In planning the content of the Preparation for Life Programme national guidance was considered, as well as the views of students, parents/carers, staff and external providers.  Ofsted recommended learning outcomes were acknowledged.  The Citizenship programme is based on the recommendations of the National Curriculum. PSHE coverage has been based on the recommendations of the PSHE Association, including the statutory Relationships Sex and Health Education outcomes.  The PSHE coverage aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of learning grouped into three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).  Careers Education focuses on the Gatsby Benchmarks.


PSHE education helps students to develop the knowledge, skills and attributes they need to manage life’s challenges and make the most of life’s opportunities.  PSHE can address teenage pregnancy, substance misuse, unhealthy eating, lack of physical activity, emotional health and other key issues.  It tackles barriers to learning, raises aspirations, and improves the life chances of the most vulnerable and disadvantaged students. Students develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work.   It is important that students know how to manage their academic, personal and social lives in a positive way, this includes a focus on mental well-being.  Our PSHE curriculum is designed in a way which reflects the needs of our students and our community.  Teaching builds on the knowledge acquired at primary and develop further students’ understanding of health, with an increased focus on risk areas such as drugs and alcohol, as well as knowledge about intimate relationships and sex.


Citizenship education at CSIA helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society.  Activities such as mock elections, enterprise challenges, Student Parliament and our KS3 Volunteering Award foster students’ keen awareness and understanding of democracy, government and how laws are made and upheld.  Students develop the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments.

Set themes across a five year programme prepare students to take their place in society as responsible citizens, manage their money well and make sound financial decisions.  We actively encourage respect of cultural diversity and identities and address issues relating to social justice, democracy, human rights, community cohesion and global interdependence.

Careers Education

Our successful careers programme (Careers Education Information Advice and Guidance – Camborne Science & International Academy) is reflected in the high number of students progressing to positive destinations such as apprenticeships, technical routes, school sixth forms, sixth form colleges, further education colleges, universities or employment. We help our students choose the pathways that offer them the best opportunities.

We connect our students learning to the future.  It is important that our students are motivated to research and experience the routes to jobs and careers that they will find engaging and rewarding.  Through the Preparation for Life lessons, we aim to widen students’ horizons, challenge stereotypes and raise aspirations.  The curriculum provides students with the knowledge and skills necessary to make successful transitions to the next stage of their life.

Our Careers Education programme is based on meeting the Gatsby benchmarks.  The Gatsby benchmarks provide the structure to ensure appropriate careers provision.  The Gatsby benchmarks are as follows:

  1. A stable careers programme
  2. Learning from career and labour market information
  3. Addressing the needs of each student
  4. Linking curriculum learning to careers
  5. Encounters with employers and employees
  6. Experiences of workplaces
  7. Encounters with further and higher education
  8. Personal guidance

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