.png){kind=logo}
.gif)
Click CEOP.JPG)
Report Harmful ContentPersonal, Social, Health & Economic
Personal, Social, Health & Economic
For more information about the Subject curriculum, please contact: Miss C Warburton the Curriculum Leader.
INTENT
Our students are growing up in a rapidly changing world, full of opportunities but with many risks and anxieties and few guarantees. The aim of PSHE education is preparation for life and work in this changing world, helping to keep our students safe, healthy, and boosting their life chances. There is strong evidence that, when delivered by trained teachers in line with best practice, PSHE education supports students to protect themselves and others both online and offline, improves their physical and emotional health, and develops character, resilience, academic attainment, and employment prospects, with the greatest benefits experienced by the most disadvantaged students.
While some risk-taking behaviours, such as substance misuse, appear to be in decline, other – often linked – issues are emerging, particularly in relation to our students’ mental health, relationships, and safety, both offline and, increasingly, online. PSHE education addresses our students’ personal safety and their mental health while preparing them for life and work in a changing world.
We aim to build on the knowledge and understanding gained at Primary school. We cover core knowledge relating to issues such as online and offline safety, relationships, health, finance and careers, taught in a way which is appropriate to the age and maturity of our students. The subject is tied together by the development of the key skills and attributes which our students need to thrive both in their childhood and throughout their adult lives. These key skills and attributes – such as self-management, empathy, critical thinking, communication, resilience, teamwork, and negotiation – are crucial to our students’ life chances
STATUTORY GUIDANCE
Most of PSHE education became statutory for all schools from September 2020. This includes Relationships Education at key stages 1 and 2, Relationships and Sex Education (RSE) at key stages 3 and 4, and Health Education in both primary and secondary phases. The statutory Relationships and Sex Education (RSE) and Health Education are included within our whole- school PSHE Programme. At Balshaw’s we also include Economic Well-being as we know that the ability to budget, understand the emotional and physical impacts of financial capability and know where to access help and support with finances are vital skills for our students.
The full Statutory Guidance can be found here
PSHE is taught by form tutors. The rationale and intent of our PSHE teaching can be found in our PSHE policy here. An overview of our PSHE curriculum is shown below.
Please note that this is a working document and may be subject to change depending on local, national or international events and priorities. We also run PSHE and Citizenship activities throughout the year to enhance PSHE education, explore topics from different viewpoints and teach life skills that we feel should be explored more fully. Details of these will be given to parents, carers, and students as they occur throughout the year.
We encourage students to discuss PSHE topics with their parents/carers. If parents/carers have any queries or concerns regarding any PSHE content please do not hesitate to contact your child's form tutor or our PSHE subject lead Miss Warburton
PSHE SCHEDULE 2023-2024
You can see the details of the PSHE mapping document here or below:
|
|
Autumn 1 Independence and aspirations |
Autumn 2 Autonomy and advocacy |
Spring 1 Choices and influences |
Spring 2 Independence and aspirations |
Summer 1 Autonomy and advocacy |
Summer 2 Choices and influences |
|
Year 7 |
Developing goal setting, organisation skills and self- awareness:
|
Developing empathy, compassion and communication:
|
Developing agency, strategies to manage influence and decision making:
|
Developing self-confidence and self-worth:
|
Developing assertive communication, risk management and support-seeking skills:
|
Developing agency and decision making skills:
|
|
Year 8 |
Developing risk management skills, analytical skills and strategies to identify bias:
|
Developing respect for beliefs, values and opinions and advocacy skills:
|
Developing agency and strategies to manage influence and access support:
|
Developing goal setting, motivation and self-awareness:
|
Developing communication and negotiation skills, clarifying values and strategies to manage influence:
|
Developing agency and strategies to manage influence and access support:
|
|
Year 9 |
Developing goal-setting, analytical skills and decision making:
|
Developing self-confidence, risk management and strategies to manage influence:
|
Developing empathy, compassion and strategies to access support:
|
Developing analytical skills and strategies to identify bias and manage influence:
|
Developing assertive communication, clarifying values and strategies to manage influence:
|
Developing decision making, risk management and support-seeking skills:
|
|
Year 10 |
Developing self-awareness, goal-setting, adaptability and organisation skills:
|
Developing empathy and compassion, strategies to manage influence and assertive communication:
|
Developing agency and decision making, strategies to manage influence and access support:
|
Developing goal setting, leadership and presentation skills:
|
Developing respect for diversity, risk management and support- seeking skills:
|
Developing motivation, organisation, leadership and presentation skills:
|
|
Year 11 |
Developing resilience and risk management skills:
|
Developing communication and negotiation skills, risk management and support-seeking skills:
|
Developing confidence, agency and support-seeking skills:
|
Developing empathy and compassion, clarifying values and support-seeking skills:
|
Developing confidence, self-worth, adaptability and decision making skills:
|
|
Curriculum
.png){kind=logo}
.gif)
