PSHE AND RSE

CUrrent theme : Diversity

Our school vision is to ensure that every student feels part of a family, in which everyone aspires to achieve their best and beyond. As a family, it is our intent to raise matters which affect us all, and ensure students are aware of the differing ways in which we are all affected by them. In the first half of the Autumn term, as part of our PSHE provision, these matters include diversity, and involve opening up discussions about the diverse community within our school in order to promote one of our key school values, that our family believes in mutual respect and courtesy. 

This half term we have explored the controversy surrounding the action of ‘taking the knee’ in assembly, and explored this idea further in KS3 history lessons, looking at differing views on all sides of the debate, and encouraging questions and debating from students.  

Year 11 have enjoyed their RSE impact day, which took place during Sexual Health Awareness Week. They had four sessions which included sex and the law, sex and the media, different types of relationships, and contraception. Students were split into groups of 15 to take part in each session, and were asked for their feedback afterwards. Feedback was gained anonymously, but some of the comments made by some of our year 11 students when asked what they liked most about the day were: 

  • It is quite relevant and important to today’s societal changes 
  • It helped me understand sex in the law 
  • we talked about things that i didn’t know so i learnt about it more 
  • It told me about safety in a relationship 
  • because had more of an understanding of the law around sex 
  • I think that it’s important that people are taught more about different types of relationships 
  • So it can show people how unrealistic videos and images online can be 
  • Not only includes how to avoid an unwanted pregnancy but also teaches about to prevent STIs also using contraception

PSHE EVENTS THIS TERM:

Year 7

On Tuesday 11th May, the whole of year 7 took part in a virtual roadshow for PSHE commissioned by the Safer Basildon Community Safety Partnership. The first presentation in the Roadshow was delivered by Loudmouth and focused on serious youth violence – highlighting the risks of gangs and criminal exploitation with a focus on youth violence. The second session by Claire Bridger focused on healthy relationships – which aimed to highlight features of healthy/unhealthy relationships and talking to a trusted adult. The final session was by the 2 Johns, who presented on the topic of online safety – with emphasis on social media, grooming, and advice on how to manage theirs and others personal information including images.  

The sessions were developed to provide young people with a versatile knowledge and awareness of these subjects to inform their choices, and provide advice and support on what to do if they have already been affected by or experienced these issues. 

The sessions prompted a lot of thoughtful questions and comments from students, who were talking about the Roadshow long after it had ended. The students seemed to particularly enjoy the videos and some of the individual stories that were shared during the various presentations.  

 

On Monday 21st June, the whole of year 7 are taking part in a virtual version of the Deadly Distraction show, performed and facilitated by The Riot Act, in collaboration with Safer Essex Roads Partnership. The show consists of a 20-minute video, followed by a 30-minute live workshop facilitated by the Riot Act via Zoom. This highly engaging event promotes key road safety messages to transitional Year 7 students and will:

➢ Raise awareness of the danger of roadside distractions from music, phones and friends.

➢ Help students to identify and cope with peer influence and peer pressure.

➢ Promote safe, responsible and positive behaviour amongst students on the home to school journey.

 

Year 9

 

Year 9 completed 6 lessons examining the concept of Healthy Relationships. These lessons focused on issues such as gender stereotyping, consent, changing power in relationships, and examined the idea of early warning signs in unsafe situations, and weighing up levels of risk in various situations. The lessons prompted lots of discussions and questions from the students, and allowed for different views and opinions to be shared across each class.

 

 

Some comments from some of our students:

 

“I learnt that it is ok to say no even though your friends are doing it. If you feel uncomfortable then you should put yourself first, your wellbeing is more important that being unpopular or getting hurt.” Abbie

 

“I really liked the lessons and I liked that we could debate/discuss. I like learning about current issues that also affect me personally and the lessons were interesting and fun.” Nicole

 

“I learned a lot during these topics and respect that we are now talking about issues like that and educating ourselves to create an improved society.” Freya

 

“It was a good reminder in these lessons how it is morally right to be treated correctly. I learned a lot overall but I was saddened by the harsher side of the topic.” Natasha

 

“I found the lesson useful and easy to understand.” James

 

“I enjoyed the debating part of the lessons.” Ryan

 

“I am glad that we are educating people about consent to keep the community safer.” Brooke

 

“It’s good for this to be taught as this should be known.” Jessica

 

“The lessons were good and informative.” Sam

 

STATUTORY GUIDANCE FOR PSHE

The link below is to the governments statutory guidance for PSHE.

The Governments Statutory Guidance for PSHE

INTENT

To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. PSHE can support young people to develop resilience, to know how and when to ask for help, and to know where to access support.

To allow the school to meet statutory requirements on PSHE including RSE as set out by the DfE, and be able to explicitly demonstrate this through the work produced by the students within a variety of lessons.

The lead teacher to work closely with colleagues in related curriculum areas to ensure the PSHE curriculum complements every other subject area, and to avoid duplication.

IMPLEMENTATION

The guidance published by the DfE on the PSHE curriculum has been used to produce a detailed breakdown of what needs to be covered through KS3 and 4. This focuses around three core themes: Relationship, Health and Wellbeing, and Living in the Wider World. These themes have then been broken down into key component topic areas.

The PSHE curriculum has then been mapped extensively across all subjects at KS3, and where possible, KS4. Where subjects can identify that they are covering a particular area of the PSHE curriculum, within that scheme of learning, lessons are expected to carry a PSHE lesson objective. This objective will relate closely to the lesson being taught, but allow students to develop a wider understanding of what they are doing and the relevance to their own lives.

Within the lesson, at least one task will be required in order to show that lesson objective being met, and this can be denoted in books with a ‘PSHE link’ subtitle and bubble drawn around the work.

This is then further reinforced with each half term being given a theme, and a particular event that as a school we will be celebrating. Throughout the half term, students will have assembly and tutor time activities to help them further discuss and understand issues arising within these key themes. Departments will also be linked to these half termly themes, and will provide a range of lesson, homework or extra curricular activities around the key event being promoted in school.

RSE is delivered through a series of lessons over a half term per year group at KS3, and through Impact Days for KS4. KS5 have a weekly PSHE slot on their timetable. The programmes for KS3, 4 and 5 are bespoke to the needs of our students, and cover the statutory requirements set out by the DfE with age appropriate content and resources, that build upon the knowledge acquired in previous years. Students also have the opportunity to ask questions anonymously in each lesson, which will then be addressed as part of the Evaluation and Questions lesson.

KS4 Impact Day sessions include sessions on sex and the law, sex and the media, contraception and accessing sexual health services, and different types of relationships including non-traditional and LGBTQ.

IMPACT

Maintain a high expectation and standard of the quality of student’s work for PSHE as within any other subject area.

Students see consistency within the PSHE curriculum and see how it applies to other subjects, making it more relevant to them and what they are studying.

Students see PSHE as an integrated part of the curriculum, rather than a ‘bolt-on’, and see how various aspects of their subject areas are relevant to their own lives.

PSHE is covered with each year group throughout the year, through every subject.

Work relating to PSHE can be seen, tracked and monitored, and although there is no requirement to formally assess PSHE, teachers can assess and demonstrate outcomes through written tasks and self-evaluations of students.

Whole school half termly themes allow for consistency across the school in PSHE experiences, and allows us as a school to promote various important key issues with students.

Our bespoke RSE programme allows us to tackle such issues as the issues of gender stereotypes and equality, harassment, consent, contraception and STIs, examine legal consequences surrounding these issues, and will promote healthy and positive relationships amongst the students, and help to maintain the school ethos of every family member feeling safe and valued