Personal, Social, Health, Citizenship and Economic (PSHCE) education is a subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future.
Personal, Social, Health and Economic (PSHE) education is a school subject which helps pupils develop the knowledge, skills and attributes to stay healthy and safe now and prepare for their futures.
This curriculum is based on the three core themes:
• CORE THEME 1: HEALTH AND WELLBEING
• CORE THEME 2: RELATIONSHIPS
• CORE THEME 3: LIVING IN THE WIDER WORLD
Intent
To equip pupils to live healthy, safe, productive, capable, responsible and balanced lives, pupils need the knowledge that will enable them to make informed decisions about their wellbeing, health and relationships. At Yavneh College our intent is to arm students with that knowledge, to enable them to recognise risk and danger in their own and others’ actions and choices and to give them the confidence to make wise decisions. We aim to deliver a curriculum that provides opportunities for pupils to reflect on, explore and clarify their own values and attitudes in relation to the values and attitudes they encounter now and, in the future, and to develop the skills, language and strategies needed to manage life’s challenges as they may encounter them. PSHE aims to equip pupils with the knowledge and skills they need to stay safe and be able to communicate when they do not feel safe. PSHE promotes personal development by helping pupils to build their confidence, self-efficacy, resilience and self-esteem, and helps pupils understand what influences their decisions. It provokes challenging questions about health and wellbeing, relationships and living in the wider world and as such makes a significant contribution to pupils’ SMSC development.
PSHE at Yavneh College sits within our personal development programme, which aims to provide a coherent programme of personal, health, social, citizenship and careers education. The PSHE curriculum is structured and designed to build growing understanding and internalisation of the core substantive knowledge of identity, relationships, a healthy and balanced lifestyle, risk and safety, diversity, equality and rights. PSHCE across the key stages aims to equip pupils to live healthy, safe, productive, capable, responsible and balanced lives, pupils need the knowledge that will enable them to make informed decisions about their wellbeing, health and relationships. Our intent is to arm students with that knowledge, to enable them to recognise risk and danger in their own and others’ actions and choices and to give them the confidence to make wise decisions.
The curriculum is structured to build on existing knowledge from KS2 and throughout their time at Yavneh College, students revisit topics each year, looking at new and increasingly sophisticated scenarios reflective of students’ age and understanding. The PSHE curriculum at Yavneh College is structured to ensure students thoroughly explore and understand the statutory RSE and Health Education topics and in line with the DFE guidance, PSHE includes the non-statutory topics of economic wellbeing and careers. The knowledge acquired within the careers topics contributes to our commitment to fulfilling the eight Gatsby Benchmarks, although much of our CIAG programme sits outside of PSHE as well. Yavneh College subscribes to Unifrog (online careers platform/portal) and students engage with a revisit the range of “tools” on this platform from years 7 to 13.
PSHE is reviewed every year by AHT (Personal Development) and this is based on Quality Assurance of all form tutors which is run by SLT and HOK/HOYs in addition to an annual student survey focusing specifically on the quality of PSHE lessons. Within the survey all students have the opportunity to reflect on the delivery of PHSE lessons over the year and suggest any topics they feel were under represented and/or would like to study more about in the future.
Implementation
PSHE is delivered once a week on a Friday across the school. Students are taught PSHE by their tutors, this allows them to work with a member of staff who knows them well and who has daily contact. The curriculum allows for flexibility in order that tutors can address specific concerns that relate to their tutor group. Many other elements of Personal Development/SMSC are also delivered through daily form time (Monday to Thursday) including Growth Mindset sessions and/or assemblies delivered by Heads of Year and/or guest speakers.
Students work in termly PSHE booklets in weekly lessons in form groups. These are kept in form rooms during the term and then in the head of year office after the end of the term. At the end of each unit students complete a quiz to assess their engagement and understanding of the unit. A record of the results for the quiz are kept on a “PSHE tracker” by Heads of Year. Students who have failed to engage sufficiently with the learning in PSHE demonstrated by their results in the quiz, their engagement in lessons or the completion of tasks in the booklet will be provided with intervention sessions.
Common features of PHSE lessons across Key Stage 4 and 5:
• Interactive and engaging activities
• All lessons begin with a (brief) starter task which students complete independently
• Recall activities built into lessons to ensure retrieval of prior learning when revisiting topics
• Lessons use a variety of media: music, news articles, documentary footage to allow for a variety of learner experiences
• Regular opportunities for collaborative/paired work and discussion
• Class discussion is used throughout lessons to assess understanding and address misconceptions
• Lessons are taught to the top and scaffolded down
• Questioning and reflective tasks are used to challenge preconceptions and beliefs
• Teacher modelling of appropriate discussion and reflection
• Planned questioning is used to check for understanding and to ensure all students are involved
• Written reflection tasks allow students to internalise their learning and to clarify their thoughts in light of what they have learnt. Written tasks are designed to challenge high achievers and are scaffolded for others
Impact
Ongoing assessment of learning is undertaken each lesson in a variety of ways:
• End of unit quiz (results monitored by form tutor and Head of Year)
• Planned questions
• Verbal responses
• Written responses (reflection tasks)
• Peer/self-marking of activities and tasks
• Questioning to check for misconceptions and then adapting planning to address these
The impact of PSHE lessons should also be seen across the year groups in terms of improved wellbeing and mental health of students and a decline in safeguarding concerns and incidents.
Narrative/Rationale
Units are sequences so pupils learn about topics from each of the “core themes” from the PSHCE Association on rotation. Some topics will be completely new while others will revisit and build upon what has been covered in previous years but will reflect the fact that students are a year older and will need to consider these topics in an age-appropriate fashion.
Year 7
Year 7 begins with supporting students with the transition to secondary school and help equip them with the tools to overcome the various challenges which arise when starting secondary school. As students become more independent (both in/out of school) we then look at (healthy) lifestyle choices (diet, gaming, social media) as students are at an age where they will need to make their own (healthy) lifestyle choices. By the end of the first term, as students are settled into life at Yavneh College, they look at Democratic Government in the UK, learning about our parliamentary system and key features of a democracy.
The second term begins with units on prejudice and bullying. Friendships can change and new ones will usually have been established by this point in the year so it an appropriate time to ensure students how to manage their relationships both in school and the wider community. PSHE lessons continue with lessons on careers to help us fulfil our Gatsby Benchmarks, ensuring students visit and revisit careers every year. The final unit in this term revolves around managing puberty. This is placed at this point in the year so students are more than familiar and comfortable with their form tutors.
The final term includes a focus on the risks of alcohol and tobacco. This is less of a concern at the start of the year but something that may impact some of them as they approach the summer holidays and certainly when it comes to the cycle of Bar and Bat Mitzvah parties in Year 7 and 8. As students are about to spend more time with family over the summer, the final topic in Year 7 is families and relationships.
Year 8
Year 8 begins with looking at personal and online safety. We start with this as this gives students an introduction to the use of online apps that they may have used/been introduced to over the summer holidays and the importance of staying safe on them. Students then revisit drug use and peer influence. As students begin to approach their teenage years and will be in the midst of the Bar Mitzvah party cycle it is essential that they have consistent education and guidance around peer pressure and the use of drugs and vaping. We finish the first term considering age, disability and discrimination. As pupils are now more confident in travelling to and from school and are likely to be more independent (especially on a Friday afternoon) this is an opportune time to ensure students understand the importance of being good citizens and respecting others, especially when they are representing the Yavneh community outside of school. We also recognise the importance of tackling student’s preconceived notions about diversity and ensure our students are aware of protected characteristics, as well as valuing respect and inclusivity.
In the second term we start by revisiting careers. This unit of work gives them a greater insight into the different options/pathways available in both the immediate context and thinking longer term with regard to potential career paths. Students then focus on mental health and emotional wellbeing, looking in particular at how students can take care of themselves. As students will likely now be exposed to a wider range of social media platforms, the focus in year 8 is largely about them having a positive impact on social media and how to support other students who may seem unhappy on social media. We also use this unit as an opportunity to address misconceptions around mental health and challenge associated preconceptions and stigmas. The term concludes with the same focus on health and wellbeing but shifts to considering the importance of managing stress. This is done to coincide with the period prior to the end of year 8 exams and with a view that they will be starting their GCSEs in the not-so-distant future.
The final term’s first unit of work revolves around laws and the justice system and also links explicitly to the drugs unit covered earlier in the year which is revisited at this point in time. As students are almost all now entering their teenage years and going through puberty, the topic of healthy relationships is revisited at this point but the focus now shifts towards the issue of diversity in sexual orientation, intimacy, LGBTQ+ and considering the benefits/pressures around delaying sexual activity. The term concludes with an introduction to contraception, STIs and finishes with an introduction to the issue of consent. The final units covered here are not an immediate concern for our pupils at the start of the year but will perhaps impact them more as the year progresses. Equally, these lessons are placed prior to the summer holidays to educate pupils accordingly and act as a timely reminder about staying safe if they are in a relationship.
Year 9
The first term welcomes the Year 9 pupils to the academic year with a series of lessons related to their well-being. The first two focus on the potentially challenging transition into Key Stage 4 and the beginning of the path towards GCSEs. We acknowledge that many pupils may be wary of this transition and the understandable raised levels of pressure to make positive progress. Year 9 also have an enhanced Enrichment programme to cover curriculum areas they have not chosen. Following on from the focus on transition we revisit the topic of drugs and alcohol use in the context of dealing with peer pressure. As students are in the midst of their teenage years education on this issue continues to be of paramount importance and this is why it is revisited at this point. The final unit of the first term looks at managing conflict at home considering both the causes of conflict and evaluating strategies to help resolve conflict between young people and their families. These lessons are taught at a time when many pupils bodies and hormone levels are continuing to change and their relationships with their families are consequently evolving. The penultimate unit of the term relate to Remembrance Day to coincide with Remembrance Week (November) and looking at the evolution of the British Army in terms of changing roles of women in the army and the experience of Black British servicemen during the Frist World War. The final lessons of the term focus back on careers and give students a chance to revisit and develop their profiles on the Tools they were introduced to in Key Stage 3.
The second term students begin with exploring the issues surrounding the use of pornography and then revisiting the issue of keeping safe online but in the context of the understanding the consequences and legality of sharing, sending and requesting nude imagery. While in the first term students explored the use of drugs in the context of peer pressure, we revisit this topic again but focusing on the impact of the misuse of substances and the social, legal and emotional consequences of addiction. Prior to the final sequence of lessons during this term students (again) revisit the issue of developing effective revision strategies as they approach their end of year examinations. The final lessons this term look at the importance of citizenship and the importance and value of working within the local community. This comes as a time when students are becoming more socially and racially aware of their own identity and others within the community. As a faith school we are aware that our students will have had a limited exposure to certain elements of British society and we therefore hope to install a sense of pride in the diversity of Britain.
The final term begins with a series on lessons exploring the issues of gender and homophobia, with the aim of giving students a greater understanding of the issues at play here and to give students the confidence to support others. The final lessons of the year allow students to reflect on how they look after their bodies and minds. Mental health and eating disorders typically become more prevalent at this age and so we ensure students are equipped with a greater understanding of mental and emotional health including eating disorders. The aim of these lessons is to increase the confidence of the students in recognising various warning signs and identifying support networks.
Year 10
Year 10 begins with a series of lessons related their wellbeing, in particular focusing on information and support around anxiety and the stigmas surrounding mental health. We begin the year with this topic as many students may have increased levels of anxiety at the start of the year and are entering into a crucial year in their studies. We continue with a focus on both the causes and effects of debt and consider how this can link to gambling and addiction. As well as the obvious importance of students learning about the importance of supporting themselves financially and the risk/dangers of debt, we recognise that students at this age are very likely to have considerable access to online gaming and gambling apps which we know is leading to a rise in debt.
The second term revisits the topic of relationships. Students consider the nature of a positive, healthy relationship and then revisit the issues of consent, exploitation and abuse within a relationship. Students then consider how/why relationships might break down and how to navigate (emotionally) through a relationship break up. This is a timely series of lessons as students are more likely to be entering into (more) serious/intimate relationships this topic at this age. This unit ends exploring the different types of relationships, such as LGBTQ+ and teaching respect for peoples’ choices. By this point in Year 10 it is likely that students will know young people within the LGBTQ+ community and may well have developed misconceptions and/or preconceptions which need addressing. The school also runs a (weekly) LGBTQ+ society which is run by our Wellbeing Practioner which all students are welcome to attend. The term continues with a series of lessons revisiting the misuse of substances, and the social, legal and emotional consequences of cases of addiction. We teach these lessons at this period of time as we acknowledge that pupils are likely to possibly succumb to peer pressure and misuse certain substances, such as alcohol and Class B drugs.
The final term aims to provide students with an insight into the current political system and current affairs, and how this may impact their everyday lives. These lessons begin with a (re)introduction to the UK political system, the parties involved and how elections work. Students then consider the impact of Brexit on the UK over the last few years. We hope that by this age students are becoming more politically aware/active and need to be equipped to understand and engage (better) with the UK political system and current affairs. Following on from these lessons, we explore some of the more problematic elements of our society including racism, Islamophobia and gangs. These are issues which our students will continue to be exposed to as they continue to grow up and are more socially independent. Our final PSHCE lessons of the year coincides with the run-up to (significant) end of year examinations, in which pupils will understandably face greater levels of workload and pressure. These are the first “proper” exams students will sit and therefore we focus on building resilience and strategies to support exam preparation/revision.
Year 11
The first term welcomes the Year 11 pupils to the academic year with a series of lessons related to maximising their learning potential and how to ensure effective studying which gives them the best productivity to time ratio. Historically students have found the beginning of Year 11 quite stressful as they feel the pressure ‘ramp up’ and therefore giving them practical tools to help with their learning is beneficial. They spend the first lesson reflecting on their progress last year and making SMART targets to guarantee that they start year 11 on the right foot. This then links into ‘coping with stress’ in the next unit of lessons. Students typically begin to feel stress more at this point in the year, and it was a conscious choice to not focus on academic learning, but more on their own Mental Wellbeing and is placed here before they start their mock exams. The final series of lessons in the first term focuses on ‘Planning for the Future’. Students will shortly begin the Key Stage 5 options process and it is therefore very important that the students understand that there are several different options open to them relating to both post-16 and post-18 pathways. The final lessons allow students to revisit and update their Unifrog profiles and create their own CV (using a universal format through Unifrog). Many students will be approaching the age where they will be looking for part time work and will need to have a basic CV.
The second term begins with Mock Exams for two weeks in January. When students return to lessons they revisit the topic of relationships with a focus on gender and homophobia. Students continue through this unit exploring diversity and sexual discrimination and various strategies that can be used to help challenge sexism. At one point during this unit of lessons, the Year 13 Kavod (Respect) Committee run an individual lesson looking at consent in their form groups. We believe that a peer led session on this issue, where older students share and discuss their experiences and views is a very meaningful and impactful way of educating students and establishing role models for them. We hope that this lesson inspires students in Year 11 to want to be part of the committee when they are in the Sixth Form so they can contribute to (further) educating our younger students on this issue. Having already started to think about their future towards the end of the first term, students transition into the next series of lessons which revolve around “employability” where students consider appropriate behaviour in the workplace. This is encouraging them to recognise that behaviour that is acceptable in school is not necessarily appropriate for the work place. We finish the term with thinking about finance, budgeting, and bank accounts because this is the last unit students will do before they leave school and the last opportunity for them to acquire “life skills” and the necessary knowledge to live happy and successful lives, without the weight of financial debt.
In the final term, Students focus on exam and revision sessions that lead up to their GCSEs.
