Cirriculum Links

Clear Confidence and Links to the Curriculum

Each of the activities within the Clear Confidence Resource Pack has been designed to:

  • Improve confidence
  • Empower young people, help them to connect with their peer group and have the strength to make the right choices
  • Aid understanding that boys and girls have similar problems in puberty but sometimes handle them in different ways

And provide opportunities for students to:

  • Take part in individual and group discussions to consider personal, social and moral dilemmas and the choices and decisions relating to them.
  • Work as members of groups and teams, taking on different roles and responsibilities.
  • Evaluate their own personal development and learning, set realistic targets and goals for future life choices and develop strategies for meeting them.
  • Identify sources of help and support and take responsibility for providing accurate information to others.
  • Make links between personal wellbeing and work in other subjects and areas of the curriculum and out of school activities.

Curriculum Links Tables

  Lesson Plan 1
You, Your Skin Your Body
Lesson Plan 2
A Spot of Stress
Lesson Plan 3
Face the Challenge
Lesson Plan 4
Embarrassing Moments
Lesson Plan 5
May Cause Confidence
KS3 KS4 KS3 KS4 KS3 KS4 KS3 KS4 KS3 KS4
1.1 Personal Identities
a) Understanding that identify is affected by a range of factors, including a positive sense of self.   tick   tick   tick   tick   tick
b) Recognising that the way in which personal qualities, attitudes, skills and achievements are evaluated affects confidence and self-esteem. tick tick tick tick tick tick tick tick tick tick
c) Understanding that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment. tick tick tick tick tick tick tick tick tick tick
1.2 Healthy Lifestyles
a) Recognising that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices. tick tick tick tick tick tick tick tick tick tick
b) Understanding that 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. tick tick tick tick tick tick tick tick tick tick
c) dealing with growth and change as normal parts of growing up. tick tick tick tick tick tick tick tick tick tick
1.3 Risk
a) Appreciating that pressure can be used positively or negatively to influence others in situations involving risk. tick tick tick tick tick tick tick tick tick tick
b) Developing the confidence to try new ideas and face challenges safely, individually and in groups. tick tick tick tick tick tick tick tick tick tick
1.4 Relationships
a) Understanding that relationships affect everything we do in our lives and that relationship skills have to be learnt and practised. tick tick tick tick tick tick tick tick tick tick
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.   tick   tick   tick   tick   tick
c) Understanding that relationships can cause strong feelings and emotions. tick tick tick tick tick tick tick tick tick tick
1.5 Diversity
a) Appreciating that, in our communities, there are similarities as well as difference between people of different race, religion, culture, ability or disability, gender, age or sexual orientation. tick tick tick tick tick tick tick tick tick tick
b) Understanding that all forms of prejudice and discrimination must be challenged at every level in our lives. tick tick tick tick tick tick tick tick tick tick
2.1 Critical Reflection
a) Reflect critically on their own and others' values and change their behaviour accordingly.   tick   tick   tick   tick   tick
b) Reflect on their own and others' strengths and achievements, give and receive constructive praise and criticism, and learn from success and failure.   tick   tick   tick   tick   tick
c) 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.   tick   tick   tick   tick   tick
d) Identify and use strategies for setting and meeting personal targets in order to increase motivation. tick tick tick tick tick tick tick tick tick tick
e) Reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour. tick tick tick tick tick tick tick tick tick tick
f) Develop self-awareness by reflecting critically on their behaviour and its impact on others. tick   tick   tick   tick   tick  
2.2 Decision Making and Managing Risk
a) Use knowledge and understanding to make informed choices about safety, health and wellbeing. tick tick tick tick tick tick tick tick tick tick
b) Find information and support from a variety of sources. tick tick tick tick tick tick tick tick tick tick
c) Use strategies for resisting unhelpful peer influence and pressure. tick tick tick tick tick tick tick tick tick tick
d) Identify how managing feelings and emotions effectively supports decision-making and risk management.   tick   tick   tick   tick   tick
e) Identify how managing feelings and emotions effectively supports decision-making and risk management. tick   tick   tick   tick   tick  
2.3 Developing Relationships and Working with Others
a) Use social skills to build and maintain a range of positive relationships. tick tick tick tick tick tick tick tick tick tick
b) Use the social skill of negotiation within relationships, recognising their rights and responsibilities and that their actions have consequences. tick tick tick tick tick tick tick tick tick tick
c) Use the social skills of communication, negotiation, assertiveness and collaboration. tick tick tick tick tick tick tick tick tick tick
d) Value difference between people and demonstrate empathy and a willingness to learn about people different from themselves. tick tick tick tick tick tick tick tick tick tick
e) Challenge prejudice and discrimination assertively. tick tick tick tick tick tick tick tick tick tick
3.0 Range and Content
a) The knowledge and skills needed for setting realistic targets and personal goals. tick tick tick tick tick tick tick tick tick tick
b) Physical and emotional change and puberty. tick tick tick tick tick tick tick tick tick tick
c) Sexual activity, human reproduction, contraception, pregnancy and sexually transmitted infections and HIV and how high-risk behaviours affect the health and wellbeing of individuals, families and communities. tick tick tick tick tick tick tick tick tick tick
d) Where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid.   tick   tick   tick   tick   tick
e) How a balanced diet and making choices for being healthy contribute to personal wellbeing, and the importance of balance between work, leisure and exercise. tick   tick   tick   tick   tick  
f) The roles and responsibilities of parents, carers, children and other family members.   tick   tick   tick   tick   tick
g) The features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement. tick   tick   tick   tick   tick  
h) Different types of relationships, including those within families and between older and young people, boys and girls, and people of the same sex, including civil partnerships. tick tick tick tick tick tick tick tick tick tick
i) The roles and responsibilities of parents, carers and children in families.. tick   tick   tick   tick   tick  
j) The similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities. tick   tick   tick   tick   tick  
4.0 Curriculum Opportunities
a) Make real choices and decisions based on accurate information obtained through their own research using a range of sources, including national and local / ward data, the internet, other media sources and visits and visitors to or from the wider community.   tick   tick   tick   tick   tick
b) Form opinions and express viewpoints confidently to a range of audiences.   tick   tick   tick   tick   tick
c) Meet and work with people from the wider community both in school and through external visits.   tick   tick   tick   tick   tick
d) Take part in individual and group discussion to consider personal, social and moral dilemmas and the choices and decisions relating to them. tick tick tick tick tick tick tick tick tick tick
e) Work as members of groups and teams, taking on different roles and responsibilities. tick tick tick tick tick tick tick tick tick tick
f) Evaluate their own personal development and learning, set realistic targets and goals for future life choices and develop strategies for meeting them. tick tick tick tick tick tick tick tick tick tick
g) Identify sources of help and support and take responsibility for providing accurate information to others. tick tick tick tick tick tick tick tick tick tick
h) Make links between personal wellbeing and work in other subjects and areas of the curriculum and out of school activities. tick tick tick tick tick tick tick tick tick tick
i) Make links between personal wellbeing and work in other subjects and areas of the curriculum and out of school activities.   tick   tick   tick   tick   tick

PSHE/PSD Variations for Scotland, Northern Ireland and Wales
Scotland PDFScottish Curriculum
Northern Ireland PDFNorthern Irish Curriculum
Wales PDFWelsh Curriculum

Lesson Plan Download as PDFs

Each lesson plan details learning objectives together with comprehensive curriculum links and includes include starter, whole class, individual and discussion activities. Use in conjunction with IWB lesson plan support presentations for access to stimulus film clips and additional downloadable resources.

PDFLesson 1:You, Your Skin, Your Body
PDFLesson 2: A Spot of Stress
PDFLesson 3: Face the Challenge
PDFLesson 4: Moments Like These
PDFLesson 5: May Cause Confidence