Why do we learn Personal, Social, Health and Emotional Education (PSHE)?
Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way. Personal, Social, Health and Economic (PSHE) education allows pupils to develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain. PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life. From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. Pupils will learn to identify and articulate feelings and emotions, learn to manage new or difficult situations positively and form and maintain effective relationships with a wide range of people.
Our approach
Our PSHE curriculum (key stages 1-5) aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education). We want to prepare pupils for the future by encouraging the development of characteristics for life such as a love of learning, resilience, integrity, team work, critical thinking and independence.
The PSHE programme aims to
- develop students’ understanding of the world and of personal, social, health, emotional and citizenship concepts and relevant vocabulary
- provide students with a relevant, age appropriate and broad curriculum
- help students understand issues relating to their own health, personal care, sexual development and relationships.
- enable students to make independent choices
- provide students with strategies to maintain personal wellbeing, promote resilience and equip students with skills to keep themselves and others safe
- promote an atmosphere celebrating equality and diversity
- enable students to form appropriate relationships and give them a sense of dignity and respect for each other.
- develop personal responsibility, self-confidence and assertiveness.
- empower students so they have more control over their own life.
- enhance their self-esteem.
Year 7
| Autumn 1 | Autumn 2 |
|---|---|
| Transition to secondary school and personal safety in and outside school | Social media, digital footprint, pornography, online privacy, body image |
| Spring 1 | Spring 2 |
|---|---|
| Diversity, prejudice, and bullying, friendship | Healthy routines, influences on health, puberty, unwanted contact, and FGM |
| Summer 1 | Summer 2 |
|---|---|
| Introduction to drugs and vaping; stimulants, depressants | Self-worth, romance and friendships (including online) and relationship boundaries |
All Year 7 subjects Next Year 7 Subject - Design and Production
Year 8
| Autumn 1 | Autumn 2 |
|---|---|
| Diet, exercise, lifestyle balance and healthy choices, and first aid | Bank of England & British society |
| Spring 1 | Spring 2 |
|---|---|
| Discrimination in all its forms, including: racism, religious discrimination, disability, discrimination, sexism, homophobia, biphobia and transphobia | Mental health rights, fair and equal opportunity to be healthy, individuality and including body image and coping strategies / anti-disability discrimination |
| Summer 1 | Summer 2 |
|---|---|
| Online safety, digital literacy, media reliability, gambling hooks and dis/misinformation spotting | Gender identity, sexual orientation, consent, ‘sexting’, and an introduction to contraception |
All Year 8 subjects Next Year 8 Subject - Design and Production
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
| Mental health and emotional wellbeing, including body image and coping strategies |
| Spring 1 | Spring 2 |
|---|---|
| Families and parenting, healthy relationships, conflict resolution, and relationship changes | Diet, exercise, lifestyle balance and healthy choices, and first aid |
| Summer 1 | Summer 2 |
|---|---|
| Employability, online presence and entrepreneurs through the lens of gender | Relationships and sex education including consent, contraception, the risks of STIs, and attitudes to pornography |
All Year 9 subjects Next Year 9 Subject - Design and Production
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
| Mental health and ill health, stigma, safeguarding health, including during periods of transition or change | The impact of financial decisions, debt, gambling and the impact of advertising on financial choices |
| Spring 1 | Spring 2 |
|---|---|
| Relationships and sex expectations, myths, pleasure and challenges, including the impact of the media and pornography | The influence and impact of drugs, gangs, role models and the media |
| Summer 1 | Summer 2 |
|---|---|
| Communities, belonging and challenging extremism | Porn awareness, sex education, consent, contraception |
All Year 10 subjects Next Year 10 Subject - Business Studies
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
| Mental health and ill health, stigma, safeguarding health, including during periods of transition or change, cancer awareness. | Application processes, and skills for further education, employment and career progression |
| Spring 1 | Spring 2 |
|---|---|
| Personal values, assertive communication (including in relation to contraception and sexual health), relationship challenges and abuse | Different families and parental responsibilities, pregnancy, marriage and forced marriage and changing relationships |
| Summer 1 | Summer 2 |
|---|---|
| External exams | External exams |
All Year 11 subjects Next Year 11 Subject - Business Studies