MHA Subject Curriculum Overview 2025-26
| HALF-TERM | Year 10 | Year 11 |
| Autumn 1 | The Teenage Brain: Exploring Mental Health through Inside Out 2 Examine the developing teenage brain and its impact on emotions and behaviour. Identify and reflect on new emotions (embarrassment, boredom/ennui, anxiety), building on prior Year 9 knowledge. Analyse emotional triggers and responses. Develop strategies for improved emotional expression. Evaluate the influence of self-talk, peer pressure and social influence. Build and apply personal coping strategies. Reflect upon and celebrate personal emotional growth. | What is Mental Health? Investigate how changes in the teenage brain affect wellbeing. Explore how sleep, diet, exercise and social connection promote positive mental health. Analyse the role of brain chemicals and hormones (cortisol, melatonin, serotonin, dopamine). Define mental health and mental ill-health and identify ways to maintain wellbeing. Develop awareness of common conditions (anxiety, depression), their symptoms and treatments. Assess social and personal impacts of mental ill-health. Research support services and organisations. |
| Autumn 2 | A closer look at feelings Explore the “Five Ways to Wellbeing.” Identify and describe a range of positive and negative emotions and their bodily sensations, using knowledge gained from Inside Out and Zones of Regulation. Use the feelings wheel to label emotions and recognise how they affect mind and body. Discuss Automatic Negative Thoughts (ANTS) and the Cognitive Distortions Practise mindfulness and emotional regulation strategies. Analyse the connection between thoughts, feelings and behaviour through CBT/DBT activities (STOPP, TiPP, Grounding techniques and wise mind). | Intimate Relationships and Consent Distinguish between healthy and unhealthy relationships and their impact on mental health. Define relationship abuse (with a particular focus on coercive control) and and how to access support (using case-studies, videos and the film ‘Murdered by my Boyfriend). Define and understand the concept of consent, including sexual consent. Recognise how and where to access support with consent-related issues. Understand personal relationship boundaries. Explore the importance of sexual health if sexually active. |
| Spring 1 | Friendship and Bullying through the Lens of Mental Health Explain the role of friendship in mental health. Explore qualities of positive friendships. Identify healthy vs unhealthy friendship dynamics and define the stages of friendship. Develop conflict management strategies (passive, aggressive, assertive approaches). Practise the rupture–repair cycle through role play and scenarios/social stories/perspective-taking. Recognise what bullying is and its mental health impact. Explore issues of trolling, self-harm and suicide (Jessie Nelson documentary). | NCFE Level 1 Award in Mental Health Awareness Pupils will work towards the four key learning outcomes of the NCFE Level 1 Award: Be aware of what is meant by mental healthDefine mental health and mental ill-health.Identify a range of possible causes of mental health difficulties.Recognise common sources of information on mental health issues.Be aware of some of the social and personal effects of mental ill-healthState how common mental health problems are within the UK population.Identify the personal effects mental ill-health can have on an individual (e.g., relationships, education, employment).Analyse how mental health is reported in the media and the negative effects of this on individuals and society.Explain how stereotyping can affect people with mental health problems.Be aware of some of the responses to mental health issuesIdentify the rights of people experiencing mental ill-health.Recognise different responses that can be made to support an individual with mental health problems.Identify appropriate referral routes and organisations that can provide further help.Explore ways to promote positive mental health within communities and personal life.Be aware of cultural diversity in relation to mental health issuesIdentify possible causes of mental distress in different cultural groups.Recognise barriers to accessing mental health services and explore strategies for overcoming them.Outline factors that can promote positive mental health in different cultural contexts. Pupils will consolidate learning by completing the exam-style assessment workbook, demonstrating their understanding across all four outcomes. |
| Spring 2 | Maintaining Mental Health and Safety Online (Looking out for Lottie Simulation) Increase awareness of the grooming process. Increase understanding of how to stay safe both on and offline. Identify and discuss factors/indicators of online sexual grooming and exploitation. Identify and discuss indicators of healthy and unhealthy relationships. Develop critical thinking skills which build resilience. Encourage self-reflection on your own – and your friends’ – behaviour. Know where and to whom you should report any concerns. Describe the long and short-term consequences of sharing intimate images with partners or friends. Explain the legal, short and long-term consequences of exploitation for perpetrators and victims. | Substance Misuse and Dependence Assess knowledge of different substances. Understand effects of substances on mind and body. Identify risks of substance misuse. Classify drugs by type and effect. Differentiate legal and illegal substances. Understand legal classifications and penalties. Explore reasons for substance use and its impact. Evaluate risks of underage drinking. Develop peer-pressure resistance strategies. Know where to access support and advice. |
| Summer 1 | Body Image and Self-Esteem By the end of this unit, pupils will gain the AQA Aspire Award: Body Image and the Media. They will be able to: Analyse media representationIdentify groups commonly represented in the media.Describe how individuals shown conform to appearance ideals.Evaluate underrepresentation in the mediaRecognise groups that are rarely represented.Explain how their appearance challenges mainstream beauty standards.Understand the influence of media on body imageExplain how media portrayals can affect people’s feelings about their bodies.Discuss links between media messages and self-esteem.Reflect on personal experiencesProvide examples of how media has influenced their own or others’ body image.Compare positive vs negative influences.Explore cultural perspectivesAnalyse how people from different cultural backgrounds are represented in media.Compare and contrast cultural differences in appearance, style, and presentation | Handling Transitions, Exams and Stress Distinguish between gender and sexuality. Identify a range of identity-related terms and demonstrate their respectful use. Explore how gender and sexuality contribute to the development of personal identity. Recognise the challenges faced by individuals due to their identity, including stigma and discrimination. Analyse the qualities of healthy relationships and contrast them with unhealthy dynamics. Describe the history and significance of Pride and understand why Pride Month is celebrated. Recognise the role of diversity and inclusion in building supportive communities. Explain what constitutes a hate crime and understand the impact of homophobia, biphobia and transphobia on individuals and society. Identify the legal consequences of hate crimes and how they are addressed in the UK. Explore ways to be an active ally and to promote equality, respect, and acceptance. |
| Summer 2 | Gender, Sexuality and Identity Understand the differences between gender and sexuality and some of the labels used. Describe what makes a healthy relationship. Explain how gender and sexuality effect the development of one’s identity. Recognize a range of terms relating to identity. Understand their context and how to use them without being offensive. Appreciate the problems some people face because of their identity. Understand the differences between healthy and unhealthy relationships. | Exams |
