Curriculum Unit Summary Sheet: Transition
Aims:
To prepare pupils for secondary (KS3) education.
Programme:
To learn All Saints School rules
and expectations
Group: Year 7
Learning Objectives:
1. To introduce pupils to education at KS3
2. To make pupils aware of and deal with their hopes and fears and develop self -confidence.
3. To enable pupils to deal with problems which may arise in the early stages of Year 7.
4. To equip students with the skills necessary for transitions.
Classroom Activities:

Time: Autumn Term 2015
Assessment:
Resources:
Time
Use the ‘moving up’ and ‘school rules’
Class discussion and Moving up & School Rules
worksheets to further develop understanding of
written work.
worksheet
the school rules and procedures.

Discuss the code of conduct agreement in
journals and copy the main points into exercise
books.
To learn All Saints School rules and
Class discussion and Code of Conduct in journal
expectations.
written work.
and displayed in form
 Use the Acceptable behaviour worksheet to
room.
agree on a class code of conduct. Produce a
poster and ask all members of the form to sign
it.
To allay fears students have about
Transition Roller Coaster
As above

Discussion around different transitions in life
.
transition
worksheet
Complee ‘Moving Up’ sheets to eliminate so students
of expectation
in school
To develop relationships with other are aware
All About Me
 Complete
worksheet
‘all about me’ and discuss
As above
members of my form
worksheet
with form.
To set challenging, attainable targets
As above
Journal
 Complete target pages in journal.
To reflect on first few weeks at All
Saints

Students write letter about first half term at All
Saints to their Primary School teacher/Head
teacher
Letter
Letter
Curriculum Unit Summary Sheet: Becoming a teenager and Bullying
Aims:
To provide students with the opportunity to focus on
the emotional changes of puberty.
To develop skills in resolving conflict by studying the
Consider ways of thinking about
friendships.
Considering situations that may
lead to conflict.
What is bullying
Time: Autumn term 2nd half
Learning Objectives:
• To consider the nature of friendships and relationships in terms of emotional needs
and changes in development.
• To understand the different forms of bullying and how bullying is dealt with at All
issue of bullying
Programme:
Group: Year 7
Saints
Classroom Activities:
Assessment:
• Brainstorm definition-Teacher leads class
discussion.
• Spider diagram
• Complete sheet
Work in books
Discuss what happens it the slides.
In pairs, work out how it could have been
dealt with differently
Are there any lessons you can learn from
the slide in your own lives.
Contribution to
Discuss the ‘bullying’ worksheet.
Work in books
Time
Boardworks slides 1-5
Paper for spider
Diagram
Boardworks slides 7-9
discussion
Work in books
‘bullying’
Worksheet
Use the sheet to work out what bullying is.
Write you own bullying
What are the characteristics of a
• Discuss ‘what is a bully’ sheet in pairs
bully and a victim
•
Work in books
‘what is a bully’
Worksheet
Ways to avoid being bullied
• Brainstorm as class
Poster/newspaper
‘dealing with bullying’
• discuss ‘dealing with bullying’ poems
article
Worksheet
Work in books
Self-evaluation
bullying
• Students complete poster or article advising
people on how to deal with bullying
How bullying is dealt with at All
• Class discussion
Saints
• Complete ‘self-evaluation bullying’ sheet
and feedback
Write a ‘Bullying policy’ for All Saints
Worksheet
Policy
Curriculum Unit Summary Sheet: Study Skills
Aims:
To improve students' study skills
Programme:
To understand how the brain works
Group: Year 7
Time: Spring Term – 1st Half
Learning Objectives:
To raise-awareness of the sensory nature of learning
To help students understand their own learning preferences and their impact on learning
To provide advice and practical strategies to improve learning through all the senses.
Classroom Activities:
• Boardworks 1-8.
Assessment:
Classrom discussion
Boardwork
questions
Resources:
Boardworks
• Discussion
• Answer Boardwork questions.
To understand the ‘Emotional
brain’
Boardworks 9-10
Discuss and complete activities.
Plenary
Boardworks
To understand the ‘Thinking brain’
Boardworks 11-18
Discuss and complete activities
Teacher assessment
Boardworks
• Teacher explanation on mindmaps.
Pictorial leaning map.
• Map activity - pictorial learning.
• Brain Gym
• Create a brainstorm leaning map for a topic being
studied in school.
• Visual memory activities.
• Best lesson/experience activity (pairs)
• Mental arithmetic/spelling problems activity
(whiteboard).
• Brain Gym
Brainstorm learning map.
Coloured pens,
pencils
Large paper
To understand how to improve
visual learning by creating
brainstorm-learning maps that
helps us to remember more.
To understand more about visual
memory and how to use it to
become a better learner.
Work in books
Whiteboard
Pens
Relaxing music
To learn ways to use kinaesthetic
learning to help you remember
things
• Discussion on tips for visual learners.
• Teacher explanation on kinaesthetic learning
• role play
• Card/post-its task
• Brain Gym
• Discussion on tips for kinaesthetic learning

role play
Review
Blank cards
Coloured pens
Curriculum Unit: Financial Capability
Aims:
To develop an understanding of basic financial matters
Learning Objectives:
 To understand why we have money as a means of exchange
 To appreciate how the monetary system has developed through time
 To identify where their money come from and how they use it
 To appreciate the differences between needs and wants
 To be able to employ simple budgeting as a money management
technique
 To appreciate how charitable giving promotes a fairer, more inclusive
society
 To understand that we all have choices to make about how we use our
money
Outline
1./2. Why do we have money and
what forms does it come in?
3. Where does my money come
from and what do I spend it on?
4./5. How do I tell the difference
between needs and wants and
how can I control my money to
reflect these decisions?
History of money
Barter
Coins & Notes
Modern forms of money
Plastic money
Virtual money
Pocket money
Spending and saving
Needs and wants
Applying this to spending/ shopping
Simple budgeting
for an individual of KS3 age
Time : Spring 2nd half
Rationale
Beginning with what money is and why we have it at all is a logical place to
start with financial capability work. This section could also look forward to the
future as virtual money will become increasingly important (especially for the
next generation of young people). The second section moves to look at pupils’
main source of income and what can (or should) be done with it. Spending
decisions are often based on perceived needs and wants which is addressed in
the next section. This leads naturally to budgeting as the primary way of
controlling money. In the last two sections pupils are encouraged to think about
attitudes towards charitable giving and social responsibility.
PSHE : Economic wellbeing and financial capability programme of study
Key concepts
Career
1.1 b: Developing a sense of personal identity
Capability
1.2 b: Learning how to manage money and personal finances
1.2.d: Becoming critical consumers of goods and services
Economic understanding
1.4 a: Understanding the economic and business environment
1.4 b: Understanding the functions and uses of money
6. Should some of my money be
used for the benefit of others?
Why is charity necessary?
Charity
Why give?
How is our money used?
Curriculum Unit Summary Sheet: Sex and Relationship Education
Group: Year 7 Time: Summer 1st half term
Aims:
Learning Objectives:
To develop an understanding of the Catholic vocation
 To consolidate pupils’ understanding of their physicality
to love and respect ourselves
 To deepen their understanding of their God-given uniqueness.
 To understand the need to show respect for themselves and
others.
Programme
Classroom Activities:
Assessment:
Resources:
Key skills
Key words
1. Puberty, physical
Plenary
PSHE
Categorising
God
 Label parts of the body
changes
booklet.
Observing
Wonder
using correct terminology
Classifying
Love
 Explore ways you have
Listening
Creation
changed since year 5
Questioning
Hands
(worksheet 1)
2. Personal hygiene
 Personal hygiene issues
(worksheet 2)
Plenary
PSHE
booklet.
Speaking
Relating
Reflecting
Thinking
Fingers
Nails
Faces
3. Puberty,
emotional changes
Plenary
 ‘The box of chocolates’
(worksheet 3)
 How others see me and
how I see myself
(worksheet 4)
 Invite pupils to bring in
photographs of themselves
aged 5. discuss the
changes since then.
PSHE
booklet.
Identifying
Accepting
Empathising
Understanding
Communicating
Evaluating
Discussing
Reviewing
Recalling
Lips
Ears
Noses
Hair
Features
Colour
Shape
Size
4. Emotional
intelligence
 What is emotional
intelligence? (worksheet
5)
Plenary
PSHE
booklet.
5. Gender issues,
the different ways
boys and girls deal
with emotional
issues.
 What are the different
ways boys and girls deal
with emotional issues?
(worksheet 6)
 ‘Have I got what it takes
to be a winner?
(worksheet 7)
Plenary
PSHE
booklet.
6. Explore our Godgiven uniqueness
 Listen to reflective music. Worksheet.
 Read the scripture text.
Psalm 139. What does it
mean to you? (worksheet
8)
 In groups of five, each
pupil draws round his/her
hand and writers o the pal,
‘I am unique’. What does
this say to us now? Invite
each member of the group
to write on each finger a
quality that is valued by
that pupil. Use completed
hands for a class display.
PSHE
booklet.
Curriculum Unit Summary Sheet: Healthy Living - smoking, drugs, diet
Group: Year 7
Time: Summer Term – 2nd Half
and personal care
Aims:
To raise awareness of the effects that drugs have on
health and personal development
To develop awareness of healthy eating and personal
care
Programme:
The facts about smoking
Peer pressure and smoking
The facts about drugs
The changes of drug taking
How to have a healthy diet
Learning:, Objectives:
1. To give students a sound knowledge and effective social skills to combat the
availability of a wide range of drugs
2. To promote a clear `Say No' message
3. To learn how to look after their own well-being and health by developing good habits
in diet and personal hygiene
Classroom Activities:
• Read information sheet and class discussion
• Complete worksheet
• Class discussion of first situation
• Role lay of another situation
• Group work - list all drugs they know into two
groups - legal/illegal
• Feedback to class - two lists on board
• Drug facts quiz & teacher explanation
• Design a poster/leaflet informing teenagers of the
dangers of taking drugs and why they shouldn't do
it.
• Complete eating habits survey and feedback to class
• Class discussion on what makes a healthy/unhealthy
diet
• Design a new menu for the school canteen (Jamie
Oliver style) taking into account health, cost and
what students would like to eat.
Assessment:
Resources:
Work in books
Role play
Smoking - the
facts worksheet
Smoking role plays
Work in books
Drug facts quiz
Poster/Leaflet
Paper
Coloured pencils
Menu
Survey sheets
How to develop a good personal
hygiene routine
• Complete personal care routine questionnaire
• Feedback arid class discussion
• Split into groups and read information on either skin
and body care, hair care, foot care or clothes care
• Students plan demonstration using sheet to help
• Watch demonstrations from each group
Demonstration
Questionnaire
Information on skin
and body care, hair
care, foot care and
clothes care