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.
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.
The learning journey
Progression Through Stages
Stage 1
Recognise
Recognise news types, feelings, rights, risks and sources of support.
Supported examplesStage 2
Describe
Explain viewpoints and use basic source, safety and wellbeing checks.
Guided explanationStage 3
Apply
Apply knowledge independently to current-affairs and personal-development scenarios.
Independent applicationStage 4
Analyse and Evaluate
Evaluate evidence, influence, rights, viewpoints and possible consequences.
Critical judgementStage 5
Lead and Influence
Communicate balanced judgements, act responsibly and help others participate safely.
Responsible influenceThe 39-week programme
Curriculum Overview
Autumn 1
News Literacy and Responsible Reporting
How can we become informed, responsible citizens who think critically about information, relationships and the world around us?
During the autumn term, students develop the foundations of media literacy, digital citizenship and personal safety. They explore how news is produced, why different sources present stories differently and how information influences beliefs and behaviour. Alongside current affairs, students develop their understanding of online safety, healthy relationships, consent, bullying and digital reputation, learning how to make informed decisions whilst participating respectfully in modern society.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 1 | Safe Discussion and the News | Recognise classroom discussion rules, identify different types of media and distinguish news from opinion. | Explain why respectful discussion, confidentiality and reliable sources are important when discussing current affairs. | Apply discussion rules confidently whilst identifying factual reporting and opinion across different news sources. | Analyse how evidence, language and discussion influence public understanding of current events. | Lead balanced discussion by questioning evidence, encouraging respectful debate and modelling responsible citizenship. |
| 2 | Local News, Identity and Belonging | Identify a local news story and recognise the people or communities involved. | Explain how local events influence communities, identity and belonging. | Compare different viewpoints within a local news story using evidence from reliable sources. | Analyse how local decisions affect different groups within a community. | Evaluate local issues by presenting balanced conclusions supported by evidence and multiple perspectives. |
| 3 | Fact, Opinion and Emotional Responses | Identify factual statements, opinions and emotional language in simple news reports. | Explain how headlines, images and language influence emotions and opinions. | Apply fact-checking techniques to distinguish evidence from opinion. | Analyse how emotional reporting influences public understanding and decision making. | Evaluate competing news reports by assessing evidence, credibility and journalistic integrity. |
| 4 | Bias, Stereotypes and Representation | Recognise examples of stereotypes and bias in news and media. | Explain how bias influences the way people and events are represented. | Compare media reports to identify different viewpoints and missing perspectives. | Analyse how language, images and editorial choices shape audience understanding. | Evaluate the fairness and reliability of media coverage using balanced evidence and critical judgement. |
| 5 | Wellbeing in the Headlines | Identify health and wellbeing stories within the media. | Explain why some health information is more trustworthy than other sources. | Compare health advice from different organisations using evidence. | Analyse health claims by identifying reliable evidence and misleading information. | Evaluate health reporting critically, producing balanced recommendations supported by trusted sources. |
| 6 | Autumn Newsroom: Responsible Reporting | Identify the key facts needed to report a news story accurately. | Explain why journalists verify information before publishing. | Produce a balanced news report using reliable evidence and appropriate journalistic language. | Analyse reporting for fairness, balance and source quality. | Produce a professional news report demonstrating ethical journalism and responsible communication. |
Autumn 2
Digital Life, Relationships and Safety
How can we make safe, responsible and informed decisions in an increasingly digital society?
Students build upon their understanding of news and media by exploring algorithms, misinformation, online relationships and digital responsibility. They develop the knowledge and judgement needed to recognise manipulation, protect themselves online and understand how their own digital behaviour influences future education, employment and personal wellbeing.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 7 | Algorithms, Influence and Choice | Recognise that social media shows different information to different people. | Explain how algorithms influence the content people see online. | Apply strategies to diversify information sources and reduce online bias. | Analyse how algorithms influence behaviour, beliefs and decision making. | Evaluate the benefits and risks of algorithm-driven media whilst promoting responsible digital citizenship. |
| 8 | Misinformation, AI and Deepfakes | Identify examples of misinformation, AI-generated images and deepfakes. | Explain why misleading online content can spread quickly. | Apply verification techniques to investigate digital content before sharing it. | Analyse the strengths and weaknesses of different fact-checking methods. | Evaluate complex digital information critically using multiple sources of evidence. |
| 9 | Online Relationships and Digital Boundaries | Identify safe and unsafe online behaviours. | Explain healthy online relationships and appropriate digital boundaries. | Apply strategies to maintain privacy and report online concerns safely. | Analyse realistic online scenarios involving pressure, manipulation or coercion. | Evaluate complex situations confidently, demonstrating responsible digital citizenship and safeguarding awareness. |
| 10 | Consent in the News and Everyday Life | Recognise that consent must always be freely given and respected. | Explain consent using age-appropriate everyday examples. | Apply understanding of consent to realistic social and online situations. | Analyse how consent is presented in media and current affairs. | Evaluate complex scenarios using mature judgement, respect and safeguarding knowledge. |
| 11 | Bullying, Harassment and Hate | Identify different forms of bullying, harassment and hate behaviour. | Explain how harmful behaviour affects individuals and communities. | Apply safe reporting strategies and appropriate bystander responses. | Analyse different responses to bullying and harassment using realistic scenarios. | Evaluate strategies that promote inclusion, respect and positive community behaviour. |
| 12 | Privacy, Sharing and Reputation | Recognise information that should remain private online. | Explain how digital choices affect personal safety and future opportunities. | Apply responsible decision making when managing digital information. | Analyse the long-term impact of online behaviour on education and employment. | Demonstrate exemplary digital citizenship by modelling safe, responsible and professional online behaviour. |
| 13 | Digital Life Review | Recall key knowledge about media literacy, online safety and responsible behaviour. | Explain how digital citizenship supports safe participation online. | Apply learning confidently to unfamiliar digital scenarios. | Analyse complex online situations using evidence and safeguarding knowledge. | Evaluate digital challenges critically whilst demonstrating responsible, informed decision making. |
Spring 1
Rights, Health and Society
How can understanding democracy, rights and public institutions help us become active, informed and responsible citizens?
During the spring term, students explore how decisions are made in Britain, how rights are protected and how current affairs influence society. They examine democracy, equality, health, politics, justice and public safety through real news stories and balanced discussion. Students learn to evaluate evidence, recognise bias and understand how individuals can participate positively in democratic life whilst respecting different viewpoints.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 14 | British Values in Current Affairs | Identify the five British Values and recognise examples in everyday news stories. | Explain how democracy, rule of law, liberty, mutual respect and tolerance influence everyday life. | Apply British Values when discussing current affairs and recognising responsible citizenship. | Analyse situations where rights, responsibilities and freedoms may conflict. | Evaluate current affairs using British Values to produce balanced and evidence-based judgements. |
| 15 | Human Rights and Equality | Recognise basic human rights and protected characteristics within everyday situations. | Explain why equality, fairness and human rights are important in modern Britain. | Apply rights-based thinking when considering realistic social and current affairs scenarios. | Analyse competing rights, responsibilities and perspectives within contemporary issues. | Evaluate complex equality issues using evidence, legislation and balanced reasoning. |
| 16 | Health Information and Public Decisions | Identify reliable health information and recognise trusted health organisations. | Explain why evidence is important when making public health decisions. | Compare health information from news reports, official guidance and social media sources. | Analyse how misinformation influences public understanding and behaviour. | Evaluate health reporting critically, communicating evidence-based conclusions responsibly. |
| 17 | Mental Health, Language and Stigma | Recognise respectful language when discussing mental health and wellbeing. | Explain how stigma affects individuals and communities. | Apply appropriate language and identify effective sources of support for mental wellbeing. | Analyse media reporting of mental health, recognising stereotypes and responsible journalism. | Evaluate approaches to reducing stigma whilst promoting respectful communication and support. |
| 18 | Money, Poverty and Cost of Living | Identify key financial terms used within news reports and current affairs. | Explain how the cost of living affects individuals, families and communities differently. | Apply financial understanding when interpreting news stories about income, inflation and household budgets. | Analyse different viewpoints surrounding economic decisions and their impact on society. | Evaluate economic issues objectively using evidence whilst recognising differing experiences and perspectives. |
| 19 | Society and Wellbeing Newsroom | Identify the key facts within a current affairs story about health, equality or society. | Explain why balance and accuracy are important when reporting social issues. | Produce a balanced news report using appropriate evidence and responsible language. | Analyse the quality of reporting by evaluating evidence, representation and audience impact. | Produce a professional current affairs report demonstrating balanced journalism, ethical reporting and critical evaluation. |
Spring 2
Democracy, Law and Safety
How can understanding democracy, rights and public institutions help us become active, informed and responsible citizens?
During the spring term, students explore how decisions are made in Britain, how rights are protected and how current affairs influence society. They examine democracy, equality, health, politics, justice and public safety through real news stories and balanced discussion. Students learn to evaluate evidence, recognise bias and understand how individuals can participate positively in democratic life whilst respecting different viewpoints.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 20 | Democracy and Participation | Identify how people can participate in democracy through voting, petitions and consultation. | Explain how decisions are made by local and national government. | Apply knowledge of democratic processes to current affairs and community issues. | Analyse different methods of influencing decision makers, evaluating their effectiveness. | Evaluate democratic participation critically by considering evidence, representation and civic responsibility. |
| 21 | Politics Without Party Promotion | Recognise that political issues can be discussed fairly without promoting political parties. | Explain different viewpoints on a public policy issue using balanced language. | Compare political arguments by examining supporting evidence rather than opinion alone. | Analyse persuasive political communication, identifying evidence, bias and rhetorical techniques. | Evaluate policy debates objectively, presenting balanced conclusions supported by reliable evidence. |
| 22 | Law, Justice and Fair Reporting | Recognise the difference between allegation, evidence and proven fact. | Explain why fairness and presumption of innocence are important within the justice system. | Apply fair reporting principles when examining legal news stories. | Analyse how media coverage can influence public opinion during legal proceedings. | Evaluate reporting critically by balancing legal principles, evidence and responsible journalism. |
| 23 | Crime, Safety and Risk | Identify common types of crime reported in the media and recognise basic personal safety advice. | Explain why media reporting may influence perceptions of crime and personal risk. | Compare crime statistics with media headlines to identify differences between perception and reality. | Analyse how reporting shapes public attitudes towards crime, policing and community safety. | Evaluate crime reporting objectively whilst producing proportionate, evidence-based safety advice. |
| 24 | Extremism, Radicalisation and Online Influence | Recognise that extremist content can appear online and identify trusted adults and reporting routes. | Explain how radicalisation can occur and why critical thinking is important online. | Apply strategies to recognise manipulation, misinformation and harmful online influence. | Analyse realistic scenarios involving online influence whilst evaluating safe responses. | Evaluate complex safeguarding situations using critical thinking, evidence and responsible decision making. |
| 25 | Conflict, Peace and Humanitarian Reporting | Identify the basic causes and impacts of conflict using age-appropriate current affairs examples. | Explain how conflict affects individuals, communities and humanitarian organisations. | Compare different news reports about conflict, identifying bias and differing perspectives. | Analyse humanitarian reporting by considering evidence, language and ethical responsibilities. | Evaluate international reporting critically, demonstrating empathy, balance and informed global citizenship. |
| 26 | Democracy, Law and Safety Review | Recall key knowledge from the spring term using discussion and retrieval activities. | Explain how democracy, rights, health and safety connect within modern society. | Apply learning confidently to unfamiliar current affairs scenarios using appropriate evidence. | Analyse complex issues by balancing rights, responsibilities, evidence and differing viewpoints. | Evaluate contemporary issues independently, demonstrating informed citizenship, critical thinking and responsible participation. |
Summer 1
Health, Relationships, Finance and Climate
How can understanding current affairs help us make healthier, safer and more informed decisions about our own future and the world around us?
During this half term, students apply the media literacy, citizenship and PSHE knowledge developed throughout the year to contemporary issues that affect everyday life. Through live news stories and structured discussion, they evaluate health information, understand risk, explore relationships, consider environmental responsibility and examine how technology is shaping future society. Students develop the confidence to question information critically whilst making informed, balanced decisions based on reliable evidence.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 27 | Healthy Lifestyles in the Media | Identify healthy lifestyle messages presented in news reports, advertising and social media, recognising trusted health organisations. | Explain how media can influence choices about diet, exercise, sleep, body image and wellbeing. | Compare health advice from different sources, distinguishing reliable evidence from opinion, trends and commercial influence. | Analyse how headlines, influencers and media campaigns shape public attitudes towards health and lifestyle choices. | Evaluate health information critically, producing balanced recommendations supported by evidence from credible sources. |
| 28 | Substances, Risk and the Law | Recognise legal and illegal substances and identify the risks associated with alcohol, nicotine, vaping and drugs. | Explain how substances affect physical health, mental wellbeing, relationships and decision making. | Apply knowledge of the law to realistic scenarios involving peer pressure, substance misuse and personal safety. | Analyse how news reporting, social media and public campaigns influence attitudes towards substance use. | Evaluate strategies that reduce harm, promote informed choices and support individuals affected by substance misuse. |
| 29 | Relationships, Sexual Health and Reliable Information | Identify trusted sources of information about relationships, sexual health and personal wellbeing. | Explain the characteristics of healthy relationships, consent and respectful communication. | Apply reliable information when evaluating realistic relationship scenarios and recognising misinformation. | Analyse how relationships and sexual health are represented in news, media and online content. | Evaluate sensitive issues maturely using evidence, safeguarding knowledge and respectful, balanced discussion. |
| 30 | Consumer News, Scams and Pressure | Recognise common scams, misleading advertising and consumer pressure found online and in the media. | Explain how businesses, advertisers and scammers influence consumer decisions. | Apply strategies to identify scams, protect personal information and make safe financial decisions. | Analyse consumer stories by evaluating evidence, persuasive techniques and potential risks. | Evaluate complex consumer situations confidently, recommending safe, responsible and financially informed actions. |
| 31 | Climate News and Personal Responsibility | Identify current environmental issues reported in the news and recognise simple sustainable actions. | Explain how climate change affects people, communities and the natural environment. | Compare different viewpoints presented in climate reporting using reliable scientific evidence. | Analyse how governments, businesses and individuals respond differently to environmental challenges. | Evaluate environmental news critically, proposing balanced, realistic actions supported by scientific evidence. |
| 32 | Solutions Journalism and Hope | Identify examples of positive news stories that focus on solutions to community or global challenges. | Explain how solutions journalism differs from traditional news reporting. | Compare problem-focused and solution-focused reporting by considering evidence and outcomes. | Analyse how constructive journalism influences public confidence, engagement and decision making. | Produce a balanced solutions-based news report that demonstrates critical thinking, responsible journalism and informed optimism. |
Summer 2
Future Society and Independent Enquiry
How can we use reliable evidence, critical thinking and responsible decision making to prepare for adult life in a rapidly changing world?
During this half term, students bring together the knowledge and skills developed throughout the year by investigating contemporary issues independently, evaluating contrasting viewpoints and communicating evidence-based conclusions. They explore technology, finance, global citizenship and responsible decision making before completing an independent current affairs investigation that demonstrates their ability to research, analyse and present balanced arguments.
| Week | Lesson or Enquiry | Stage 1 | Stage 2 | Stage 3 | Stage 4 | Stage 5 |
|---|---|---|---|---|---|---|
| 33 | Future Work, Technology and Change | Identify examples of new technology and recognise how jobs are changing. | Explain how technology, automation and artificial intelligence are creating new career opportunities and challenges. | Compare how different industries are adapting to technological change using current examples. | Analyse the advantages and disadvantages of technological change for workers, employers and society. | Evaluate how future technological developments may influence education, employment and lifelong learning, supporting conclusions with evidence. |
| 34 | Money, Gambling and Online Influence | Recognise gambling, gaming features, online spending and financial risk in everyday life. | Explain how advertising, influencers and online platforms encourage spending and gambling behaviours. | Apply strategies to manage money safely, recognise financial pressure and avoid common online scams. | Analyse how gambling, social media and targeted advertising influence decision making and financial wellbeing. | Evaluate financial risks critically, demonstrating informed, responsible decision making supported by evidence and financial awareness. |
| 35 | Global Awareness and Respect | Identify different cultures, beliefs and communities represented in current affairs. | Explain why respect, tolerance and understanding are important within diverse societies. | Compare how global events affect different countries, communities and individuals using reliable sources. | Analyse international issues by considering cultural, political and economic perspectives. | Evaluate global issues objectively, demonstrating empathy, respect and informed global citizenship supported by balanced evidence. |
| 36 | Independent Investigation: Question and Sources | Select a current affairs topic and identify suitable sources of information with guidance. | Explain which sources are likely to be reliable and why evidence should be checked carefully. | Develop an enquiry question and gather information independently from a range of credible sources. | Analyse the reliability, bias and quality of different sources before selecting evidence. | Design a robust investigation using high-quality evidence, demonstrating independent research and critical evaluation from the outset. |
| 37 | Independent Investigation: Analysis | Identify the main facts and viewpoints within collected information. | Organise evidence into themes and explain different perspectives on the issue. | Analyse evidence independently by comparing viewpoints and identifying patterns or contradictions. | Evaluate the strength of evidence, recognising bias, missing information and limitations within sources. | Produce a balanced analysis that weighs competing arguments and reaches well-supported conclusions based on reliable evidence. |
| 38 | Independent Investigation: Production | Present key findings using an appropriate structure and simple supporting evidence. | Organise findings clearly using appropriate vocabulary, visuals and referenced evidence. | Produce an independent report or presentation that communicates balanced conclusions confidently. | Refine communication by selecting evidence carefully, anticipating questions and responding appropriately to challenge. | Deliver a professional-quality investigation demonstrating excellent research, critical thinking, balanced judgement and confident presentation skills. |
| 39 | Showcase and Final Review | Recall the key knowledge and skills developed throughout the year and reflect on personal progress. | Explain how media literacy, PSHE and current affairs have improved personal understanding and decision making. | Demonstrate independent thinking by applying learning to unfamiliar contemporary issues and scenarios. | Evaluate personal development using evidence from discussions, investigations and reflective activities. | Present as an informed, responsible and critically engaged citizen who demonstrates the knowledge, skills and behaviours needed for further education, employment and active participation in modern society. |
How progress is recognised
Assessment Approach
Source Checks
Students examine authorship, date, evidence, context, images and corroboration.
Discussion and Debate
Teachers assess listening, respectful disagreement, evidence use and balanced participation.
Distanced Scenarios
Students apply safeguarding, relationships, health and citizenship knowledge without personal disclosure.
Knowledge Checks
Retrieval and short assessments test essential terminology, rights, risks and support routes.
Newsroom Products
Bulletins, briefings and reports demonstrate accuracy, balance, audience awareness and responsible communication.
Cumulative Application
Independent enquiries require students to connect source literacy, PSHE knowledge and reasoned judgement.
What progress looks like
Progression Expectations
Stage 1
Students recognise different types of news and media, identify trusted sources of information and understand the importance of respectful discussion. They develop an awareness of personal safety, healthy relationships, online behaviour and responsible citizenship whilst learning how current affairs connect to everyday life.
Stage 2
Students explain how news is created, how media can influence opinions and how current affairs affect individuals, communities and society. They apply media literacy skills, participate confidently in discussion and develop their understanding of personal wellbeing, relationships, rights, responsibilities and online safety.
Stage 3
Students apply critical thinking when analysing news stories, evaluating evidence and responding to contemporary social issues. They distinguish fact from opinion, recognise misinformation, communicate balanced viewpoints and make informed decisions that promote their own wellbeing and the wellbeing of others.
Stage 4
Students evaluate contrasting viewpoints, analyse the reliability and purpose of different sources and consider the ethical, legal and social implications of current affairs. They justify opinions using balanced evidence, demonstrate mature judgement when discussing sensitive issues and confidently apply British Values, safeguarding knowledge and media literacy to real-world situations.
Stage 5
Students consistently demonstrate the knowledge, skills and behaviours expected of informed, responsible and critically engaged citizens. They evaluate complex current affairs objectively, communicate evidence-based judgements confidently, challenge misinformation respectfully and apply their understanding of democracy, equality, health, relationships, safeguarding and global issues to prepare for further education, employment and active participation in modern society.
The purpose of the programme
Curriculum Intent
The News, Current Affairs and PSHE curriculum develops informed, thoughtful and responsible young people who understand the rapidly changing world around them and are equipped to participate confidently within it.
Students follow a carefully sequenced programme that combines current affairs, media literacy, personal development, citizenship, relationships education and safeguarding. Using contemporary news stories alongside carefully planned PSHE themes, students learn to question information, evaluate evidence, understand different perspectives and make informed decisions that support their wellbeing and future success.
Knowledge and skills are revisited throughout the curriculum, enabling students to deepen their understanding of democracy, British Values, equality, healthy relationships, online safety, financial awareness, physical and mental wellbeing, environmental responsibility and global citizenship. Through structured discussion, debate, investigation and real-world case studies, students progress from recognising key concepts to evaluating complex issues using balanced evidence and critical thinking.
The curriculum prepares students not only for further education and employment, but also for life as active, responsible citizens. By the end of the programme, students are confident communicators who can evaluate information critically, recognise misinformation, respect different viewpoints, make safe and informed decisions and contribute positively to their communities and wider society.