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Year 11

Year 11

Year Head - Ms C McSorley

Class Teacher Room
S1A Mr S Keenan G17
S1B Mrs B Farmer F13
S1C Mr A Rodgers G5
S1D- Mrs F McAstocker F20
S1E Mrs B Forde F10
S1F Mr D Boyle G9
S1G Mrs B Farmer F13

Programme of Study:

The Statements of Requirement at Key Stage 4

Personal Development

Pupils should be enabled to:

  • Develop an understanding of how to maximise and sustain their health and well-being;
  • Reflect on, and respond to, their developing concept of self, including managing emotions and reactions to on-going life experiences;
  • Recognise, assess and manage risk in a range of real-life contexts;
  • Develop their understanding of relationships and sexuality and the responsibilities of healthy relationships;
  • Develop an understanding of the roles and responsibilities of parenting;
  • Develop further their competence as discerning consumers in preparation for independent living.

Personal Development at KS 4 is a progression of the KS 3 key concepts of Self Awareness, Personal Health and Relationships (PD) and Home and Family Life and Independent Living (HE)

Citizenship

Pupils should be enabled to:

  • Respond to the specific challenges and opportunities which diversity and inclusion present in Northern Ireland and the wider world;
  • Develop their understanding of the role of society and government in safeguarding individual rights in order to promote equality and to ensure that everyone is treated fairly;
  • Develop awareness of key democratic institutions and their role in promoting inclusion, justice and democracy;
  • Develop their understanding of how to participate in a range of democratic processes;
  • Develop an awareness of democratic institutions and their role in promoting inclusion, justice and democracy;
  • Develop awareness of the role of non-government organisations

Term One:

PD Statement 1: Health and Wellbeing

Pupils should be enabled to:

  • Develop an understanding of how to maximise and sustain their own health and well-being

PD Statement 2: Self Concept

Pupils should be enabled to:

  • Reflect on, and respond to, their developing concept of self, including managing emotions

PD Statement 3: Independent Living

Pupils should be enabled to:

  • Recognise, assess and manage risk in a range of real-life contexts;

Citizenship Statement 1:

Pupils should be enabled to:

  • Respond to the specific challenges and opportunities which diversity and inclusion present in NI and the wider world.

Unit 3: Challenging racism and discrimination (Boardworks)

  • What are the origins of the different ethnic groups which make up the UK?
  • Why do people migrate from one country or area to another?
  • What is meant by the term discrimination?
  • What is racism and why is it unacceptable?
  • What are the best ways to challenge racist activity and promote a tolerant, multi-ethnic and inclusive society?
  • Which laws protect UK citizens from racism?

Term Two:

PD Statement 4: Managing Risks

Pupils should be enabled to:

  • Develop their understanding of relationships and sexuality and the responsibilities of healthy relationships;

PD Statement 5: Healthy Relationships

Pupils should be enabled to:

  • Develop further their competence as discerning consumers in preparation for independent living.

Citizenship Statement 2:

Pupils should be enabled to:

  • Develop their understanding of the role of society and government in safeguarding individual rights in order to promote equality and to ensure that everyone is treated fairly.

Road Safety in Citizenship (Learning Resources)

  1. Learning to Drive or Ride
  2. Drink, Drugs and Driving
  3. The Impact of the Media
  4. Passenger Safety

Unit 1: Human rights (Boardworks)

  • What is meant by the term human rights?
  • What are our basic human rights?
  • What is the Universal Declaration of Human Rights, and how did it come into being?
  • What laws uphold our fundamental human rights?
  • What happens when human rights are breached?

Unit 10: Rights and responsibilities in the world of work (Boardworks)

  • What different types of work do people undertake?
  • What statutory rights are workers entitled to in the UK?
  • How has the workplace changed in recent years?
  • What effect has been the effect of these changes?
  • What support and guidance is available to employees who have a dispute at work?
  • What impact does membership of the EU have on employers and employees in the UK?

Term Three:

PD Statement 6: Parenting

Pupils should be enabled to:

  • Develop an understanding of the roles and responsibilities of parenting (to be decided)

Citizenship Statement 3:

Pupils should be enabled to:

  • Develop awareness of key democratic institutions and their role in promoting inclusion, justice and democracy.

Unit 4: How and why are laws made? (Boardworks)

  • Why do we need laws?
  • What is the difference between criminal and civil law?
  • How are laws made in Parliament?
  • What is the difference between statute law and case law?
  • How does the law affect young people at different ages?
  • How can individuals and groups campaign for changes to the law?
  • How can you contribute to policy-making in your school and local community?

Unit 11: Europe who decides? (Boardworks)

  • What is the European Union?
  • Why was the European Union formed?
  • How is the European Union organized?
  • How does membership of the European Union affect UK citizens?
  • What different views are there about the single European currency?
  • How might the introduction of the euro affect individuals and businesses in the UK?
 

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