Why is PSHE important?
Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to maintain their safety, wellbeing and relationships as well as preparing them to thrive as adults in modern British society. When taught well, PSHE education helps pupils to achieve their academic potential, and leave school ready to face life as a young adult.
What is PSHE?
Under the core themes of ‘Health and Wellbeing’, ‘Relationships’ and ‘Living in the Wider World’, PSHE helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.
PSHE helps children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. It also helps pupils to develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world and are valued by employers. Few other subjects offer students such rich opportunities to consider and debate aspects of life which are crucial, not only to inform their views on world events and major social issues, but also by forming their own sense of identity and responsibility within the communities they belong to.
As a Church of England High School, it is our firm belief that all young people should be able to think about and discuss events in the world around them whilst sharing in the diversity of our community and ultimately the community of God. Our ‘Living Education’ programme (comprising PSHE, Citizenship and aspects of Careers Education) gives young people the opportunity to understand the importance of tolerance and understand why people hold different beliefs, in order to foster positive social interactions. This involves groups working in a climate of trust and mutual respect which is established early on through the creation of a class agreement which is referred to throughout the year. Teaching aims to consistently challenge prejudices and the work handles sensitive, controversial and topical issues ensuring all pupils’ opinions are valued, heard and even challenged in a safe and supportive environment. The value of this programme is brought home when we reflect on the daily implications that relationships, health and wellbeing education, politics, human rights, democracy, online safety, and personal identity have on our worldview.
The areas covered by our Living Education programme are so broad and complex that the subject offers a wide range of opportunities for young people to develop and utilise a number of transferable life skills such as:
Reasoning and analysis.
Empathy and compassion for others.
Non-on-judgemental listening.
Courageous advocacy.
Evaluating and mitigating risk in various situations.
Tolerance and understanding of stereotypes and discrimination.
Autonomy and responsibility for their own wellbeing.
For this reason, learning grows from the perspective of the pupil’s own experience, both in their locality, their nation and further afield into the wider global community. Lessons utilise a wide variety of teaching styles, designed to engage interest, broaden participation and model shared responsibility. Films, case studies and debates have been found to be highly effective tools, both for explaining complex issues and to allow pupils to develop the empathy which is so vital in developing tolerance and understanding. British Values are taught and reflected upon through study of the democracy and diversity which makes both Chorley and the UK such multi-cultural and rich communities. As well as the acquisition of factual knowledge, pupils develop the critical awareness to evaluate and understand the legal, political, religious, social and economic systems that influence all our lives.
Delivery:
Units of study covering the three core themes of ‘Health and Wellbeing’, ‘Relationships’ and ‘Living in the Wider World’ are taught to all pupils in Years 7-11 during tutorial periods which last 25 minutes, twice a week, reflecting our belief that a pupil’s tutor is the member of staff best placed to cover this important work with pupils who know them best. As well as the statutory elements of RSHE (Relationships, Sex and Health Education), pupils study units of work based around Transition, Citizenship and Careers.
Elements of the curriculum are also taught through Enrichment Days. There are also planned opportunities for pupils to contribute to develop their role as Citizens through our School Council, Charities committee and Worship Committee as well as extra-curricular activities, including Debate club and one-off events such as election debates and hustings. Each tutorial group also elects their School Council Representative at least annually.
Assessment:
Whilst formal assessment is not appropriate for PSHE, the material used in Living Education lessons is very interactive and pupils’ understanding and progress are monitored by staff through the use of AFL strategies. Baseline activities at the beginning of each unit help tutors to assess prior learning, and activities such as mindmap, write and draw, roleplays and other formative assessment tasks help learners to monitor their own progress. Tutors act as faciliators and pupils are given many opportunities to work in small and larger groups as well as give presentations and take part in whole class discussions. Many units in Living
Education also contain an activity (for example a questionnaire or mindmap) which is then revisited at the end of the sequence of lessons so that pupils can assess their own progress. Work samples are then monitored by tutors and the Curriculum Leader, who also conducts learning walks regularly to monitor compliance with the scheme – good practise is also shared through the use of a weekly email to staff as well as during Pupil Managers’ weekly meetings. Pupil voice is also used to gather feedback about the experience of pupils on their Living Education journey. Notifications are sent home annually to inform parents when RSE and Drugs Education is taking place with their child, and the scheme of work, as well as the relevant policies can be located on the school website.
Living Ed Overview from September 2024
|
YEAR |
MICHAELMAS 1 |
MICHAELMAS 2 |
LENT 1 |
LENT 2 |
TRINITY 1 |
TRINITY 2 |
|
7 |
Team St. Michael’s Transition unit Patrons work Setting ground rules
Citizenship What is Citizenship? What does a tutorial school council representative do? Election of tutorial representative.
|
Health and Wellbeing 1 Healthy diet, exercise, health messages in the media, dental health and accessing services
Careers Using Unifrog. Raising aspirations and challenging career stereotypes
|
Citizenship Diversity, prejudice, cyberbullying
Relationships 1 Managing relationships both online and offline. Dealing with conflict; misrepresentation of relationships by the media.
|
Relationships 2 Managing puberty, the issues of unwanted contact
Romance and healthy friendships. Online relationships and self-esteem. Exploring family life.
|
Health and Wellbeing 2 The risks of alcohol, tobacco and other substances including energy drinks
|
Living in the wider world First aid, personal safety and road safety
|
|
8 |
Team St. Michael’s Patrons work (before Summer) Setting ground rules
Citizenship Choosing a school council representative.
Living in the wider world Online safety and digital literacy
Careers Developing interests and aspirations. |
Relationships 3 Staying safe from gangs, knife crime and serious and organised crime. Assertiveness in relationships and spotting coercion.
|
Health and Wellbeing 3 Alcohol and drug misuse, managing peer pressure. How to say no assertively.
|
Relationships 4 Introduction to sexuality, expectations and consent. Readiness and benefits of delaying sex. Contraception: the condom and the pill FGM awareness.
|
Health and Wellbeing 4 Body image, mental and emotional health and wellbeing. Managing change and loss. |
Citizenship Human rights, integration and inclusion, racism and religious tolerance.
Living in the Wider World Consumer rights, taxes.
|
|
9 |
Team St. Michael’s Patrons work (before Summer) Setting ground rules
Health & Wellbeing 5 Setting ground rules Transition to Y9. Study habits and work life balance. Mental wellbeing.
Resilience, mindset and coping strategies. Self-harm. |
Citizenship Tackling homophobia, transphobia, biphobia and sexism as well as stereotyping. Gender identity and stereotyping.
|
Careers Employability, planning, reflection and aspiration. Use of Unifrog, writing Personal Statements
Options Identifying strengths and choosing GCSE
|
Relationships 5 Sex education including healthy relationships, condoms and consent. Risks of STIs, ‘nudes’ and pornography. The effect of the media and staying safe online. Being ‘ready’ for sexual activity
|
Health & Wellbeing 6 Managing peer pressure. ‘Legal highs’. Addictions. Dangers of drug abuse. |
Relationships 6 Managing conflict at home. Dangers of running away.
Citizenship Courts and the law Consumerism and manipulation |
|
10 |
Team St. Michael’s Patrons work (before Summer) Setting ground rules
Transition to Y10.
Living in the wider world Risks of gambling including online.
Citizenship British values, human rights and community cohesion. Challenging extremism and radicalisation
|
Health & Wellbeing 7 Body image and diets Resilience and coping strategies
Mental health issues and ill health, dealing with stigma, reframing negative thinking .
|
Relationships 7 Myths of relationships and sex. Healthy expectations and handling rejection or break ups of romantic relationships. |
Relationships 8/ Health and Wellbeing 9 Understanding different family setups and parenting skills . Unplanned pregnancy choices. Managing change, grief and bereavement
|
Health & Wellbeing 8 Social and emotional risks of drug use
The influence of role models
|
Careers Post-16 Choices
Preparation for Runshaw Sampling
Rights and responsibilities, health and safety online reputation, employability skills |
|
11 |
Team St. Michael’s Patrons work (before Summer) Setting ground rules
Health & Wellbeing 9 Developing good self-esteem and coping with stressors. Learning and revision skills for success. |
Careers College application processes and your post-16 plan
Applications, career identity, part-time work, employability
|
Relationships 9 Personal values and assertive communication in relationships. Domestic abuse and forced marriage.
|
Health & Wellbeing 10 Risky lifestyle choices including smoking, drugs and alcohol use.
|
Health & Wellbeing /Living in the Wider world Taking responsibility for health. Getting information/services and protective behaviours. Risks of tanning and cosmetic surgery.
|
|
Living Education
Other links:
Emergency first aid (Y8, Y11) – outcomes covered by PE and Y9 Enrichment (D of E) programme.
Bereavement (Y8, Y10) – covered on CVE day (Wellbeing) with Y10