PSHE

CORE SKILLS

Throughout all PSHE learning programmes students are encouraged to develop independent problem solving skills. They are explicitly taught the following skills:

· How to stay calm;

· Lateral Mindset;

· Resilience;

· Flexibility – coping with change;

· Initiative – thinking for yourself;

· Teamwork.

In Year 7 the students are introduced to an iPad with 42 problem solving APPS. This gives them the chance to develop these skills and record their progress throughout Key Stage 3 and 4. In all modules undertaken, students will be encouraged to use their developing problem solving skills to further their understanding of Personal and Social Health Education.

LEARNING ENVIRONMENT

PSHE lessons are designed to be engaging, interactive and inclusive. However, at the heart of the pedagogy is the aim to embed the learning in the students’ long-term memory. Great emphasis is put on visual resources and kinaesthetic activities: these promote better understanding of concepts so that students leave their secondary education with a rich knowledge of PSHE and a set of social skills that allow them to confidently embrace our wider society.

CURRICULUM PROGRAMMES

PERSONAL AND SOCIAL DEVELOPMENT

Years 7 and 8

ASDAN’s LifeSkills Challenge

‘LifeSkills Challenge’ is an eLearning resource from ASDAN that allows us to personalise our learners' curriculum and meet their individual needs. During Key Stage 3 students concentrate on the Communication and PSHE modules. They look to develop the following skills in the community:

· Going shopping;

· Using and understanding money;

· Paying for an item;

· Using transport;

· Going out for a meal and drink in the community;

· Going out for a trip in the community;

· Plan and undertake a journey in the community;

· Engaging with community organisations;

· Helping others in the community

Years 9, 10 and 11

ASDAN Personal Development Programmes

ASDAN's established Personal Development Programmes (Bronze, Silver and Gold) offer imaginative ways of developing, recording and certificating a wide range of young people’s personal qualities, abilities and achievements, as well as introducing them to new activities and challenges. All the programmes link to nationally recognised qualifications.

Requirements: the Personal Development Programmes features 13 modules. Each learner must work from their own student book and compile a portfolio of evidence to show what they have done.

Students gain 1 or 2 credits for each section completed, with each credit representing about 10 hours of activity. Six credits are needed to achieve Bronze, 12 credits for Silver and 18 credits for Gold. Internally-moderated Bronze Credit certificates are available for any learner that completes less than 60 hours work.

Students are required to plan and review their work at key points, explaining how they have developed their skills in six areas: Teamwork, Learning, Coping with problems, Use of Maths, Use of English and Use of IT. There are pro forma recording documents (Skills Sheets) to guide them.

RELATIONSHIPS AND SEX EDUCATION

Year 7

‘Real Love Rocks’ by Barnardo’s: Healthy Relationships

Aim: to help young people to understand healthy and unhealthy relationships and the concepts of power, control and equality.

Outcomes:

1. Feel comfortable chatting about different types of relationships.

2. Understand healthy and unhealthy relationships.

3. Recognise ways to be equal and fair in a relationship.

‘Real Love Rocks’ by Barnardo’s: Grooming

Aim: to help young people understand and identify the stages of grooming.

Outcomes:

1. To be able to identify the four stages of grooming.

2. To know who they can talk to if they feel uncomfortable or worried.

One Love Foundation: Couplets

The ‘Couplets’ animation help the young people to define the difference between a good relationship and an unhealthy one. The class are challenged to realise that if you see three or more of these warning signs in a relationship, it’s a problem. An age appropriate stimulus e.g. film, documentary, novel etc. will be used to explore and understand the ‘Couplets’ so that students can spot these in a relationship.

Each Education Workshop: Homophobic and Sexist Bullying

· What is Homophobic Bullying?

· Why do we see Homophobic Bullying in school?

· Reflecting on students experiences of

Year 8

‘Real Love Rocks’ by Barnardo’s: Keeping Safe

Aim: to help young people to identify risks and how to reduce them to stay safe.

Outcomes:

1. To be able to identify risks

2. To be able to reduce risks.

3. Know where to go for support.

‘Real Love Rocks’ by Barnardo’s: Online Safety

Aim: to raise awareness about keeping safe online.

Outcomes:

1. To understand that not everything on the internet is the truth.

2. To know ways they can keep safe online.

3. To know where to go for support and to report abuse online.

One Love Foundation: Couplets

The ‘Couplets’ animation help the young people to define the difference between a good relationship and an unhealthy one. The class are challenged to realise that if you see three or more of these warning signs in a relationship, it’s a problem. An age appropriate stimulus e.g. film, documentary, novel etc. will be used to explore and understand the ‘Couplets’ so that students can spot these in a relationship.

Each Education Workshop: Homophobic and Sexist Language

· Challenging prejudiced-based language and labels

· Examining the prevalence of casual homophobic language

· Exploring the impact of homophobic and sexist language

Year 9

‘Real Love Rocks’ by Barnardo’s: Healthy Relationships and Consent

Aim: to help young people to understand what healthy and unhealthy relationships are and the concept of consent.

Outcomes:

1. Understand healthy and unhealthy relationships.

2. Recognise early signs of abuse in relationships and what to do.

3. Understanding giving and receiving consent.

‘Real Love Rocks’ by Barnardo’s: Child Sexual Exploitation and Grooming

Aim: to help young people understand what child sexual exploitation and grooming are.

Outcomes:

1. To be able to explain how young people might be exploited.

2. Recognise signs and stages of grooming.

One Love Foundation: Couplets

The ‘Couplets’ animation help the young people to define the difference between a good relationship and an unhealthy one. The class are challenged to realise that if you see three or more of these warning signs in a relationship, it’s a problem. An age appropriate stimulus e.g. film, documentary, novel etc. will be used to explore and understand the ‘Couplets’ so that students can spot these in a relationship.

Each Education Workshop: Homophobic and Sexist Bullying

· Exploring homophobic cyberbullying and what it can look like

· Pupils reflecting on the use of homophobic language online

· Exploring pupils’ experience of sexting

· Reflecting upon the role and impact of social media on homophobic bullying

Contraception Education

Aim: to facilitate thinking and talking about different methods of contraception.

Outcomes:

· Be able to practice putting on a male condom;

· How to use female condoms;

· Understand how to use contraceptive jelly (spermicide);

· Understand how a diaphragm works;

· Understand how the combined pill (21 day and 28 day works)

· Understand how the contraceptive injection works

· Understand how emergency pill (Levonelle/ellaOne) works and how to obtain it.

· Understand how a family planning chart works

Female Genital Mutilation

Year 9 are visited by ‘Forward’ who hold Workshop Sessions for pupils to raise their awareness of FGM and to gain knowledge of the support agencies that can help if this is ever raised as a concern.

Sex Education Guides

The following guides will be introduced to the pupils and they will be allowed to take them home:

· ‘4 Girls’: A guide to the female body

· ‘4 Boys: A guide to the male body

· ‘Is Everybody Doing it?’: A guide to contraception

· Pregnancy

· Love, Sex and Relationships

Year 10

‘Real Love Rocks’ by Barnardo’s: Keeping Safe

Aim: to help young people identify the risks of Child Sexual Exploitation and how to reduce these risks and stay safe.

Outcomes:

1. To understand different ways young people can be sexually exploited.

2. Identify risks.

3. Reduce risks.

4. Where to go for support.

5. Watching the film ‘Lovely Bones’ (Rated 12) to consolidate the knowledge gained from the module and to discuss the impact of it to their understanding of ‘Keeping Safe’

‘Real Love Rocks’ by Barnardo’s: Impact of Porn and Sexting

Aim: to raise awareness of the impact of porn and sexting on young people and to help them understand the relevant law and how to stay safe online.10

Outcomes:

1. To understand the impact pornography can have on individuals and their relationships.

2. To understand the law in relation to pornography and sexting.

3. An awareness of impact sexting can have.

4. To know where to go for support and to report abuse online.

One Love Foundation: Couplets

The ‘Couplets’ animation help the young people to define the difference between a good relationship and an unhealthy one. The class are challenged to realise that if you see three or more of these warning signs in a relationship, it’s a problem. An age appropriate stimulus e.g. film, documentary, novel etc. will be used to explore and understand the ‘Couplets’ so that students can spot these in a relationship.

Each Education Workshop: Stereotypes and expectations

· Challenge stereotypes around ‘coming out’

· Reflect on gender stereotypes and sexist bullying

· Examine the role of the media in reinforcing stereotypes around gay and transgender people.

Year 11

One Love Foundation

Aim: Students use the online ‘One Lone’ resource to help identify healthy and unhealthy relationships so that they are able to make informed decisions about their future relationships with their chosen partners.

Outcomes:

Behind the Post: The young people look at how Social media can skew our view of the relationships around us and, in some cases, influence our decisions to stay in unhealthy ones. The class explore and debate all 10 signs of an unhealthy relationship.11

Because I Love You: The young people explore how such a simple phrase can take on a different meaning in an unhealthy relationship; escalating from a statement of care to one of control. They learn more about controlling statements and how they can empower themselves to make a difference.

Sex Education Support when leaving Secondary School

Aim: To explain how the book, ‘S.E.X.: The All-You-Need-To-Know

Sexuality Guide to get you through your teens and twenties’, can help support the young people once they leave school. The book is issued to the students to take away with them as a continual guide and reference point for any questions they have about Sex, Sexuality and Healthy Relationships.

DRUGS AND ALCOHOL EDUCATION

Growing up in a society where a variety of drugs are widely used, alcohol is consumed by a majority of adults and tobacco can be purchased legally by anyone over 18, despite the well documented health risks, young people are faced with a number of drug related choices.

These choices are complicated by the fact that young people are surrounded by media images of drug use, often glamorising the use of certain drugs or of getting drunk.

In Key Stage 3 and 4 we look to increase our young people’s knowledge and understanding of the effects of drugs and alcohol and develop their social skills and attitudes. High Close School uses The Christopher Winter Project’s ‘Teaching Drug and Alcohol Education in Secondary Schools’ teaching resource to achieve this. It includes a range of active learning materials which focus on the relationships young people have with friends, peers and family and how these relationships can be affected by their own or others’ drug and alcohol use.

Year 7

Legal and Illegal Drugs

Factual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law.

To recognise and manage different influences on their decisions about the use of substances.

Ways of recognising and reducing risk, minimizing harm and getting help in emergency and risky situations.

Knowledge of basic First Aid and life-saving skills.

Year 8

Drugs and their Effects

Factual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law relating to their supply, use and misuse.

To recognise and manage different influences on their decisions about the use of substances, (including clarifying and challenging their own perceptions values and beliefs) including managing peer influences.

The personal and social risks and consequences of substance use and misuse, including the benefits of not drinking alcohol (or delaying the age of which to start) and the benefits of not smoking including not harming others with second hand smoke.

Ways of recognising and reducing risk, minimizing harm and getting help in emergency and risky situations.

Year 9

Attitudes to Risk

To recognise and manage different influences on their decisions about the use of substances.

The personal and social risks and consequences of substance use and misuse, including the benefits of not drinking alcohol and the benefits of not smoking.

To understand the feelings and pressure that the need for peer approval, including in relation to the purchase and use of tobacco and alcohol, drugs and other risky behaviours can generate.

To understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in relation to substance use and to whom to talk if they have concerns.

Factual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law relating to their supply, use and misuse.

Year 10

Choices and Responsibility

Where and how to obtain health information, advice and support (including sexual health services).

The short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and communities, including the health risks related to second-hand smoke.

Understand the terms ‘habit’, ‘dependence’, and ‘addiction’ in relation to substance use and to whom to talk if they have concerns.

The wider risks and consequences of legal and illegal substance use including on their personal safety, career, relationships and future lifestyle.

Year 11

Impact on Adult Life

The short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and communities, including the health risks related to second-hand smoke.

Understand the terms ‘habit’, ‘dependence’, and ‘addiction’ in relation to substance use and to whom to talk if they have concerns.

The wider risks and consequences of legal and illegal substance use including on their personal safety, career, relationships and future lifestyle.