Curriculum, learning outcomes and assessment

No book required

Every online chapter is self-contained. It supplies the story context, safeguarding scenario, key information, questions and explanatory feedback needed to complete that part of the learning.

A teacher should not need to locate an unseen extract or ask pupils to buy the book before beginning an activity.

Where the complete novel is available, it can deepen character, literacy and discussion work. That is an optional extension—not an access condition.

Only text reproduced on the website should be treated as supplied classroom text. Do not assume that pupils have read other parts of the novel.

Curriculum position

ENGLAND — This resource can support planned RSHE, PSHE education, safeguarding education, citizenship, English and human-rights learning. It is not a complete statutory scheme of work.

WALES — Schools should map its use against the Curriculum for Wales, including the Relationships and Sexuality Education Code, and current Welsh safeguarding guidance.

SCOTLAND AND NORTHERN IRELAND — Use the relevant national curriculum and safeguarding framework. Do not transfer England and Wales legal wording without checking the jurisdiction.

Core learning outcomes

KNOW — define FGM accurately and non-graphically; recognise that it has no health benefit; understand that rights and law protect girls and women.

THINK — distinguish information, inference and assumption; challenge myths without stereotyping cultures, religions, countries or families.

ACT — identify appropriate trusted adults and safe sources of help; explain why a friend should listen and seek adult help rather than investigate.

UNDERSTAND — explain why professionals must respond to concerns and why known FGM and suspected risk are not the same legal reporting category.

Assessment without disclosure

Use fictional scenarios, anonymous exit questions, concept sorting, myth-and-fact reasoning and creative responses.

Assess knowledge and reasoning—not whether a pupil shares a personal experience.

A strong response identifies the concern, avoids investigation, protects privacy and reaches an appropriate trusted adult.

A pupil may pass or respond privately. Passing is not evidence of risk and must not be treated as a disclosure.

Before, during and after

BEFORE — identify prior knowledge, misconceptions, language needs and support arrangements; brief the Designated Safeguarding Lead.

DURING — use ground rules, monitor distress without assumptions and preserve a private route to help.

AFTER — check learning against the outcomes, correct misconceptions, remind pupils where help is available and record any concern through the school procedure.

Quality checklist for leaders

The lesson sits within a sequenced curriculum.

The teacher has appropriate subject and safeguarding knowledge.

Materials are accurate, age-appropriate, inclusive, non-graphic and accessible for SEND.

Parents and carers are considered through the school’s statutory policy and communication arrangements.

Safeguarding routes, legal references and external links are current.

Pupil feedback informs review without asking for personal disclosure.

Official planning sources