Our School App Stay connected on the go...


Learning for Life


Learning for Life (L4L) is Bartholomew School’s Personal Social Health and Economic (PSHE) education. Students have weekly lessons which provide opportunities for them to discuss many issues that may affect them, as well as the general world around them. L4L aims to empower students with the knowledge and life skills to manage risk and to make well-informed decisions - for both now and in the future. It is literally learning for life.

Students follow a spiral curriculum, revisiting key topics at an age-appropriate level. L4L lessons are taught by form tutors from across the school. The nature of PSHE allows for a range of activities to be used in lessons, such as: discussions, quizzes, group work, presentations, documentaries, and independent work. When appropriate, guest speakers and theatre companies are also invited to present to our students. L4L complements content which is covered in other subject areas, such as Science, Physical Education and Design and Technology: Food, and often explores the content from a different angle.


In line with the new statutory DfE content for Relationships and Sex Education (RSE) and Health Education, our proposed updated PSHE curriculum has been mapped out below. A number of new statutory RSE and Health topics have been added to our already extensive curriculum, closely following the guidance from both the DfE and the PSHE Association (the national body for PSHE education).

L4L teachers utilise many resources developed or quality-assured by the PSHE Association and In-Formed (a service provided by The Training Effect and funded by Oxfordshire County Council) when planning their lessons. To help our students develop confidence, knowledge and vital life skills, our teachers use a wide variety of delivery techniques to ensure that lessons are engaging and pitched appropriately for our students. We also seek advice from the School Health Nurse team, Thames Valley Police, and other professionals when necessary to help plan the most useful and relevant provision for our young people.


As previously stated, students will follow a spiral curriculum based on these common themes which are revisited with our students in an age-appropriate manner:

  • Healthy Relationships
  • Being Safe
  • Being Healthy- physical, sexual and emotional health
  • Me and My Money
  • Careers
  • Citizenship
  • Emergency First Aid
  • Human Rights
  • The Law



In Year 7, students are taught the majority of their Learning for Life lessons in their form groups. The first term is all about getting to know their form; students participate in Family Links and SEAL (Social and Emotional Aspects of Learning) activities. Safeguarding in Partnership (SiP) have also worked with local schools to create Project 10, which is a series of lessons designed to educate our students about young people and the law, and to help safeguard young people against child crime exploitation. As part of the statutory safeguarding requirements, we will also address the issue of Female Genital Mutilation (FGM) in a sensitive and age-appropriate manner, using PSHE Association endorsed resources and advice from the School Health Nurse team. Students will also learn about puberty, mindfulness, basic First Aid, and sun safety.

From Term Three onwards, Year 7 students follow a carousel of lessons delivered by the Year 7 tutor team. They will look at these issues in an age-appropriate manner:

  • Careers - using a resource called Careers Planet, students look at different career families and the local job market
  • Healthy Relationships - Me and My Peers, and Me and My Family
  • Citizenship - Me and My Values
  • Playing Safe - cyber safety
  • Being Healthy - the importance of physical fitness, diet and oral hygiene
  • Being Heathy - emotional health
  • Playing Safe - the dangers of tobacco
  • Me and My Money
  • Citizenship - Young Carers
  • Citizenship - Challenging stereotypes


In Years 8, 9 and 10, students follow a five-lesson carousel system. An overview of the proposed content is as follows:

The Real Game 

  • To build upon work completed in Year 7, students play a ‘game’ across the five lessons, which assigns them a career and allows them to practise budgeting and make choices about big purchases

Healthy Relationships

  • To explore different types of relationships which young people may have, both with their peers and at home. Students will also discuss unhealthy relationships, looking at harassment and domestic abuse. They will look at consent and the law, with a brief look at the importance of using condoms in a sexual relationship to avoid pregnancy and the spread of STIs

Playing Safe

  • To encourage young people to consider how it feels when you take risks, so that they can recognise the warning signs of dangerous behaviour. Year 8 is also believed to be the time when young people take the most risks regarding road safety, so this topic will be explored. They will consider why some young people choose to take risks by drinking alcohol, smoking, using cannabis, and with their online behaviour.

You and Your Money

  • To give our young people the knowledge and tools to look after their finances wisely. Students will look at the law regarding young people at work. They consider why we have banks and the different types of accounts, as well as the importance of budgeting and receipts. They also look at why some people choose to take risks with money, for example gambling. There will be an explicit lesson exploring why some young people become caught up ‘County Lines’ and how individuals can protect themselves

Me and My Planet

  • This carousel will be adapted in light of topical issues, however aspects which may be explored will include: where food comes from; animal welfare; what is meant by Fairtrade, organic and GM food; students may also consider food miles. Contemporary documentaries and news stories will be incorporated into the teacher’s planning to make the carousel engaging and topical

Children’s Rights

  • To encourage our students to consider the rights and responsibilities that they have themselves, including accepting and embracing diversity. Students will look at laws in the UK which protect peoples’ rights and freedoms. They will then consider the experiences of other young people across the world

Being Healthy – Emotional Health

  • To encourage our young people to think about their emotional health, aspects which may impact on their emotional health, and help them to develop positive strategies for looking after their own health. Students will consider: What is emotional health?; The ups and downs which young people can face in a normal day; strategies for dealing with aggression; how to be assertive; and ways to build resilience. Mindfulness will be recapped in this carousel. There will also be a focus on ‘Fear of Missing Out’, looking at the impact of social media on well-being



  • To encourage students to think about the careers which they may be interested in and how they should go about applying for jobs. Students will look at job applications and will write their CV, ready for Work Experience in Year 10. They will consider what makes a good colleague and other important interpersonal skills. They will also discuss issues regarding gender stereotypes in the workplace

Healthy Relationships

  • To build upon the Year 8 carousel, looking at key issues regarding Relationships and Sex Education, and Health Education. Our aim is to ensure that our students are fully informed about safe and healthy relationships and are empowered with the skills to think carefully about their own decision making. Consent and the law will be reexplored, as will the importance of waiting until an individual is ready before they choose to engage in sexual relations. Students will learn about the different types of contraception available, about common STIs, how to reduce the risk of STIs, and how to access testing for STIs. Students will also be educated about how to examine themselves carefully for breast and testicular cancer

Playing Safe

  • To encourage students to consider why some young people choose to take certain risks, and to look at scenarios and options available to people in these situations. Lessons will be spent using the CEOP Exploited sessions, to look at grooming and how young people can protect themselves. We also ask what students ‘know’ about drugs, discussing any misconceptions about them and the law surrounding drugs. Students will also consider why some young people choose to smoke cannabis and nitrous oxide when they know the risks. A lesson will be spent using resources prepared by the Home Office about young people and the dangers of knife crime

Looking After Myself and Basic First Aid

  • At this key point in their adolescent development, students will have a timely recap looking at good hygiene, diet, sun safety, dental hygiene, and how to look after their physical health. The purpose of vaccinations and screening will be explored. Time will be spent looking at germs including bacteria, viruses, how they are spread, treatment and prevention of infection, and about antibiotics. Students will also look at how to access the NHS for routine appointments, as well as understanding how to use of legal drugs (e.g. antibiotics, prescriptions and over the counter medication) safely. Students will also practice the First Aid skills which they learnt in Year 7, such as CPR, the recovery position, and how to use a defibrillator

Human Rights

  • To build upon ‘Children’s Rights’ in Year 8, students should learn about the Declaration of Human Rights and UK law, including the law regarding hate crime and discrimination. Students will also look at what is meant by forced marriage and honour based violence, using a PSHE Association approved resource from Forward. This will be a very topical carousel which is likely to be updated throughout the year, in response to current affairs


  • To encourage students to be respectful to everybody. Students will particularly focus on issues currently facing the LGBT community. They will recap UK law regarding discrimination and hate crime. A PSHE Association-approved resource called REACH, will provide clips and teacher notes to help stimulate discussion about harmful stereotypes, homophobic and transphobic language, and bullying (including cyberbullying)

Being Healthy – Emotional Health

  • To encourage our young people to build strategies to maintain their own emotional well-being. They will also explore how to recognise when things are becoming difficult to manage and be equipped to be able to seek help and advice. Students will individually reflect upon who they are and who they would like to be. Issues such as self-harm (including eating disorders) and depression will be addressed, but students will also be given opportunities to revisit mindfulness and to try other relaxation activities



  • To equip students with knowledge about their Post-16 options, and with the skills needed to apply for jobs. Students will be given the chance to explore their Post-16 options and review the current local labour market. They will explore where to find job adverts and how to apply (cover letters and CVs). Students will look at the importance of references and practise interview skills

Sex and the possible consequences

  • To recap consent and the importance of contraception for when an individual decides that they are ready to have a sexual relationship. Students discuss what they ‘already know’ about contraception and STIs (including HIV and AIDS), with the aim to address any misconceptions. They will also learn about healthy pregnancy, but also recognise that miscarriage and infertility can happen. The choices and support available in the event of an unplanned pregnancy will be explored, including the morning-after pill, abortion, and adoption. They will consider what life maybe like for a young parent. Students will also explore factors which can affect fertility, e.g. lifestyle choices, age, the menopause

Playing Safe

  • Students will consider who they see as a role model and what influences them. They will then explore why some individuals may choose to join a gang, the risks involved, and how they could remove themselves from the situation. Lessons about these topics have been recommended by the PSHE Association. A final lesson will be dedicated to recapping positive actions which could be used to help look after an individual’s emotional health, recapping work lower down the school

Healthy Relationships

  • Students will reflect upon the different types of relationships that young people may have, and revisit what they believe makes a healthy and unhealthy relationship. Students will also consider the impact that pornography can have on an individual and/or relationship. The second part of the carousel will look at possible reasons why some individuals become radicalised and become involved in extremist activities. Resources which have been created and/or endorsed by the PSHE Association will be utilised when planning for these sessions

Citizenship and Democracy

  • The aim is to help students become more politically aware and to have a greater understanding of current political affairs. Students will look at how the British political system works, including how the government is chosen. They should gain a better understanding about how laws are made and upheld in Britain. Britain’s evolving relationship with other countries should be explored, as relevant

Body Image and Gender Attitudes

  • Students will look critically at the power of advertising and the media, considering its impact on society. Students will explore why some individuals choose to undertake cosmetic surgery and body enhancement, and discuss the risks involved in these procedures. Issues which will be discussed include: What are gender stereotypes and where do they come from? What is the impact of advertising and the media?

You and Your Money

  • To give our young people the knowledge and tools to look after their finances wisely, with a particular focus on understanding wage slips, taxes and how pensions work. Students will also look at how to avoid financial fraud and how to be safe when purchasing online. Students should gain a strong understanding of how data is generated, collected, shared and used online, e.g. by businesses and social media


Year 11 Learning for Life lessons are delivered by the Year 11 team, building on the knowledge and skills developed lower down the school. Content will be carefully planned to suit the needs of the individual year group, but includes:

  • Recapping good study skills and time management
  • Healthy Relationships
  • Being Healthy – physical health, sexual health, and emotional health
  • The rights and protections provided within legally recognised marriages and civil partnerships, and the legal status of other long-term relationships
  • The roles and responsibilities of parents with respect to raising of children, including the characteristics of successful parenting
  • The management of conflict, reconciliation and ending relationships.
  • How to deal with an emergency
  • Playing Safe - cyber safety
  • Playing Safe - alcohol, tobacco, and illegal substances
  • Playing Safe - choices and Consequences presentation from Oxfordshire Fire Service
  • How to access the NHS and other services
  • Religion and Philosophy
  • Careers - Post-16 options
  • You and Your Money
Back to Top