This topic focuses on developing the skills and strategies needed to confidently manage key transitional life phases, including understanding how idealised body images and pressure to conform can negatively impact self-esteem, and how to manage these influences. It also covers the issues surrounding body enhancement or alteration and their long-term consequences. Additionally, it emphasises recognising changes in mental health and wellbeing, identifying common mental health issues, and using a range of strategies to maintain positive mental health, including managing stress and anxiety. Finally, it highlights the importance of knowing when to seek support for oneself or others and being able to analyse, evaluate, and access appropriate support services for common mental health difficulties.
Self Concept
How you see yourself — your personality, abilities, and the things that make you who you are.
Self Esteem
How much you value, respect, and feel confident about yourself.
Self Image
The picture you have in your mind of what you look like and what kind of person you are.
Identity
All the things that make you unique, including your background, beliefs, values, and personality.
Body Image
How you feel about your appearance — positive, negative, or mixed.
Develop the individual:
Create a supportive community:
This topic explores students’ rights and responsibilities in casual and part‑time employment, including roles within the gig economy. It highlights the importance of professional conduct across different workplaces, such as adhering to health and safety protocols. Students also develop an understanding of workplace confidentiality and security, including cyber‑security and data protection. The content further covers how to recognise all forms of bullying and harassment in the workplace and how to seek or offer appropriate support. Finally, it examines the role of trade unions and professional organisations, as well as when and how to constructively challenge inappropriate workplace behaviours.
Employment Contract
A legally binding agreement between employer and employee that outlines job role, pay, hours, holiday, notice periods, and other conditions of work.
Written Statement of Employment Particulars
A document employers must provide outlining key terms of employment (e.g., pay, hours, job title). This must be given on or before the first day of work.
Statutory Rights
Minimum legal rights all employees are entitled to — such as minimum wage, holiday leave, protection from discrimination, and safe working conditions.
Contractual Rights
Rights specific to a particular job or employer, agreed within a contract (e.g., enhanced sick pay, flexible working arrangements).
Responsibilities (Employee)
Duties employees are expected to follow, including punctuality, following policies, completing tasks safely, and acting professionally.
Responsibilities (Employer)
Duties employers must follow by law, such as ensuring health & safety, paying wages correctly, offering statutory leave, and preventing discrimination.
Working Time Regulations
Laws that govern working hours, including maximum weekly hours, rest breaks, and paid holiday (usually 5.6 weeks per year for full‑time staff).
National Minimum Wage (NMW)
The lowest hourly rate employers can pay workers, with rates depending on age and whether the employee is an apprentice.
National Living Wage (NLW)
A higher minimum wage for workers aged 21+. Rates change annually.
Develop the individual:
Create a supportive community:
This unit enables students to articulate their personal relationship values and apply them appropriately across a range of relationship contexts. It develops learners’ ability to recognise and challenge prejudice and discrimination, and to understand their rights and responsibilities in relation to inclusion. Students explore how different faith and cultural perspectives can influence relationships and learn to respect, understand, and where appropriate, constructively challenge these viewpoints. The unit also supports the development of mature friendships, including forming new social connections, and promotes strategies for maintaining personal safety in new relationships, both online and when meeting someone for the first time. Learners examine the characteristics of healthy relationships and develop an understanding of varying levels of emotional intimacy, Additionally, the curriculum covers the moral and legal responsibilities associated with seeking, giving, refusing, or withdrawing consent in all contexts. Students are taught the emotional, physical, social, and legal consequences of failing to respect consent and learn how to recognise, respond to, and seek help for situations involving sexual abuse including the appropriate processes for reporting concerns.
Values
Core beliefs and principles that guide a person’s decisions, behaviour, and attitudes — e.g., honesty, respect, independence.
Personal Values
An individual’s unique priorities and moral principles that shape how they choose partners, friends, and relationships.
Relationship Values
Principles that guide healthy interactions — such as trust, commitment, loyalty, equality, and mutual respect.
Boundaries
Limits a person sets regarding their time, emotions, privacy, and behaviour. Healthy boundaries help maintain safety and mutual respect in relationships.
Consent
Voluntary, informed, and freely given agreement to participate in an activity or interaction. Must be mutual, ongoing, and clearly communicated
Communication Skills
The ability to express thoughts and feelings clearly and listen actively. Includes verbal and non‑verbal communication.
Toxic Behaviour
Patterns of behaviour that damage emotional wellbeing, such as manipulation, excessive jealousy, or controlling actions.
Develop the individual:
Create a supportive community:
This unit teaches students to take responsibility for monitoring their personal health and wellbeing, including practising sun safety, breast awareness and self‑examination, testicular self‑examination, and understanding the purpose of cervical screening. Learners are supported in accessing reliable sources of health information and critically evaluating media messages about health. The curriculum also covers how to register with and access health services when living or studying in new locations. Students learn to recognise illnesses that particularly affect young adults, such as meningitis and freshers’ flu, and develop strategies for maintaining a healthy diet, including when working within a limited budget. Additionally, the unit promotes the importance of maintaining a balanced lifestyle, with an emphasis on regular exercise, adequate sleep, and managing time spent online.
Healthy Lifestyle
A way of living that supports physical, mental, and social wellbeing through balanced choices about diet, activity, habits, relationships, and self‑care.
Wellbeing
A broad sense of health that includes physical, emotional, mental, and social aspects of life
Holistic Health
An approach that considers the whole person — mind, body, behaviour, environment, and relationships — rather than just physical health
Mental Health
A person’s emotional and psychological state, affecting how they think, feel, and cope with stress.
Lifestyle Choices
Everyday decisions that influence health, including nutrition, exercise, sleep patterns, substance use, and stress management.
Balanced Diet
Eating a variety of foods that provide all essential nutrients in appropriate amounts.
Develop the individual:
Create a supportive community:
This unit develops students’ understanding of the implications of unintended pregnancy and young parenthood, including the benefits of delaying conception while recognising how fertility changes with age. Learners are supported in developing the skills to negotiate and, when necessary, assert the use of contraception within relationships. The curriculum also covers the effective use of different contraceptive methods, including how and where to access them, and guides students in evaluating the most appropriate method for a range of circumstances, including emergency contraception. Additionally, students learn how to access available pathways in the event of an unintended pregnancy and understand the importance of seeking timely advice and support.
Parenthood
The long‑term commitment of raising a child, providing emotional, practical, financial, and social support from birth through adulthood.
Parental Responsibility
Legal rights and duties to care for a child, including providing safety, education, healthcare, and making key decisions about their upbringing.
Emotional Readiness
A parent’s ability to manage stress, express care, and maintain stable relationships while supporting a child’s emotional development.
Financial Readiness
Understanding and preparing for the costs of raising a child, including housing, food, childcare, clothing, education, and healthcare.
Nurturing
Providing warmth, care, encouragement, and emotional stability to support a child’s wellbeing and development.
Attachment
The emotional bond between a child and their caregiver, influencing trust, security, and social development.
Develop the individual:
Create a supportive community:
This unit equips students with the knowledge and skills to plan expenditure and budget effectively for changing circumstances, such as moving out or starting university. It develops their understanding of salary deductions, including taxation, National Insurance, and pensions, and supports them in evaluating a range of savings options. Learners are taught how to exercise their consumer rights, resolve disputes, and access appropriate support when needed. The curriculum also covers the management of financial contracts, such as mobile phone agreements and rental arrangements, alongside recognising where to seek reliable financial advice. In addition, students evaluate the potential gains and risks associated with different debt arrangements and repayment expectations, and learn to assess the risks involved in various financial ventures.
Income
Money received from work, investments, benefits, or other sources.
Gross Income
Income before any deductions (such as tax or National Insurance).
Net Income (Take‑Home Pay)
The amount of money left after all deductions.
Disposable Income
Money available to spend or save after essential bills have been paid.
Budgeting
Planning how to use income by estimating expenses and allocating money accordingly.
Essential Expenditure
Necessary spending such as rent, bills, food, and transport.
Savings
Money set aside for future use, emergencies, or long‑term goals.
Develop the individual:
Create a supportive community: