PSHE Curriculum Overview, 2019-2020

Why do we teach PSHE at Ark BDA?

PSHE education can help schools to reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. The PSHE education programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ wellbeing. In addition the learning provided through a comprehensive PSHE education provision is essential to safeguarding pupils, as Ofsted has set out. Section 2.5 of the national curriculum framework states that all schools should make provision for PSHE education, drawing on good practice. In order to meet this objective, our programme of study identifies the key concepts, skills and attributes that are developed through PSHE education. These help us to fulfil statutory responsibility to support pupils’ spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life, as set out in Section 78 of the Education Act 2002, and our statutory safeguarding responsibilities, in line with the statutory guidance that schools ‘should ensure children are taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum’. The programme of study covers: 1. Health and Wellbeing, 2. Relationships, 3. Living in the Wider World

How do we deliver our Christian values in PSHE?

The core of our Christian ethos is: “I have come that you may have life, and have it in all its fullness.” John 10:10

At Ark Burlington Danes Academy, we believe that everyone deserves to be accepted, included and empowered to live a life that is purposeful and fulfilling. We believe that through learning to our fullest potential and living a life filled with kindness and thankfulness, we can be the ones to make the world a better place. PSHE education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. PSHE education equips pupils to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

How do we build core skills and knowledge over time?

The academy has based their programme of study on the PSHE Association Programme of Study and used their online guidance. The programme has been developed as a spiral programme. A spiral programme will revisit themes, gradually extending thinking, expanding knowledge and developing skills, rather than providing a series of ‘one-off’ topics which research evidence shows is unlikely to have a long term impact. The programme of study has been planned to cover 5 years and is adapted to meet the unique needs of our community.

How does the study of PSHE prepare students for life beyond Ark BDA?

PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

Implementation

All students receive one tutor session of PSHE a week in Years 7-11. Students also receive one PSHE assembly a week.

The schemes of work are based on suggestions and advice from the PSHE Association and their suggested Education Progamme of Study.

Impact

Students are not assessed in PSHE but their views are sought. A student sample is selected every term to share their views on the topics they are studying. Every half term students complete a questionnaire for us to check their understanding and to ensure the topics are being covered.

 

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

 

Year 7

Topic

Transition to secondary school

Diet, exercise and how to make healthy choices. (allergies)

Enterprise skills and introduction to careers

Challenging career stereotypes and raising aspiration

Diversity, prejudice and bullying including cyber bullying

Managing on- and off-line friendships

The risks of alcohol, tobacco and other substances

Managing puberty and the issues of unwanted contact and FGM

Self-esteem, romance and friendships

Exploring family life

Making ethical financial decisions

Saving, spending and budgeting our money

Key question

What opportunities are available in my school?

What can I do if I find things difficult at school?

What is a positive relationship?

How to manage pressures and influence to fit in  

How can I be a better learner?

What are my interests and strengths, where can I improve?

What is a balanced diet?

How can I be healthy?

 

What does it mean to be ‘enterprising’?

What skills do I need to work on?

What are the employment sectors?

What are the employment trends?

What is effective leadership?

What rights do people have in the workplace?

Are there any jobs I want to investigate?

How can people challenge stereotypes?

How does diversity enrich society?

How do we promote equality?

What is bullying?

What are the benefits of using social media networks as a means of making and building friendships?

What makes a relationship successful?

Risks of alcohol and tobacco?

How to resist peer pressure?

What are the changes that happen to a young person during puberty?

When is it inappropriate for a person to touch someone’s genitals? What is the meaning of consent?

What can a person do if someone is touching them inappropriately?

What is FGM?

What healthcare is available in the UK?

Why are positive relationships important?

What is a sexual relationship?

What does a healthy or unhealthy relationship look like?

What support does the family provide?

What makes a business ethical or unethical?

How can consumers influence business decisions?

What do the terms ethical choices, sustainable and ethical consumer mean?

Why might an individual choose to take action to protest against an organisation’s unethical practices?

 

Content

How to manage transition

Peer pressure online and in school

Radicalisation

Study techniques.

Balanced diet and healthy choices

Physical and mental health

Impact of the media

 

 

Enterprise

Teamwork & leadership

Stereotypes and discrimination

Opportunity for courageous advocacy and using enterprise skills to raise money for a charity.

Human rights

Rights and responsibilities

Prejudice and discrimination

Bullying

Social risks of the internet

Healthy relationships

What causes conflict in a relationship

Portrayal of relationships in the media.

Addiction

Use of substances on health.

Risks of underage drinking

School rules on possession and supply of alcohol and tobacco.

Changes at puberty

Personal hygiene

Dental health and medications.

FGM

Self esteem

Relationships

Family life

Financial choices

Ethical consumerism

Handling money

Budgeting

Financial goals.

 

British Values

Rule of Law

Individual liberty

 

Mutual Respect

Tolerance

 

Democracy

Mutual Respect

Rule of law

Individual liberty

Mutual Respect

Rule of law

Democracy

 

 

Year 8

Topic

Rights and responsibilities in the community

 

Tackling age and disability discrimination

 

Tackling racism and religious discrimination, promoting human rights

 

Online safety and digital literacy

First aid and personal safety, focusing on road safety

 

Alcohol and drug misuse and managing peer influence

Mental health and emotional wellbeing, including body image 

 

Managing change and loss

Introduction to sexuality and consent

 

 

Introduction to contraception including condom and the pill

Evaluating value for money in services.

 

Risks and consequences making financial decisions.

Key question

Why is it important to respect others’ rights? What are age discrimination and disability discrimination?

What can people do if they feel their rights are not being respected?

How can we safely challenge behaviour which ignores others’ rights?

What rights do we all share in places of study and in the workplace?

 What gender stereotypes or cultural expectations sometimes undermine these rights?

What is discrimination? racism? institutional racism? religious intolerance?

How might someone who has migrated from their home country feel if they have arrived in the UK?

How are migration debates in the media often misrepresented?

What is freedom of speech?
Wat are the potential benefits and risks associate with internet use.

What are the laws protecting people online?

Why is it important to have basic first aid and life saving skills?

What factors affect the level of risk to a young person’s safety, both inside and outside the home?

Why may people choose to take drugs?

What are the short and long term effects of drugs?

What are the consequences of being convicted of a drugs-related offence on a person’s life?

What are the consequences of using alcohol irresponsibly?

 

What are the myths attached to mental health?

How can people manage their emotions?

What is the impact of social media on our health?

What gender stereotypes are perpetuated in the media?

How to plan and achieve our goals?

How to become more resilient?

How might people deal with a bereavement?

How might people deal with a divorce?

What is a healthy relationship?

Where can a person get reliable information, advice and guidance regarding sexual development and activity?

What are the benefits, risks and consequences of different level of intimacy?

What is consent?

What is the law in relation to consent?

What is contraception?

What is an STI?

How might the condom and pill work?

Where can a person get advice about sexual health?

What are your legal rights when purchasing products?

How do advertisers try to affect our purchasing choices?

How can a person decide which bank or financial service to use?

What are the factors to consider when setting up a contract for a mobile device or ‘buy now, pay nothing for a year’-style purchases?

How can a person assess and manage the risk associated with loans, credit cards and mortgages?

Content

Valuing and respecting diversity

Equality of opportunity

Thinking traps

Respecting diversity

Empathy & compassion

Immigration

Healthy Relationships

Digital safety

Radicalisation
Grooming

Digital footprint

First Aid Skills

Emergency services

Physical and emotional abuse

Road safety

Drug and alcohol abuse

Peer pressure & social norms regarding alcohol and drugs

Mental Health and well being

Impact of social media on health

Identity

Mindsets

Resilience

Bereavement

Loss of relationships

Coping with a loss

FGM

Positive, healthy relationships

Sexual development

Sexual orientation

Trust

Consent

Contraception

STIs

 

Consumer rights

Advertising

Financial choices in saving and borrowing.

‘Pay day lenders’

 

British Values

Rule of law

Mutual Respect

Tolerance

Democracy

Individual Liberty

Rule of Law

Individual liberty

Tolerance

Mutual Respect

Rule of Law

Mutual Respect

 

Rule of Law

Individual liberty

 

Year9

Topic

Peer pressure, assertiveness and risk, gang crime

 

Dieting, lifestyle balance and unhealthy coping strategy

Understanding careers and future aspirations

 

Identifying learning strengths and setting goals  as part of the GCSE options process

Managing conflict at home and the dangers of running away from home

 

Tackling homophobia, transphobia and sexism

Managing peer pressure in relation to illicit substances

 

Assessing the risks of drug and alcohol abuse and addiction

Relationships and sex education including healthy relationships and consent

 

The risks of STIs, sexting and pornography

Planning on carrying out an enterprise project.

Reflection on learning skills development in key stage 3.

Key question

Why might someone be excluded from a social group?

How can we recognise and challenge different forms of bullying?

How might someone negotiate their way out of a  risky situation?

What are the risks of being involved in a gang?

What is the meaning of joint enterprise?

What are the risks of carrying a knife?

How can exercise promote good physical and mental health? What changes could someone make to their lifestyle to improve their physical and emotional wellbeing?

What transferrable skills, abilities, strengths and interests do you currently have?

What skills do you still need to develop? How could you develop these?

What skills are employers looking for?

How could you demonstrate these strengths to a prospective employer?

What career choices might link to your own interests and skills?

What should someone consider when making decisions about their GCSE choices?

Why might there be conflict within the home?

Why are rules and boundaries imposed within the home?

Why might cultural expectations be imposed?

What stereotypes are there about the homeless?

Why might someone want to run away?

What are protected characteristics?

What is the difference between gender identity, gender expression and sex assigned at birth?

What is the effect of gender stereotyping?

 

How might young people’s assumptions about drug use influence behaviour and decision making?

Why might young people lie / brag / exaggerate about their experience with drugs?

What classifications exist for drugs and why are these used? What are the potential health risks of drinking alcohol or taking drugs?

How do alcohol and drugs affect someone’s decision-making ability? How do alcohol and drugs increase someone’s vulnerability?

What makes a healthy, respectful relationship?

How does someone know when they are ready to start a sexual relationship? How does a couple know if they are ready to start a sexual relationship together?

Why might some people choose to delay having sex?

What are the benefits of delaying sex?

What does it mean to seek and give consent?

Whose responsibility is it to ensure safer sex?

What are the different types of contraception?

Representation of relationships

What does it mean to be enterprising?

What examples of employability skills can you think of?

What enterprise and employability skills do you already have? How have you developed your employability and enterprise skills throughout key stage 3?

What evidence do you have of this progress?

What enterprise and employability skills would you like to develop?

What enterprise skills are required to create a new business or service?

 

Content

Friendships

Bullying & Gangs

Risks of carrying a knife

Importance of sleep, health & exercise

Eating disorders

Body image

Radicalisation

Employment

Skills and interests

Careers

Aspirations

GCSEs & options

Managing conflict

Maintain healthy relationships

Communication

FGM

Running away & homelessness

Diversity in gender identity

Transphobia

Drugs

Crime

Peer pressure

Addiction

Relationships

Choices regarding sexual activity

Consent& Legal age

Sexting

Pornography

STIs

Contraception

Pregnancy

Enterprise skills

Employability

Leadership

Opportunity for courageous advocacy

British values

Mutual Respect

Rule of law

Individual liberty

Individual liberty

Rule of law

Rule of Law

Rule of law

Mutual Respect

Democracy

Rule of Law

 

Year 10

Topic

Transition to key stage 4 and developing study habits

 

Mental health and ill health, tackling stigma

Understanding the causes and effects of debt

 

Understanding the risks associated with gambling

Tackling relationship myths and expectations

 

Managing romantic relationship challenges including break ups

Exploring the influence of role models 

 

Evaluating the social and emotional risks of drug use

Understanding different families and learning parenting skills

 

Managing change, grief and bereavement

Preparation for work experience

Evaluation of work experience and readiness for work.

Key question

How can people learn to be more resilient?

How can people adapt and improve following disappointments and setbacks?

What study habits and routines do you already use?

How effective are these study habits?

Why is it important to keep mentally and physically healthy?

How could someone continue to promote their emotional health and wellbeing?

How accurate is our information about mental health?

What services are available for people with mental health concerns?

What is a credit rating and why is it important to maintain a good credit rating?

What are the emotional consequences of getting into debt?

Why do people find debt and money worries hard to talk about?

What are the risks of gambling?

What are some of the risks associate with illegal ways of making money?

What myths are there about different genders’ attitudes to relationships and sex?

How does pornography contribute to expectations and myths about sex?

Why does commitment matter? How can two people demonstrate love and respect for each other in their relationship?

How can people manage evolving relationships successfully?

Whose responsibility is it to seek consent? In what

Why is it never acceptable to assume consent?

How might someone’s behaviour be influenced by their role model?

What qualities make someone a positive role model?

Is the representation of drug and alcohol use usually positive or negative? How can you tell?

Why might this representation be unrealistic, misleading or inaccurate?

What practices increase the risk of contracting HIV and other conditions such as hepatitis B and C for drug users? How can a high incidence of drug use and addiction impact on society?

How are families structured differently?

How and why have these changes occurred?

Is marriage important to starting a family?

How will someone know when they are ready to become a parent?

What personal values might affect a person’s decision-making about unwanted pregnancy?

How can we challenge stigma related to unwanted pregnancy and the resulting choices?

Why might divorce be difficult for the children involved?

What do you see as your key learning strengths and interests and how might these relate to your work experience placement? ● What do you expect to find out or get better at during work experience? ● What are you most excited about? Is there anything you are worried about?

What can a person do if they are experiencing challenges during their work experience placement?

What makes a good manager? Leader? What is the difference between the two?

Content

Strategies to promote perseverance

Giving and receiving feedback

Self awareness

Study habits

Emotional well being

Developing and maintain a healthy self-concept

Stigma in relation to mental health

Debt

Gambling

Addiction

Pay day loan companies

Credit rating

 

 

Sex

Pornography

Relationships

Romance

Consent

Exploitation

Breakdown of relationships off line and online

Revenge porn

Role models

Representations of drug and alcohol abuse in the media

Core personal values

Illegal substances

HIV

Drug addiction

 

 

Family structure

Healthy relationships

Parenthood

Fertility

Adoption & fostering

Abortion 

Bereavement

Family breakdown

Divorce /separation

Work experience

Employment

Profession & career

Skills for employment

Enterprise skills

Personal attributes 

Trade unions

Health and Safety

Rights and responsibilities

Reputation

British values

Mutual Respect

Tolerance

Rule of Law

Rule of law

Mutual Respect

Rule of law

Rule of Law

Mutual respect

Rule of law

Mutual Respect

 

Year 11

Topic

British values, human rights and community cohesion

 

Challenging extremism and radicalisation

 

Understanding the college application process and plans beyond school

 

Skills for employment and career progression

Personal values and assertive communication in relationships

 

Tackling domestic abuse and forced marriage

Health and safety in independent contexts

 

 

Taking responsibility for health choices

Promoting self-esteem and coping with stress

 

Learning and revision skills to maximise potential

Exams

Key question

How are ‘British values’ demonstrated by; individuals / leaders / the community?

Why might some people reject the concept of ‘British values’?

How does prejudice lead to discrimination?

How can we prevent discrimination and offensive behaviour in our society?

Why might people hold conflicting values (even if they are from the same family / community)?

Why might someone want to join an extremist group?

What are the risks for someone who becomes involved with extremism?

What are the effects of extremism on the community?

What options are available to someone after year 11?

How could someone find out more about their options?

What could someone do if they were unsure about what they wanted to do in the future?

What should someone ask during Sixth Form and college open evenings?

How does the application process work?

How can someone prepare for a job interview and give a good impression before the first question?

What makes a good job interview?

What makes a good CV, personal statement and covering letter?

What is the difference between gender identity, gender expression and sexual orientation?

How and why might a person’s gender identity and sexual expression change or develop throughout their life?

What is harassment and what should someone do if a person is harassing them?

How is online harassment similar / different to offline harassment?

What are the warning signs that someone is experiencing abuse in their relationship? What are the effects of emotional or physical abuse?

What is ‘honour’ based violence?

Why might young people be at increased risk in new, independent situations?

What sort of risk-taking behaviour might occur in new situations (e.g. on holiday)?

How could preparation help to reduce risk?

Risks to permanently changing your body? What should someone do if they are in doubt about whether they need emergency services? What numbers should someone call to seek advice or log a concern? 

What is the impact of your lifestyle choices on your health?

Dangers of shisha, smoking, vaping?

How can you check for cancer?

What are your ambitions for the future?

How can someone maintain their self-esteem and motivation in the face of difficulties?

How can someone recognise stress in themselves and others?

What are the physical and emotional effects of stress?

How can people avoid or manage stressful situations? What effective calming strategies can someone use?

How can someone demonstrate employability and learning skills?

What could you start to do differently to make lasting change?

 

Content

Community cohesion

British values

Extremism

Radicalisation

Diversity

Conflict

Post 16 options

Career research

Employability

CV

Personal statements

Contracts 

Sexuality

Communication

Stalking

Harassment

Domestic  Abuse

Forced Marriage

FGM

Health and safety

Binge drinking

Drink driving

Emergency first aid

Health- cancer

Harmful substances

Cosmetic surgery

Self esteem

Stress

Resilience

Career ambitions

Planning

 

British values

Democracy

Rule of law

Rule of Law

Individual liberty

Rule of law

Mutual Respect

Rule of law