Curriculum Grid

Below are the identified curriculum tie-ins for the Childnet Upper Secondary Advanced Project.

PSHE (England)

1.1 Personal identities

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  1. Understanding that identity is affected by a range of factors, including a positive sense of self.

1.2 Healthy lifestyles

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  1. Recognising that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices.
  2. Understanding that our physical, mental, sexual and emotional health affect our ability to lead fulfilling lives and that there is help and support available when they are threatened.

1.3 Risk

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  1. Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to themselves and others in a range of personal and social situations.
  2. Developing the confidence to try new ideas and face challenges safely, individually and in groups.

1.4 Relationships

/ b. Understanding that people have multiple roles and responsibilities in society and that making positive relationships and contributing to groups, teams and communities is important.

2.1 Critical reflection

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  1. reflect critically on their own and others’ values and change their behaviour accordingly
  2. reflect on their own and others’ strengths and achievements, give and receive constructive praise and criticism, and learn from success and failure
  3. identify and use strategies for setting and meeting personal targets and challenges in order to increase motivation, reflect on their effectiveness and implement and monitor strategies for achieving goals

2.2 Decision-making and managing risk

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  1. use knowledge and understanding to make informed choices about safety, health and wellbeing, evaluating personal choices and making changes if necessary
  2. find and evaluate information, advice and support from a variety of sources and be able to support others in doing so
  3. assess and manage risk in personal choices and situations, minimise harm in risky situations and demonstrate how to help others do so

2.3 Developing relationships and working with others

/ c. work individually, together and in teams for specific purposes, making use of the social skills of communication, negotiation, assertiveness and collaboration

Citizenship (England)

1.2 Rights and responsibilities

/ a. Exploring different kinds of rights and obligations and how these affect both individuals and communities.

2.1 Critical thinking and enquiry

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  1. question and reflect on different ideas, opinions, assumptions, beliefs and values when exploring topical and controversial issues and problems.
  2. research, plan and undertake enquiries into issues and problems using a range of information, sources and methods
  3. interpret and analyse critically sources used, identifying different values, ideas and viewpoints and recognising bias
  4. evaluate different viewpoints, exploring connections and relationships between viewpoints and actions in different contexts (from local to global).

2.3 Taking informed and responsible action

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  1. explore creative approaches to taking action on problems and issues to achieve intended purposes.
  2. research, initiate and plan action to address citizenship issues, working individually and with others.
  3. negotiate, decide on and take action to try to influence others, bring about change or resist unwanted change, managing time and resources appropriately.
e. reflect on the progress they have made, evaluating what they have learnt from the intended and unintended consequences of action, and the contributions of others as well as themselves.

English

2.1 Speaking and listening

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  1. present information clearly and persuasively to others, selecting the most appropriate way to structure and organise their speech for clarity and effect
j. work purposefully in groups, negotiating and building on the contributions of others to complete tasks or reach consensus

2.2 Reading

/ e. select, compare, summarise and synthesise information from different texts and use it to form their own ideas, arguments and opinions

2.3 Writing

/ h. support and strengthen their own views by incorporating different kinds of evidence from a range of sources
ICT

1.4 Impact of technology

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  1. Exploring how ICT changes the way we live our lives and has significant social, ethical and cultural implications.
  2. Recognising issues of risk, safety and responsibility surrounding the use of ICT.

Religious Education
  1. Evaluating their own and others’ values in order to make informed, rational and imaginative choices.

Curriculum Grid –Scotland

Health and Wellbeing
Mental, emotional, social and physical wellbeing / HWB 4-03a
I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.
HWB 4-09a
As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.
HWB 4-11a
I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others.
HWB 4-12a
Representing my class, school and/or wider community encourages my self-worth and confidence and allows me to contribute to and participate in society.
HWB 4-13a
Through contributing my views, time and talents, I play a part in bringing about positive change in my school and wider community.
Literacy
Tools for listening and talking / LIT 4-02a
When I engage with others I can make a relevant contribution, ensure that everyone has an opportunity to contribute and encourage them to take account of others’ points of view or alternative solutions.
I can respond in ways appropriate to my role, exploring and expanding on contributions to reflect on, clarify or adapt thinking.
Finding and using information / LIT 4-04a
As I listen or watch, I can:
• clearly state the purpose and main concerns of a text and make inferences from key statements
• compare and contrast different types of text
• gather, link and use information from different sources and use this for different purposes.
Understanding, analysing and evaluating / LIT 4-07a
I can show my understanding of what I listen to or watch by giving detailed, evaluative comments, with evidence, about the content and form of short and extended texts.
LIT 4-08a
To help me develop an informed view, I can identify some of the techniques used to influence or persuade and can assess the value of my sources.
Understanding, analysing and evaluating / LIT 4-09a
When listening and talking with others for different purposes, I can:
• communicate detailed information, ideas or opinions
• explain processes, concepts or ideas with some relevant supporting detail
• sum up ideas, issues, findings or conclusions.
Creating texts / LIT 4-10a
I can communicate in a clear, expressive manner when engaging with others within and beyond my place of learning, and can independently select and organise appropriate resources as required.
Tools for Reading / LIT 4-13a
Before and as I read, I can apply strategies and use resources independently to help me read a wide variety of texts and/or find the information I need.
Finding and using information / LIT 4-14a
Using what I know about the features of different types of texts, I can find, select, sort, summarise, link and use information from different sources.
Understanding, analysing and evaluating / LIT 4-16a
To show my understanding across different areas of learning, I can:
• clearly state the purpose, main concerns, concepts or arguments and use supporting detail
• make inferences from key statements and state these accurately in my own words
• compare and contrast different types of text.
Enjoyment and Choice / LIT 4-20a
I enjoy creating texts of my choice and I am developing my own style. I can regularly select subject, purpose, format and resources to suit the needs of my audience.
Tools for Writing / LIT 4-24a
I can justify my choice and use of layout and presentation in terms of the intended impact on my reader.
Organising and Using Information / LIT 4-26a
By considering the type of text I am creating, I can independently select ideas and relevant information for different purposes, and organise essential information or ideas and any supporting detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.
Creating Texts / LIT 4-28a
I can convey information and describe events, explain processes or concepts, providing substantiating evidence, and synthesise ideas or opinions in different ways.
Christianity
Values and Issues / RME 4-0
I can apply my developing understanding of morality to consider a range of moral dilemmas in order to find ways which could promote more just and compassionate society.
Social Sciences
People in society, economy and business / SOC 4-16b
Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected.
Technologies
ICT to enhance learning / TCH 4-03b
(cross curricular)
I can use ICT effectively in different learning contexts across the curriculum to access, select and present relevant information in a range of tasks.
Computing science contexts for developing technological skills and knowledge / TCH 4-08a
I can work with others to plan and use a learning group for sharing experiences, ideas and information within a secure online environment.
TCH 4-08b
I can compare different forms of security software to gain knowledge and understanding of their functions in protecting contemporary technologies.