Scheme of Work Title: Being Healthy and Staying Safe 2
Year: 11
Term: Autumn Two
PHSCE
Unit Overview
This unit continues to look at the well being outcome of being healthy and staying safe, following on from the work completed in the previous half term. We consider the
issues of drugs and alcohol, looking at the laws surrounding these and the possible reasons for these laws. We will also be looking at the aims and purpose of punishment
as well as engaging in discussions surrounding the capital punishment debate linking with the Edexcel Religion and Society module. Students will also be looking at the
implications of teenage pregnancy and the options that are available to young people who find themselves in this position. Ultimately students will be made aware of the
risks associated with a range of behaviours from drug and alcohol abuse to crime to teenage pregnancy so that they can make informed decisions about their own actions
and develop informed opinions on a range of topical issues.
Skills and Concepts covered
This unit aims to develop students skills of investigation, collaboration and problem solving. Students are presented with information and given some guidance as to how
to manage this information and draw out the most important facts for them. Further, students will develop their speaking and listening skills by engaging in frequent
discussions and debate. Students will also continue to hone the skills required for their examination at the end of year 11.
The key concepts being considered are outlined in more detail in the lesson grid below. Students will be considering the issues of drugs and alcohol as well as thinking
about the reasons why there are laws in place to limit the use of these substances. They will also be looking at the nature and purpose of punishment and the variety of
views and opinions that surround the issue of capital punishment. Finally, students will consider the implications of teenage pregnancy and the options and support that
are available to young people in this position as well as different cultural perspectives on when is the right time to have a child.
Expectations
All students must be able to describe the current laws in the UK on drugs and express a view on the legalisation of cannabis. All students must also be able to identify a
religious view on the use of drugs and alcohol. Students must be able to identify and describe some of the aims of punishment as well as some arguments for and against
the use of the death penalty. Students must also be able to describe a religious view on crime and punishment. Further to this, students must be able to identify some of
the challenges of teenage parenthood and some of the options that are available to teenagers facing the decisions that surround this.
Most students should be able to explain current laws in the UK on the possession and supply of alcohol. They should be able to identify some reasons why these laws exist
and apply this learning to the debate surrounding the legalisation of cannabis. They should be able to explain some religious views on the issues, making reference to some
key teachings. Students should also be able to explain the aims of punishment, using examples to illustrate their explanations and demonstrate understanding. They
should also be able to explain the range of views on capital punishment including those of religious people and themselves. In addition, students should be able to explain
why parenthood during the teenage years can be especially challenging and the reasons for this. They should also be able to explain the variety of options available to
teenagers in this situation, describing the pro’s and con’s of these different options.
Some students could be able to evaluate the reasons for the current UK laws on the possession and supply of alcohol and rugs, relating these to the debate about the
legalisation of cannabis and the relative status of drugs and alcohol. They could be able to evaluate a range of religious views on these issues and form persuasive
arguments either for or against these using evidence and sound reasoning. Students could be able to evaluate the different aims of punishment using evidence and
examples to suggest which is the most effective. They may also be able to evaluate the range of responses to the capital punishment debate and use these to form their
own, supported and balanced opinions on this issue. Finally, students may be able to take account of the different cultural responses to teenage parenthood and use these
to consider the challenges of teenage parenthood. They could be able to evaluate the variety of options available to young people faced with decisions about teenage
parenthood and use this to produce a clear and informed opinion on what might be the best courses of action for different individuals.
Prior learning and likely student misconceptions
It would be useful if students had some awareness of the implications of drug use on the individual and on society – this is likely to be the case as they will have considered
the use and abuse of drugs throughout their PHSCE learning at the Academy. It would also be useful if students had a clear understanding of contraceptive measures to
bring to the discussion surrounding teenage pregnancy so that they can see how proactive planning can help to avoid potentially challenging situations. Again, this is likely
to be the case as they will have considered a range of contraception options throughout their PHSCE learning at the Academy.
Students may have misconceptions about the nature of cannabis abuse and consider this to be a harmless drug – which is one of the key reasons why we are looking at this
drug in particular. It is important that this misconception is challenged and that students are made aware of the very real physical and psychological damage that can be
caused by cannabis as well as its dangers as a known “gateway” drug (it is also worth considering that there will be students in the group that may have experience of
cannabis – both through personal use and the use of others – do plan for this). Students may also arrive with very clear views on the nature of punishment and especially
the death penalty (not least because of the increasing number of supporters it is gaining in the UK), the aim of this work is to help students form their own opinion and all
opinions should therefore be respected, what is important is that students are able to support the views that they express. Finally, it could be the case that students in the
class have close or even personal experiences of the challenges and options related to teenage parenthood and pregnancy – be aware of this and plan for it. It is often
useful to advise students of the nature of next weeks topic in advance and ask them to see you privately if they feel they will not be able to participate in the lesson – they
do not need to tell you the specifics of why but simply that they feel unable to cope with the content. In such cases, alternative provision should be made for the student
to work elsewhere in liaison with PSS.
ICT, Literacy and Numeracy
ICT: All lessons are supported by the use of ICT in the format of audio visual resources and/or PPT. Staff, as always, are also encouraged to book groups in to computer
suites where appropriate and practicable.
Literacy: Literacy is supported in every lesson and more detailed information on how is included on the lesson grid below.
Numeracy: Numeracy is supported in every lesson and more detailed information on how is included on the lesson grid below.
SMSC: SMSC is explicit in every lesson of this unit. More specific details on the SMSC links are made clear on the lesson grid below.
Inclusion and ECM
Inclusion is extremely important to this department and all students must be supported so that they can make appropriate progress. Details of inclusion methods are
included in the lesson grid below. Differentiated materials are provided by the department, however, staff are expected to make suitable provisions for the individual
students in their classes in addition to this.
Being Healthy and Staying Safe: This unit of work focuses explicitly on this well being outcome. Students are given the opportunity to consider risks and how they might
be avoided in a proactive way. Students are also asked to reflect on legal issues and how they can avoid breaking the law and compromising their own safety in the
process.
Economic Well Being: Throughout this unit of work, students are given the opportunity to develop skills that will prepare them for the world of work such as public
speaking, collaborative working and independence. These activities allow them to develop the skills that they will need for economic well being in the future.
Making a Positive Contribution: The emphasis on collaborative work throughout this unit enables students to become increasingly aware of the unique contributions that
they are able to make to different groups. This encourages them to see the worth of their contributions to wider society and so to do so. Further to this, students are
asked to reflect on the laws in the UK and the implications of breaking these. This enables students to explore the reasons for these laws and why we might have a wider
social responsibility to abide by them. Students are also encouraged to consider how their own contributions to society might be affected by choices about sex and
parenthood in their teenage years – again, asking them to consider consequences.
Enjoy and Achieve: Frequent opportunities for students to reflect on their own learning and progress allows them to consider and celebrate their own achievements.
Further, the way that the unit is designed to encourage independent and collaborative models of working enables students to enjoy and engage with their learning more
actively.
Assessment for Learning
There are opportunities throughout this unit for students to engage in self assessment, especially through the use of the review and reflect sheet. Students are able to
participate in the formal assessment of their work using dept resources that help to make this process transparent. Formal assessments use the assessment criteria set out
by Edexcel both for the short course in Religious Studies and the Entry Level Certificate in Religious Studies. It is these formal assessment grades that are used to formulate
CAG data. Where informal assessment of work is carried out the whole school BEST marking policy should be followed. Staff are expected to assess student work as
regularly as with any other subject.
PLTS
Independent Enquirers: The discursive and reflective nature of this module allows for independent enquiry during every lesson. Throughout this unit of work students will
be provided with information on issues and encouraged to develop their own, independent, views and opinions on these.
Creative Thinkers: This element of learning is supported throughout this module. Students are asked to respond to stimuli such as video clips, music and scenarios which
encourages them to think more creatively about issues and concepts. Further, students are consistently invited to provide solutions to issues and problems as well as
suggesting alternative courses of action in different situations. This encourages students to think creatively about their choices and decisions. Finally, students are involved
in target setting and planning to achieve goals every lesson through the review and reflect sheet and AfL.
Reflective Learners: Students are asked to reflect on their learning and progress at the end of each lesson through the use of the review and reflect sheet. Throughout the
module, students are encouraged to reflect on their own attitudes and behaviour in a range of situations so they can plan their best responses when faced with these
choices in the future. Further, the issues and topics raised by this module enable students to reflect on their own behaviour and decisions and implement these reflections
in their own lives.
Team Workers: Every lesson in this module involves team work. Students are asked to work in pairs, small groups and as a whole class in order to achieve specific goals
and formulate solutions. In addition to this the module itself encourages students to reflect on their roles in relation to others, thus reinforcing the idea of team work in
the wider community.
Self Managers: As mentioned, this unit is focused on group work and investigation. As such, students are aware of the tasks they need to complete and the time frame in
which they have to complete it, encouraging them to set their own perimeters and interim goals.
Effective Participators: Students are required to actively engage in the content of this unit through group work. Working as part of a team they will often have specific
responsibilities, the completion of which will be essential to the success of the group as a whole. Students will have to take responsibility for both their own learning and
the learning of others. This aspect of learning is explicit in all the group work based lessons.
Community Cohesion
This module asks students to reflect on the impact of their actions and choices on the wider community and encourages them to think about their responsibilities to the
wider community. This, as well as the focus on collaborative working throughout the unit, encourages students to consider both their role and responsibilities in relation to
the wider community and thus promote community cohesion.
Resources
PPT’s (see individual lessons); drugs market place; review and reflect; cannabis advert; arguments for and against cannabis legalisation; religious attitudes to drugs; drugs
assessment; punishments for crimes; investigation relay on aims of punishment; aims of punishment cards; religion on punishment; punishment assessment; capital
punishment opinion tracker; arguments for and against capital punishment; religion on capital punishment; Tookie Williams; ELC task learning mat; ELC task sheet; “If I had
a baby”
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Lesson
What and why are the laws on drugs and alcohol?
What different attitudes are there to drugs and alcohol?
What are the aims of punishment?
What do people think about capital punishment?
Crime and Punishment ELC task
What are the issues with teenage pregnancy?
What choices are there for teenage parents?
Departmental Assessments
6 mark question
8 mark question
ELC task
Home Learning
It is not currently the practice to set HLS in this subject. Students should, however, be encouraged to discuss issues raised during lessons with people at home.
Learning Objectives




All students must be
able to identify and
describe the
different classes of
drugs and penalties
for possession and
supplying.
Most students
should be able to
explain the laws on
drugs and suggest
some reasons why
these laws exist.
Some students
could be able to
explain potential
reasons why
different types of
drug and drug
behaviours carry
different penalties.
All students must be
able to describe
some different
attitudes to the
legalisation of
cannabis.
Possible Activities
Lesson One - What and why are the laws on drugs and alcohol?
Phase One:
Phase Two:
Give each student a sweet and ask Market place activity on the
them to wait until they are all
different types of drug and the
handed out before they eat them. laws surrounding the possession
Explain that there is a 50/50
and supply of them (note that
chance that the sweet might kill
tobacco and alcohol are also
them but it is a really nice sweet.
included here).
Discuss whether they would take
that chance and link into alcohol,
drugs and tobacco by comparing
a show of hands in the room of
who would eat the sweet and
stats on how many young people
smoke– we all know there are
risks attached so why do we use
them? Should we be allowed to?
Phase Three:
Phase Four:
Students work to put together a
Review and Reflect sheet.
flow chart to show how the
possession and supply of drugs is
monitored and prosecuted in this
country. The more able students
should include information about
why they think these penalties
exits.
Lesson Two - What different attitudes are there to drugs and alcohol?
Phase One:
Phase Two:
Watch advert about cannabis and Students should work in groups to
discuss the symptoms that the
collate the arguments for and
character has – how could these
against the legalisation of
impact his life (link also to
cannabis.
finances)?
Differentiation and Extension
For those who need extra support:
Differentiate groups by co
ordination.
For those who need stretching:
Differentiate groups by co
ordination.
See extension element of task in
phase 3.
Links/Keywords/Assessment
Links:
SMSC – UK laws on drugs
Literacy – Speaking and
listening.
Numeracy – Statistics in
phase one.
Citizenship
Key Words:
Classification
Class
Possession
Supply
Punishment
Prosecute
Assessment
Informal assessment of
review and reflect sheet.
For those who need extra support:
Differentiate groups by co
ordination.
Writing frames for the 8 mark
question available.
For those who need stretching:
Differentiate groups by co
Links:
SMSC – Religious responses
to drugs and alcohol.
Literacy – Writing, speaking
and listening, forming
persuasive arguments.
Numeracy – Considering the
Learning Objectives
 Most students
should be able to
explain why some
people might be
against the
legalisation of
cannabis, making
reference to some
religious teachings.
 Some students
could be able to
evaluate the range
of views on the
legalisation of
cannabis to arrive at
a supported
personal conclusion.



All students must be
able to describe
some of the reasons
why a person is
punished for
breaking the law.
Most students
should be able to
explain the main
aims of punishment.
Some students
could be able to
explain how the
aims of punishment
are fulfilled by
reference to
examples.
Possible Activities
Phase Three:
Phase Four:
Each group puts together a
Listen to the speeches and peer
speech for Parliament to explain
assess.
whether or not they should
legalise the use of cannabis. They
need to use at least 4 religious
arguments in their speech.
Complete and 6 mark answer on
religious attitudes to the use of
drugs and alcohol.
“Cannabis should be legalised”
(i) Do you agree? Give reasons for
your opinion.
(ii) Explain why some people
would disagree with you.
You must refer to religious
teachings in your answer.
Lesson Three - What are the aims of punishment?
Phase One:
Phase Two:
Students decide how they would
a) Students work in small groups
punish the crimes on the handout to complete the investigation
using ideas from the PPT.
relay on the aims of punishment.
Have some discussion around why They need to complete the 6
they would punish them in this
cards to show the 6 aims, what
way.
they mean and the examples of
them in action.
b) Hand out religious quotations
and ask students to match these
to the aims that they support.
Phase Three:
Phase Four:
a) Students work to put the aims
Students peer assess each others
of punishment in order of
work.
importance.
b) Students work to complete the
8 mark question on the PPT.
Differentiation and Extension
ordination.
Open ended nature of task allows
more able to challenge themselves.
Consider setting up a help desk
with extension materials available
for students to extend their
learning.
Links/Keywords/Assessment
financial implications of drug
use.
Key Words
Cannabis
Christian
Muslim
Alcohol
Persuade
Parliament
Assessment
Formal assessment of 6
mark question using Edexcel
assessment objectives.
For those who need extra support:
Differentiate groups by co
ordination.
Writing frame for 8 mark question
is on PPT – print off for those who
would benefit from this.
For those who need stretching:
Differentiate groups by co
ordination.
Extended writing task allows for
further exploration of topic.
Links:
SMSC – The law in society,
religious perspectives on
punishment.
Literacy – Speaking and
listening, extended writing.
Numeracy – Matching and
finding patterns.
Citizenship
History
Key Words:
Vindication
Deterrence
Protection
Retribution
Reformation
Reparation
Assessment
Learning Objectives





All students must be
able to identify
arguments for and
against capital
punishment.
Most students
should be able to
explain, using
examples, why
some people might
be for or against
capital punishment.
Some students
could be able to
evaluate different
views on capital
punishment in order
to arrive at a
balanced,
supported, personal
conclusion.
All students must be
able to outline key
aspects of the crime
and punishment
unit.
Most students
should be able to
Possible Activities
Differentiation and Extension
Lesson Four – What do people think about Capital Punishment?
Phase One:
Phase Two:
Show students the first few slides a) Watch clip from Question Time
and ask them to complete the first and complete grid showing the
column of their sheet tracking
arguments for and against capital
their views throughout the lesson. punishment. Use ideas from the
PPT and religious views handout.
b) In small groups, students
should read through the
information on Tookie Williams.
Phase Three:
Phase Four:
a) Ask students to complete the
Students should complete the
second column of their
final part of their sheet, again they
worksheet. They need to explain
need to explain why their opinions
why their opinions have either
have changed or not changed and
changed or not changed.
they should refer to evidence
b) Complete the Schwarzenegger
collected during the course of the
task on the PPT.
lesson.
For those who need extra support:
Differentiate groups by co
ordination.
Consider adapting reading material
to suit less able groups.
Arguments for and against could
be printed so that students can
either colour code or cut and stick.
Lesson Five – Crime and Punishment ELC task
Phase One:
Phase Two:
Re cap aspects of work done over Hand out task materials (learning
the course of the unit by asking
mats, answer sheets and exercise
questions and asking students to
books). Talk through
show their response by placing
expectations.
themselves in different areas of
the room.
For those who need extra support:
Learning mats can be used as can
class notes.
Outcome
For those who need stretching:
Differentiate groups by co
ordination.
Open ended nature of task allows
for more able to extend
themselves.
For those who need stretching:
Task is differentiated by outcome.
Links/Keywords/Assessment
Formal assessment of 8
mark question using Edexcel
assessment objectives.
Links:
SMSC – Religious
perspectives on capital
punishment, value of life.
Literacy – Speaking and
listening.
Numeracy – Statistics.
History
Citizenship
Key Words:
Capital punishment
Death penalty
Assessment
Informal assessment of work
completed during lesson
using school policy.
Links:
SMSC – Religious and social
perspectives on crime and
punishment.
Literacy – Writing task.
Numeracy – Students relate
their opinions to measures.
History
Learning Objectives
explain key aspects
of the crime and
punishment unit.
 Some students
could be able to
evaluate key aspects
of the crime and
punishment unit.
Possible Activities
Phase Three:
Phase Four:
Students work to complete ELC
Students reflect on progress over
task.
the unit and complete a review
and reflect sheet on the unit.

All students must be
able to identify and
describe some of
the challenges faced
by teenage parents.
Most students
should be able to
explain how having
a baby in your teens
can impact your life.
Some students
could be able to
evaluate the
different influences
that govern how
acceptable we find
teenage
parenthood.
Lesson Six – What are the issues with teenage pregnancy?
Phase One:
Phase Three:
Spot the common link on the PPT. a) Complete the how to be a
Discuss how becoming a parent
responsible person activity.
can change life both positively and b) Watch clip on PPT.
negatively.
c) Discuss slides.
All students must be
able to
Most students
should be able to
Some students
could be able to
Lesson Seven – What choices are there for teenage parents?





Phase Three:
a) Paired discussion about the
responsibilities of teenagers and
parents. Collate ideas into gird in
books.
b) Complete questions related to
clip on PPT.
c) Complete “If I had a baby…”
tasks.
Phase Four:
Complete activity on the plenary
slide on the PPT.
Differentiation and Extension
Links/Keywords/Assessment
Citizenship
Key Words:
See key words for Edexcel
Unit 8 (Crime and
Punishment)
For those who need extra support:
Differentiate groups by co
ordination.
Be aware that this is a sensitive
issue that some students may need
support with – investigate any
potential issues prior to the lesson.
Assessment
Formal assessment of ELC
task. Please pass all work to
PSS after assessment.
Links:
SMSC – Responsibilities to
ourselves and others,
cultural perspectives on
parenthood.
Literacy – Speaking and
listening.
Numeracy – Statistics.
Citizenship
For those who need stretching:
Differentiate groups/pairs by co
Key Words:
ordination.
Parenthood
Open ended nature of topic allows Responsibility
more able to challenge themselves.
Assessment:
Informal assessment of work
done during the lesson using
the school policy.
For those who need extra support:
Links:
.
Key Words:
Assessment
Learning Objectives
Possible Activities
Differentiation and Extension
For those who need stretching:
Links/Keywords/Assessment