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Carlton le Willows Academy

Nothing but the best

Character, Resilience & Wellbeing

Head of Department: Mr Tomlinson (

Curriculum intent

Personal, Social, Health and Economic (PSHE) Education is a subject through which pupils develop the knowledge, skills and attributes they need to manage their lives now and in the future. 

Our intent is to ensure that the pupils at Carlton le Willows Academy learn and develop skills and attributes to stay healthy, safe and prepare them for life and work in modern Britain. Also, providing opportunities for students to reflect on and clarify their own values and attitudes, and explore complex and sometimes a more conflicting range of values and attitudes that they encounter now and in the future.


Character, Resilience & Wellbeing, incorporates Citizenship and Personal, Social, Health and Economic Education (PSHE) and is taught at Carlton le Willows Academy from Years 7-9.

KS3: Citizenship

KS3: Citizenship

A high quality citizenship education helps provide students with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster students’ keen awareness and understanding of democratic government and how laws are made and upheld.

Teaching citizenship will equip students with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. It should also prepare students to take their place in society as responsible citizens, manage their money well and make sound financial decisions.

Students are taught about the democratic government in the UK, including the roles of citizens, Parliament and the monarchy; about the operation of Parliament including voting, elections and the role of the political parties; the justice system, including the role of the police and the courts; the roles played by public institutions and voluntary groups and about money, including the importance and practice of budgeting and managing risk.


All students in Years 7, 8 and 9 are taught Relationships and Sex Education (RSE) and Health Education (HE). This includes:


  1. Families.
  2. Respectful Relationships, including Friendships.
  3. Online and Media.
  4. Being Safe.
  5. Intimate and Sexual Relationships, including Sexual Health.
  6. The Law.


  1. Mental Wellbeing.
  2. Internet Safety and Harm.
  3. Physical Health and Fitness.
  4. Healthy Eating.
  5. Drugs, Alcohol and Tobacco.
  6. Health and Prevention.
  7. Basic First Aid.
  8. Changing Adolescent Body.


The Resilience Curriculum at Carlton le Willows builds on the skills that students learn in Year 7 so  they are able to transfer learning during their development. Students are able to revisit the resilience skills each year and develop in-depth knowledge about resilience and how to apply the skills to various aspects of their emotional and social lives. Given that adolescence may be a time of potential challenge and/or adversity for many students, this comprehensive curriculum equips them with resilience skills that are familiar, salient and accessible. As students move through school the emphasis will gradually move from teaching the skills to learning how to apply them to the situations that are relevant to them.

The main resilience skills delivered are:

Being aware of our self-talk beliefs: We all have an internal radio station that interprets situations as they happen. Sometimes it can be unhelpful or inaccurate. Most of the time it works just fine and we don’t need to tune in to it.

A-B-C Model: Activating event or Adversity- the event that has happened (just the facts). Beliefs- the thoughts we have in that moment. They can be about why the Activating Event or Adversity has happened or about what will happen next as a result. Consequences- the way we feel and behave as a result of our Beliefs about the Activating Event or Adversity.

Habits in our Beliefs: Some patterns in our thinking are pessimistic beliefs- especially me/always beliefs that make us give up and feel bad. Habits of thinking aren’t always unhelpful but usually mean we are missing or ignoring important information.

Challenging our negative beliefs: We can question our beliefs to come up with more optimistic/accurate beliefs. More optimistic beliefs may be just as likely to be true and could be more accurate. When we do this it can have an impact on how we feel and behave and lead to more helpful outcomes.

Looking for Evidence: Our beliefs need to be as accurate as possible so we can deal with the reality (good or bad). We need to be a detective and find evidence to prove whether our beliefs are true and completely accurate.

Putting it in Perspective: Sometimes when we think what will happen next we catastrophize and get into a spiral of worst case thinking. None of these things have actually happened yet but we are not able to problem solve effectively as our thinking has lost perspective. To stop ourselves catastrophizing we can list the worst case and best case to then help us think more rationally and about the most likely. This has a calming effect and so we can plan what we are going to do next.

Real Time Resilience: When we have negative self-talk and it is distracting us from something that we need to be doing right now we can use tag-lines to dispute the beliefs.

Calming and Focusing: Sometimes our emotions are just too strong to be able to think! We can slow things down and calm our emotions using breathing, distraction and visualised relaxation techniques.

Assertive Communication: Communication should be confident, calm, controlled and clear. We can use this model: Describe the problem, express how this makes us feel, ask for change, and list the consequences of change.

Negotiation/Compromise: Sometimes we have to be prepared to compromise and work out a solution with other people. It is important to be clear on what we want, but to keep talking until a compromise is reached, then agree to a fair deal.

KS4: Citizenship

KS4: Citizenship

Teaching builds on the Key Stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens.

Pupils are taught about:

·        parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the executive, legislature and judiciary and a free press

·        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

·        other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom

·        local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world

·        human rights and international law

·        the legal system in the UK, different sources of law and how the law helps society deal with complex problems

·        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

·        income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.


All Pupils in Years 10 and 11 are taught Relationships and Sex Education (RSE) and Health Education (HE). PSHE is categorised under three core themes: Living in the Wider World, Relationships, and Health and Wellbeing. The curriculum is sequenced so that the content delivered at KS3 is transferred and developed, and is transparent and salient. At Carlton le Willows we aim for the delivery to be age appropriate and respond to issues raised by the community, safeguarding team and pastoral support.


Teaching builds on the skills that the students learnt at KS3 so  that they are able to transfer learning during their development. As students progress to KS4 the emphasis will gradually move from teaching the skills to learning how to apply them to the situations that are relevant to them.

Students will (Intent):

  • Consolidate knowledge of resilience skills delivered at Key Stage 3.
  • Apply the skills of resilience to be more resilient in current situations.
  • Be able to use the resilience skills to assess situations for risk and opportunity.
  • Increase ability to make good quality decisions when the decisions are more complex and ambiguous.
  • Develop effective strategies for managing dilemmas, ambiguity and complexity.
  • Increase ability to manage peer group influence effectively.
  • Develop strategies to cope with the academic pressures of year 11.
  • Identify and prepare for challenges and setbacks based on understanding and self.
  • Remove barriers and cope with setbacks that might otherwise stop students from realising their full potential.

Resilience Curriculum (Healthy Minds) 

Healthy Minds is a sequenced curriculum for Years 7 to 11, underpinned by a set of psychological skills that build mental resilience and emotional wellbeing. Healthy Minds is a skills-based curriculum that meets statutory relationship and health requirements.

PHSE Learning Journey KS3 

PHSE Learning Journey KS4 

RSE (Relationships & Sex Education) Scheme of Work - Year 7 

Maintaining genuine friendships and avoiding toxic ones.

Families – what are the different types and does it matter what kind of family you have?

Teen Relationships- what new feelings might you experience?

Bullying or banter – what is and what isn’t acceptable?

How can we prevent online bullying?

How can we keep safe and positive relationships?

What does it mean to be a British Citizen? Researching and presenting our multiple personal identities.

What is online radicalisation and why is it a problem?

How can we avoid conflict at home and is anything solved by running away?

What is ‘Hate Crime’ and why does it happen?

What are the different types of child abuse?

Why does forced marriage happen?

How is marriage celebrated?

What do you think interfaith marriage is?

Puberty - what can i Expect, what's normal and why does it happen?

Periods - the menstrual cycle and PMS - what I need to know.

FGM - what is it, why is it so serious and what can we all do to help?

RSE (Relationships & Sex Education) Scheme of Work - Year 8 

How can we recognise and prevent developing eating disorders?

How can we keep good mental health and a positive body image?

What is Child Sexual Exploitation?

Domestic abuse – how can we tell the difference between healthy and abusive relationships?

Peer pressure– why is it so powerful and how can we overcome it?

Can you have British Values that aren’t Christian?

LGBTQ+ What does this stand for and what do we need to know about it?

What is the difference between prejudice and discrimination? What are the different types?

The Equality Act 2010- How are we protected from discrimination? (Protected Characteristics)

What are LGBT rights like across the world?

How is the media prejudice towards teenagers and what impact could this have?

What is online grooming and how can we recognise the warning signs?

How are disabled people portrayed in the media?

What does the term Sexuality actually mean?

What is a stereotype?

Why is diversity important?

RSE (Relationships & Sex Education) Scheme of Work - Year 9 

What is consent and why is it so important we learn about it?

What are the different types of contraception and how do we use them?

How can online pornography be dangerous?

Why do you need to know about ‘sexting’ and image sharing?

Teenage pregnancy (including Abortion and Miscarriage) – what issues do young parents face?

What are the different STIs? How can we keep good sexual health?

Why do some men and boys have issues with their body image?

Domestic abuse – how can we tell the difference between healthy and abusive relationships?


RSE (Relationships & Sex Education) Scheme of Work - Year 10 

Conflict Management: how can we manage and resolve conflict safely?

Forced and arranged marriages: what do we need to know?

Stalking and harassment: what are these? How does the law protect us?

How and why do role models influence us and is this always a good thing?

What is ‘Revenge Porn’? Social media, image sharing and the law.

Why do some people have same-sex relationships and what is it like to be in one?

Why is it important we learn about Sex, Gender and Trans-Identity?

What is community cohesion and why is it important?

Sexism and gender prejudice – what is it and is it still such an issue today?

Being a new parent – what is this like and why can it be so challenging?

RSE (Relationships & Sex Education) Scheme of Work - Year 11 

What is body shaming, is it bullying and why do people do this?

Healthy Relationships- What factors can affect relationships?

Consent, rape and sexual harassment – how can we establish clear sexual boundaries?

Domestic abuse – how can we tell the difference between healthy and abusive relationships?

What do we mean by when we talk about ‘safe sex’ and what is ‘chem sex’?

How can we manage break-ups amicably and get over a broken heart?

Interactive Workshop Year 8 

This interactive drama workshop Abigail's Story looks at issues around online grooming awareness, internet safety and child sexual exploitation. 

Jonno and Abigail are both teenagers, they are boyfriend and girlfriend, they met online but have now begun to meet in real life. They love and care for each other, very much – or do they? Not all is as it seems and 14 year old Abigail needs help to recognise that the boyfriend she loves and trusts is not whom he seems. Content includes:

  • What might constitute an unhealthy relationship online and how risks online might be translated into risks in real life. This will include an emphasis on understanding the risks involved in social networking, and how images and words posted online, are in a public not private space. It will put particular emphasis on how people can pretend - online - to be other than they are in real life.
  • What might constitute sexual exploitation. This will include references to and discussion around virtual and real world exploitation and the dangers of posting images of oneself online.
  • How CSE happens and how easily it can happen to any young person. This will include reference to and particular emphasis on, the role and tactics of the perpetrator/groomer
  • Who should or might take responsibility around addressing issues relating to CSE. In addition to highlighting pathways to support agencies and protection, the project will also encourage young people to look out for their friends and to access support in the school environment, if they are worried about them.
  • What to do if a young person is approached in an inappropriate way – who to tell and how to safely seek help.
  • How CSE is everybody’s responsibility and how professionals such as teachers and youth workers might take measures to keep young people safe
  • The short and long term impact of CSE on families and friends.

Interactive Workshop Year 9

Karen and Lee is a one-hour interactive workshop. It focuses on the fact that in the UK today, many teenagers experience their first sexual encounter whilst under the influence of alcohol; the project investigates the potential consequences of unprotected sex at an early age. Its intended outcomes are as follows:

  • To explore the role that alcohol can play in leading young people into risk taking  and/or abusive behaviour, particularly in relation to sexual relationships and parenting.
  • To raise the issue of what ‘consent to sex’ means when one or both partners are under the influence of alcohol.
  • To raise awareness of how peer pressure, low self-esteem and life expectations can lead to alcohol related risk-taking behaviour and the coping/avoidance strategies available to deal with such pressures.
  • To clearly illustrate the potential health risks and risk of pregnancy related to unprotected, underage sex and to define the legal, personal and social implications resulting from this behaviour.
  • To raise awareness of the short- and long-term consequences of underage teenage pregnancy and parenthood for individuals, families and society.
  • To promote questions relating to the definition of responsible parenting (particularly in relation to fatherhood) and the role that alcohol can play in damaging the emotional and physical health of families.
  • To promote awareness of local and national sexual health and alcohol treatment/support services available to young people and the basic principles of confidentiality embedded in these services.

RSE statement


Our intent is to make sure that all pupils receive enough information during their compulsory education to enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. The programme we offer aims to provide pupils with high quality, evidence-based and age-appropriate teaching which will help prepare pupils for the opportunities, responsibilities and experiences of adult life and empower pupils to make positive decisions about their own relationships and lives, and about their safety and that of others.


  1. To ensure that all sex education is set within the context of positive relationships.
  2. To provide clear and precise relationships and sex education. This should build year on year to develop and reinforce knowledge.
  3. To provide extra support for SEN pupils to make sure that their understanding is sound. This is especially important since they can be amongst the most vulnerable and are often more open to exploitation than others.
  4. To provide appropriate training and support to teaching staff.

Right to Withdraw 

Parents and carers have the right to request that their child is withdrawn from any or all aspects of relationships and sex education, other than the biological aspects which are part of the programme of study for science. If you wish to withdraw your child please email