Blackpool Skills Academy
News, Current Affairs and PSHE Curriculum Overview
A 39-week spiral curriculum developing media literacy, relationships, health, citizenship, safeguarding and informed participation.
Understanding the information we see
Pause, check and think before you share
News and information reach us quickly. Headlines, videos and social-media posts can influence what we believe before we have had time to check whether they are accurate.
Fake news may use emotional language, misleading images, incomplete evidence or information taken out of context. Increasingly, artificial intelligence can also be used to create convincing but false text, images, audio and video.
This video introduces students to fake news and the importance of checking sources, evidence, dates and context before accepting or sharing a claim.
Watch the video and consider what checks you could make before trusting or sharing a story.
01
Our curriculum model
Current affairs with clear PSHE foundations
Learning to participate safely and thoughtfully
This curriculum combines current-affairs and media literacy with sequenced personal, social, health, relationships and citizenship education.
Live or recent stories provide meaningful contexts where appropriate. However, fixed PSHE outcomes ensure that essential safeguarding, relationships, health and citizenship education is not determined by the news cycle.
- News and media literacy
- Fact, opinion and evidence
- Bias and representation
- Digital safety and influence
- Relationships and consent
- Mental and physical wellbeing
- British Values and human rights
- Democracy and the rule of law
- Financial and consumer awareness
- Responsible participation
Teachers select accessible and age-appropriate stories close to the point of delivery. The weekly curriculum lens remains fixed, while the example used may change so that learning remains relevant.
Planning and safeguarding
Lessons establish clear ground rules, never require personal disclosure and use distanced scenarios for sensitive content. Sources and safeguarding considerations are recorded, and lessons finish with clear academy and external support routes where appropriate.
02
The learning journey
Progression Through Stages
1
Stage 1
Recognise
Recognise news types, feelings, rights, risks and sources of support.
Supported examples2
Stage 2
Describe
Explain viewpoints and use basic source, safety and wellbeing checks.
Guided explanation3
Stage 3
Apply
Apply knowledge independently to current-affairs and personal-development scenarios.
Independent application4
Stage 4
Analyse and Evaluate
Evaluate evidence, influence, rights, viewpoints and possible consequences.
Critical judgement5
Stage 5
Lead and Influence
Communicate balanced judgements, act responsibly and help others participate safely.
Responsible influence03
The 39-week programme
Curriculum Overview
Autumn 1
News Literacy and Responsible Reporting
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 1 | Safe Discussion and the News | Recognise a news report, opinion and advertisement. | Describe a discussion rule and explain why it matters. | Apply discussion rules and distinguish reporting from opinion. | Analyse how format, purpose and language affect a message. | Help establish respectful discussion standards and explain confidentiality limits. |
| 2 | Local News, Identity and Belonging | Recognise people or groups affected by a local story. | Describe how a story may make different groups feel. | Apply a stakeholder map to explain different experiences. | Analyse how reporting may strengthen or weaken belonging. | Present a balanced account that includes overlooked community voices. |
| 3 | Fact, Opinion and Emotional Responses | Recognise a fact, an opinion and an emotional word. | Describe the difference between evidence and opinion. | Annotate a report and pause before reacting or sharing. | Analyse how emotional language may influence judgement. | Create guidance that helps others respond thoughtfully to emotional stories. |
| 4 | Bias, Stereotypes and Representation | Recognise loaded language or a simple stereotype. | Describe how a person or group is represented. | Compare two reports and identify missing voices. | Analyse bias, selection and framing across sources. | Rewrite coverage fairly and justify decisions about language and representation. |
| 5 | Wellbeing in the Headlines | Recognise a health claim and a trusted source of support. | Describe why a headline may not provide the full evidence. | Check a wellbeing claim against a reliable source. | Evaluate evidence, limitations and possible harm. | Communicate a cautious conclusion and signpost support responsibly. |
| 6 | Autumn Newsroom: Responsible Reporting | Identify the who, what, when and where of a story. | Describe a story using the 5Ws and one checked source. | Create a short bulletin using two sources and responsible wording. | Evaluate accuracy, balance, tone and potential harm. | Lead production of a verified bulletin and explain editorial decisions. |
Autumn 2
Digital Life, Relationships and Safety
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 7 | Algorithms, Influence and Choice | Recognise that online feeds do not show everyone the same content. | Describe how previous choices can influence future recommendations. | Apply strategies for widening information sources. | Analyse how algorithms and peers shape beliefs and behaviour. | Create practical guidance for maintaining a varied and balanced information diet. |
| 8 | Misinformation, AI and Deepfakes | Recognise that online content may be false or altered. | Describe basic checks involving source, date and context. | Check source, image, date, context and corroboration. | Evaluate authenticity and uncertainty across several forms of evidence. | Present a justified share or do-not-share judgement and help others verify content. |
| 9 | Online Relationships and Digital Boundaries | Recognise healthy and unhealthy online behaviour. | Describe a digital boundary and a reporting route. | Apply safe boundary language to a distanced scenario. | Analyse coercion, grooming, pressure and barriers to reporting. | Model safe responses and create a clear support and reporting guide. |
| 10 | Consent in the News and Everyday Life | Recognise that consent involves a clear and free choice. | Describe how consent can be withdrawn or may not be valid. | Apply consent principles to age-appropriate scenarios. | Analyse how power, pressure and circumstances affect consent. | Communicate consent principles accurately and challenge harmful media wording. |
| 11 | Bullying, Harassment and Hate | Recognise examples of bullying, harassment or hateful behaviour. | Describe the difference between disagreement and repeated harm. | Apply a safe bystander or reporting response. | Analyse impact, power, intention and barriers to seeking help. | Promote safe intervention and help others identify appropriate support. |
| 12 | Privacy, Sharing and Reputation | Recognise private information and unsafe sharing. | Describe how sharing may affect another person. | Apply a privacy and consent check before posting. | Analyse consequences for safety, relationships and future opportunities. | Create responsible-sharing guidance that balances expression, privacy and consent. |
| 13 | Digital Life Review | Identify a safe response to a familiar online situation. | Explain a source check, boundary or reporting action. | Apply digital-safety knowledge to an unfamiliar scenario. | Evaluate influence, evidence, rights and possible consequences. | Present a balanced digital-safety judgement and support responsible action. |
Spring 1
Rights, Health and Society
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 14 | British Values in Current Affairs | Recognise democracy, law, liberty, respect or tolerance. | Describe one British Value in a familiar context. | Apply a British Value to a current-affairs scenario. | Analyse tensions between values, rights and responsibilities. | Present a balanced judgement showing how values should guide responsible participation. |
| 15 | Human Rights and Equality | Recognise a basic right and an example of fair treatment. | Describe how discrimination or inequality may affect people. | Connect a current story to rights and equality. | Analyse competing rights, responsibilities and possible remedies. | Advocate respectfully for equality using evidence and accurate terminology. |
| 16 | Health Information and Public Decisions | Recognise a health claim and a reliable source. | Describe why expert evidence and context matter. | Apply source checks to a health story. | Evaluate evidence quality, uncertainty and public impact. | Communicate a proportionate conclusion that avoids overclaiming. |
| 17 | Mental Health, Language and Stigma | Recognise respectful and harmful language about mental health. | Describe how stigma may prevent people seeking support. | Apply supportive language and identify appropriate help routes. | Analyse how media representation may challenge or reinforce stigma. | Create responsible communication that promotes understanding without encouraging disclosure. |
| 18 | Money, Poverty and Cost of Living | Recognise examples of essential costs and financial pressure. | Describe how rising costs may affect choices and wellbeing. | Apply information from a news story to a realistic household scenario. | Analyse causes, unequal impacts and possible responses. | Present a balanced briefing that distinguishes evidence, judgement and proposed action. |
| 19 | Society and Wellbeing Newsroom | Identify the main issue and people affected. | Describe the issue using accurate and respectful language. | Produce a balanced story using checked information. | Evaluate evidence, representation, rights and potential harm. | Lead a responsible newsroom product and justify editorial decisions. |
Spring 2
Democracy, Law and Safety
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 20 | Democracy and Participation | Recognise voting, representation or another form of participation. | Describe how a public decision may be made. | Identify a lawful way to influence a decision. | Analyse the strengths and limitations of different participation routes. | Design an evidence-led participation plan that respects democratic processes. |
| 21 | Politics Without Party Promotion | Recognise a political issue and an opinion about it. | Describe more than one viewpoint neutrally. | Compare policy arguments using evidence rather than party loyalty. | Analyse persuasive techniques, omissions and competing priorities. | Facilitate a balanced discussion without promoting a party or candidate. |
| 22 | Law, Justice and Fair Reporting | Recognise the difference between an allegation and a proven outcome. | Describe why people are treated as innocent until proven guilty. | Apply careful language to a report involving a legal case. | Analyse evidence, reporting restrictions and risks of unfair judgement. | Create accurate reporting guidance that protects fairness and public understanding. |
| 23 | Crime, Safety and Risk | Recognise a hazard and a proportionate safety response. | Describe how repeated crime coverage may affect perceptions of risk. | Compare reported risk with available evidence. | Analyse likelihood, impact, fear and media emphasis. | Produce balanced safety advice that informs without causing unnecessary alarm. |
| 24 | Extremism, Radicalisation and Online Influence | Recognise manipulative or hateful online behaviour. | Describe how extremist content may exploit fear or grievance. | Apply safe reporting and help-seeking actions to a distanced scenario. | Analyse manipulation, isolation, repetition and barriers to disclosure. | Communicate prevention and support messages responsibly without amplifying harmful material. |
| 25 | Conflict, Peace and Humanitarian Reporting | Recognise people affected by conflict and the need for careful language. | Describe more than one perspective without stereotyping groups. | Compare sources and explain humanitarian impact. | Analyse reliability, framing, terminology and missing voices. | Create a balanced briefing that centres evidence and human impact. |
| 26 | Democracy, Law and Safety Review | Recognise a right, law, risk or support route. | Explain an appropriate response to a familiar situation. | Apply knowledge to an unfamiliar civic or safeguarding scenario. | Evaluate evidence, viewpoints, rights and likely consequences. | Present a balanced judgement and recommend responsible action. |
Summer 1
Health, Relationships, Finance and Climate
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 27 | Healthy Lifestyles in the Media | Recognise a claim about sleep, food, exercise or body image. | Describe how advertising or media may influence choices. | Check a lifestyle claim using reliable information. | Evaluate evidence, commercial influence and possible harm. | Create balanced wellbeing guidance that avoids judgement and unrealistic promises. |
| 28 | Substances, Risk and the Law | Recognise that alcohol, nicotine and drugs carry risks. | Describe a health, legal or social consequence. | Apply a safe decision and support route to a distanced scenario. | Analyse influence, vulnerability, risk and possible consequences. | Communicate accurate harm-reduction and help-seeking information responsibly. |
| 29 | Relationships, Sexual Health and Reliable Information | Recognise respectful relationships and a reliable support source. | Describe why consent, responsibility and accurate information matter. | Apply reliable information to an age-appropriate scenario. | Analyse misinformation, pressure, rights and possible consequences. | Communicate balanced guidance sensitively and signpost appropriate support. |
| 30 | Consumer News, Scams and Pressure | Recognise a suspicious message, offer or request. | Describe a common warning sign of a scam. | Apply checks before paying, sharing information or responding. | Analyse urgency, impersonation, emotional pressure and financial risk. | Create practical consumer guidance and explain appropriate reporting routes. |
| 31 | Climate News and Personal Responsibility | Recognise an environmental claim and a possible action. | Describe the difference between individual and organisational responsibility. | Check a climate claim and identify realistic actions. | Evaluate evidence, scale, fairness and competing responsibilities. | Present a proportionate recommendation involving individuals, businesses and government. |
| 32 | Solutions Journalism and Hope | Recognise a proposed response to a problem. | Describe what the response aims to change. | Identify evidence of impact and a limitation. | Evaluate whether a solution is effective, transferable and sustainable. | Create a balanced solutions report that includes progress, evidence and unresolved issues. |
Summer 2
Future Society and Independent Enquiry
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 33 | Future Work, Technology and Change | Recognise that technology can change jobs and skills. | Describe a skill that may remain useful as work changes. | Connect labour-market information to personal strengths and choices. | Analyse opportunities, disruption, inequality and wellbeing implications. | Present an adaptable future-skills plan grounded in evidence rather than prediction. |
| 34 | Money, Gambling and Online Influence | Recognise gambling, gambling-like design and financial risk. | Describe how advertising or game design may encourage continued spending. | Apply spending limits, pause strategies and support routes. | Analyse probability, loss, influence and barriers to seeking help. | Create responsible guidance that avoids stigma and clearly signposts support. |
| 35 | Global Awareness and Respect | Recognise that people and places should not be reduced to stereotypes. | Describe a place using more than one accurate feature or perspective. | Use reliable sources to explain a global issue respectfully. | Analyse representation, power, historical context and missing voices. | Create a nuanced account that communicates difference without generalising. |
| 36 | Independent Investigation: Question and Sources | Choose a supported current-affairs question. | Describe what the investigation needs to find out. | Frame a focused question and identify suitable sources. | Evaluate scope, source quality, sensitivity and possible bias. | Design a rigorous and ethically appropriate investigation plan. |
| 37 | Independent Investigation: Analysis | Identify information that answers the enquiry question. | Describe similarities and differences between sources. | Compare evidence and viewpoints and reach a supported conclusion. | Analyse reliability, context, limitations and implications. | Synthesise evidence into a nuanced judgement that acknowledges uncertainty. |
| 38 | Independent Investigation: Production | Create a supported product containing key information. | Organise information for a clear audience and purpose. | Produce an accurate and balanced current-affairs product. | Refine structure, tone, evidence and responsible representation. | Produce a polished product and justify editorial and safeguarding choices. |
| 39 | Showcase and Final Review | Identify one important learning point and a safe action. | Describe progress in news literacy and personal development. | Present a supported conclusion and respond to questions. | Evaluate evidence, communication and responsible participation. | Lead a thoughtful showcase and explain how learning will guide future decisions. |
04
How progress is recognised
Assessment Approach
01
Source Checks
Students examine authorship, date, evidence, context, images and corroboration.
02
Discussion and Debate
Teachers assess listening, respectful disagreement, evidence use and balanced participation.
03
Distanced Scenarios
Students apply safeguarding, relationships, health and citizenship knowledge without personal disclosure.
04
Knowledge Checks
Retrieval and short assessments test essential terminology, rights, risks and support routes.
05
Newsroom Products
Bulletins, briefings and reports demonstrate accuracy, balance, audience awareness and responsible communication.
06
Cumulative Application
Independent enquiries require students to connect source literacy, PSHE knowledge and reasoned judgement.
05
What progress looks like
Progression Expectations
1
Stage 1
- Recognise different forms of news and information.
- Identify feelings, rights, risks and support routes.
- Select a safe response from clear choices.
2
Stage 2
- Explain straightforward viewpoints and consequences.
- Use basic source and safety checks.
- Contribute to discussion using prompts and evidence.
3
Stage 3
- Apply learning independently to realistic scenarios.
- Compare sources, evidence and viewpoints.
- Communicate a supported and responsible conclusion.
4
Stage 4
- Evaluate reliability, influence, rights and consequences.
- Analyse complexity, limitations and competing perspectives.
- Adapt communication to sensitive issues and different audiences.
5
Stage 5
- Synthesise evidence into balanced judgements.
- Communicate accurately, sensitively and responsibly.
- Support informed participation without directing others’ views.
- Model safe, respectful and evidence-led engagement.
The purpose of the programme
Curriculum Intent
The News, Current Affairs and PSHE curriculum helps students understand the information, relationships, risks, rights and decisions that shape their lives.
Students learn how news is produced, how media and algorithms influence attention and how evidence can be checked before a claim is accepted or shared. These skills are taught alongside sequenced learning about relationships, health, safeguarding, citizenship, British Values, money, equality and participation.
Current stories make learning relevant, but essential PSHE and safeguarding outcomes remain planned and explicit. Sensitive issues are approached through accurate information, clear ground rules, distanced scenarios and visible routes to support.
Across the year, students progress from recognising information and safe responses towards evaluating evidence, communicating balanced judgements and participating responsibly in school, community and wider society.