)
Entry Level Certificate - AQA
 

Geography Exam Board


Level 1 for Year 11
Unit Awards at Key Stage 3

 
Qualifications
Entry Level Certificate
Level 1
 

 



AUTUMN TERM 1


DIVERSITY


Who am 1?

Equality

Disability

Religion

Sexuality

LGBTQ


AUTUMN TERM 2


COMMUNITY


Crime / Antisocial behaviour

What's in your area?

Homelessness

Recession

Charity

Prevent


SPRING TERM 1


EMOTIONAL WELL BEING


Relationships

Peer Pressure

Emotions

Self-Esteem

Self-harm including eating disorders

Body image

Mental/Physical Health


SPRING TERM 2


SEX AND RELATIONSHIPS


Puberty

Menstruation

Personal Hygiene

STI's

Consent

Grooming

Contraception

Law

Abortion

Sexting

Porn (KS4 only, this will be on a private session basis)


SUMMER TERM 1


WIDER WORLD


Skills / qualities

Jobs, CV, qualifications, etc

Human rights

Voting

Money, Tax, Loans, Gambling

Environment, Recycling, Sustainability

Fair Trade

Slavery

Customs, Traditions


SUMMER TERM 2


RISKS


Drugs

Alcohol

First Aid

Smoking

Water

Sun

Fire


BLC Links


Head of PSHE - Liz Spencer, based at Year 11 Centre

Rhiannon Hutchins - Heights Lane

John-Paul Rainey - Darnhill Site, Primary


Cross Curricular


Topics that should be put in with other subjects:


Online safety - ICT

Budgeting - ICT / Maths / Food Tech

Healthy Lifestyle / Diet - Science / Food Tech

Exercise - PE and Science

PSHE Guidelines


Handling Sensitive or Controversial Issues


Recent media coverage of child abuse raises yet again the importance of keeping children and young people safe by developing their relevant knowledge, skills and confidence through PSHE education.

Children and young people will want to discuss such high profile events as well as other sensitive issues.  It's vital that they do so in a climate of trust, cooperation and support.

A safe learning environment helps students share feelings, explore values and attitudes, express opinions and consider those of others without attracting negative feedback.  As well as encouraging more open discussion, it also helps to make sure that teachers are not anxious about unexpected disclosures of comments.


It is good practice for teachers to:


  • Work with pupils to establish ground rules about how they will behave towards each other in discussion
  • Offer some opportunities for pupils to discuss issues confidentially in small groups as well as sharing views with the class
  • Place boxes in which pupils can place anonymous questions or concerns to avoid having to voice them in front of the class
  • Provide access to balanced information and differing views, bearing in mind that they are in an influential position and must work within the school's values (whilst making clear that behaviours such as racism, discrimination and bullying are never acceptable in any form)
  • Decide how far they are prepared to express their own views, bearing in mind that they are in an influential position and must work within the school's values
  • Be sensitive to the needs and experiences of individuals - some pupils may have direct experience of some of the issues.
  • Always work within the school's policies on safeguarding and confidentiality (and ensure that pupils understand school policies on disclosure of confidential information and following up concerns in a more appropriate setting outside lessons)
  • Link PSHE education into the whole-school approach to supporting pupil welfare
  • Make pupils are of sources of support both inside and outside the school

Ground Rules


Ground rules help to minimise inappropriate and unintended disclosures and comments of a negative nature made towards other pupils whether intentional or not.  such ground rules support broader class rules and the school's behaviour policy.

To be effective, pupils and teachers need to develop ground rules together and then test them in discussion and group activities, amending them as necessary.  Examples of ground rules include:


  • Not asking personal questions
  • Respecting what people say
  • Listening to others
  • Having the right to 'pass' if you do not wish to comment

Starting Points


Even young children may have some existing knowledge, skills, understanding, beliefs and misconceptions relating to many aspects of PSHE education.


They will have been exposed to parental, family, peer, school, media and community views on different issues and they will be aware of range of related attitudes and values.


These can be explored and used as a starting point for discussion about specific issues raised by using starter activities such as:


  • Group or class brainstorming
  • 'Graffiti' sheets
  • 'Draw and write'
  • Using photographs or pictures
  • Pupil to pupil interviews
  • A 'round' where each pupil in turn contributes something they know about a topic
  • In 'draw and write' pupils are asked to respond spontaneously to an open ended question by drawing a picture about a particular issue or situation and then writing notes explaining the drawings.

For example ask children to draw a stranger and describe what they have drawn

Distancing Techniques


Using distancing techniques such as stories, TV programmes/characters, role play, scenarios based on real situations can provide fictional characters and storylines that stimulate discussion whilst they 'de-personalise' discussions.


The following or similar questions can be used to support discussion when using fiction, role play scenarios, etc.


  • What is he/she like?
  • What is happening to them?
  • How are they feeling?
  • What are they thinking?
  • What do other people think of him/her?
  • Is what is happening right or wrong?
  • Who could help him/her?
  • What would I tell them to do if they asked for help?
  • What could you say to persuade (the character) to act differently?

Include in the programme information about sources of help both within the school and outside and help children develop the skills to seek advice and articulate their concerns.

Useful Links


The accompanying PSHE Association web article 'PSHE education and children's safety' discusses the importance of a comprehensive, progressive and supportive programme of PSHE education that gradually teachers children the skills and strategies they need to stay safe and an understanding of when to employ them


NSPCC's website www.nspcc.org.uk includes up to date information and sources of support.  The NSPCC runs Childline (0800 1111) and an advice line for adults worried about children (0808 800 5000)


The website http://thisisabuse.direct.gov.uk targets teenagers and helps them to explore what constitutes abuse and how to obtain support


The campaign 'Schools Safe 4 Girls': http://www.pshe-associaton.org.uk/news_detail.aspx?ID=1313 provides links to sources of support and advice provided by the End Violence Against Women Coalition.



Year 11

AQA Geography
Autumn Term 1Autumn Term 2Spring Term 1Spring Term 2Summer Term 1Summer Term 2
Earthquakes and VolcanoesEarthquakes and VolcanoesIntroduction to the Geography of the UKMajor features of the World, Europe and the UKMajor features of the World, Europe and the UKBasic Map Reading
Focus PointsFocus PointsFocus PointsFocus PointsFocus PointsFocus Points
  • The main cause of earthquakes and volcanoes
  • The relationships between volcanoes and subduction zones
  • World distribution of major earthquakes and volcanic areas
  • World distribution of major earthquakes and volcanic areas
  • Three features of a volcano structure
  • The sequences of events in volcanic eruptions
  • The dangers of volcanic eruptions to human settlement
  • The benefits of volcanic activity to human settlement
  • One famous volcanic eruption
  • The sequence of events in an earthquake
  • The dangers of earthquakes to human settlements
  • One famous earthquake
  • Identify at least five cities in the UK
  • Label at least four mountain ranges in the UK
  • Identify four countries in the UK
  • Label at least four main rivers in the UK
  • The names and location of the continents of the world
  • The names and location of fifteen major countries of the world outside Europe
  • The location of the densest and unpopulated areas of the world
  • At least ten major features of the world, outside Europe, and their location
  • Capital city, population, population density and life expectancy statistics of at least fifteen major countries in the world
  • The name and locations of at least thirty countries in Europe
  • At least twelve major physical features of Europe and their location
  • The names and location of fourteen of the major cities in the UK
  • At least fifteen major geographical areas in the UK and their location
  • The location of the densest and least populated areas of the UK
  • The names and location of fourteen UK counties
  • At least five major motorway routes of the UK
  • At least five major rail routes of the UK
  • Identify at least thee map symbols on an Ordnance Survey Map, e.g. a windmill, a youth hostel, etc.
  • Use a compass to orientate a map compass north
  • Determine the position by using a four-figure grid reference and a names landmark on an Ordnance Survey map
  • Use a map scale on a 1:25,000 or 1:50,000 map to calculate distance between two points
  • Use contour lines to identify at least three physical features on a map
  • Give written directions for finding five specified points on a map from a given point
  • Draw a diagram to show the points of a compass
  • Draw a diagram to show the difference between grid north, true north and magnetic north

Experienced


  • Participate in a field trip


Year 11

Cambridge I-GCSE History
Autumn Term 1Autumn Term 2Spring Term 1Spring Term 2Summer Term 1Summer Term 2
  • 20th Century: International Relations since 1919
  • 20th Century: International Relations since 1919
  • 20th Century: International Relations since 1919
  • 20th Century: International Relations since 1919
  • 20th Century: International Relations since 1919
  • 20th Century: International Relations since 1919
FOCUS POINTSFOCUS POINTSFOCUS POINTSFOCUS POINTSFOCUS POINTSFOCUS POINTS
  • What were the motives and aims of the Big Three at Versailles?
  • Why didn't the victors get what they wanted?
  • The impact of the peace treaty on Germany
  • Could the treaties be justified
  • Were the peace treaties of 1919-1923 fair?
  • To what extent was the League of Nations a success?
  • Why had international peace collapsed by 1939?
  • Were the peace treaties of 1919-1923 fair?
  • To what extent was the League of Nations a success?
  • Why had international peace collapsed by 1939?
  • What were the roles of individuals such as Wilson, Clemenceay and Lloyd George in the peace-making process?
  • Revision and Examination prep.