PHSE and Health Days / Student Drop In Centres/Nurses Drop In
The PSHE Education Curriculum
PSHE Education is the planned provision for Personal, Social & Emotional development. It will help children and young people develop a secure sense of identity and to function well in the world as happy, successful and active members of society.
All students throughout KS3-5 receive one hour of PSHE per week. One half of this hour is used for a collective assembly as a year group; thematically linked to the lesson, each assembly provides an opportunity for collective consideration of contemporary issues, visiting speakers, pastoral notices and opportunities for involvement in the wider school community.
The second half is a taught session, with a singular focus on one of the three PSHE Attainment Target strands (AT's):
- Developing confidence and responsibility, recognising personal interests and abilities, skills of self-reflection and appraisal and making the most of their abilities, referred to as AT1: All About Me;
- Developing a healthy or healthier lifestyle; taking responsibility for individual aspects of their own living habits; this includes aspects of physical, mental, social, emotional and economic wellbeing, referred to as AT2: Health & Wellbeing;
- Development of personal and social skills to enable positive emotional development and interaction with others as well as the ability to make positive health choices and actively participate in society, including skills of empathy & tolerance, referred to as AT3: Relationships.
These three Attainment Targets are met through the five curricular strands of PSHE. Each strand is addressed every year throughout KS3-5, ensuring consistency and continuity by building on the work of previous years. The five strands are:
- CCR: Citizenship, Community & Responsibility;
- DRE: Drugs & Risk Education;
- RSE: Relationships & Sex Education;
- PEW: Personal & Emotional Wellbeing;
- PF&EW: Personal Finance & Economic Wellbeing.
Assessment or Progress in PSHE
The PSHE department follows mandatory school policies regarding the assessment of work and feedback of progress to students and other relevant stake-holders: to this end, pupil workbooks are marked at least once every three weeks (summative assessment) and formatively approximately every six weeks, usually coinciding with a task at the close of a unit of work. The principal aims of assessment feedback in PSHE are:
- Encouraging and sustaining student effort by showing their efforts and attitude to work are being recognised and valued;
- Providing an ongoing means of monitoring a student’s individual understanding and effort;
- An opportunity to identify areas of specific strengths or weaknesses for individual students or areas of interest with the potential for future exploration.
Unlike other National Curriculum subjects, PSHE does not have a numerical, tiered level system by which attainment can be identified and progress contextualised objectively by the teacher. Instead, the students engage in an on-going process of reflective self-assessment, evaluating their own efforts and success in relation to the Attainment Targets against which their progressed is evaluated. This serves as an indication of the student’s own sense of progress, offering a subjective and personal insight to inform an otherwise objective judgement on the behalf of the teacher.
External Support for PSHE
The PSHE curriculum draws on a wide range of external agencies and specialists in order to supplement and expand the learning experiences of the students as far as possible. A small sample of this co-operation include:
- Working with the NHS, nutritionalists and local health workers to provide a dedicated PSHE Health Day, covering aspects of diet & lifestyle, testicular & breast cancer awareness, Sexually Transmitted Infections, teenage pregnancy and the physical impact of alcohol.
- Collaborating with Warwickshire Fire Services, a programme outlining the problem and impact of arson was drawn up and delivered to Y7 through a series of assemblies, talks from Fire Officers and purpose-made resources;
- Interview technique, CV building and successful work habits are explored through the work-experience programme, supplemented through outside speakers from local employers and recruitment personal from universities and colleges.
- An opportunity for active citizenship through an annual charity appeal; working with Marie Curie Cancer Care, a series of assemblies delivered jointly with charity workers led to over £8,000 being collected by students – the largest single sum from a school the charity had ever received.