PSHEE

Subject Overview

Personal Social Health and Economic Education (PSHEE) provides a vital foundation for the personal development of our pupils in preparing them for adult life. Our curriculum follows the governments framework at KS3 and KS4 which allows pupils to develop skills, knowledge and understanding in the following areas:

  • • Developing confidence and responsibility and making the most of their abilities
  • • Developing a healthy, safer lifestyle
  • • Developing good relationships and respecting the differences between people
  • The overarching aim for PHSEE education is to provide students with:

  • • Accurate and relevant knowledge
  • • Opportunities to turn that knowledge into understanding
  • • Opportunities to explore, clarify and if necessary challenge their own and others’ values,attitudes, beliefs, rights and responsibilities
  • • The skills and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives
  • The PSHE curriculum is a spiral programme that is progressive, year on year. Students consider progression in terms of progression in their knowledge and understanding and progression in their interpersonal thinking skills that are developed in the context of that new knowledge and understanding.

    Teaching and Learning

    Each pupil receives two PHSEE lessons a fortnight. They are taught in mixed ability and mixed gender groups. However, if it is deemed necessary due to lesson content, single sexed groups can be facilitated.

    The curriculum is a spiral programme that is progressive, year on year. Pupils consider progression in terms of their knowledge and understanding and in their interpersonal thinking skills.

    Year 7

  • Terms 1 and 2
  • Unit 1: Identity and society:
  • • What is PHSE?
  • • Why do we need ground rules?
  • • Rights and responsibilities
  • • Who am I?
  • • Friendship
  • Unit 2: Health,emotional health and wellbeing:
  • • What is a healthy lifestyle?
  • • How can I stay safe on-line?
  • • What is cyber bullying?
  • Terms 3 and 4
  • Unit 3: WRL and careers:
  • • Achievements, skills and qualities
  • • Careers exploration: links between jobs and subjects
  • • Using careers software
  • Unit 3: WRL and careers:
  • • Achievements, skills and qualities
  • • Careers exploration: links between jobs and subjects
  • • Using careers software
  • Terms 5 and 6
  • Unit 5: Sex and relationships:
  • • Managing puberty
  • • Different types of relationship
  • • Marriage
  • • Consent-trust in others
  • Unit 6:Financial capability
  • • Needs and wants-the difference
  • • Planning a budget
  • • Opening a bank account
  • Year 8

  • Terms 1 and 2
  • Unit 1: Health and wellbeing
  • • Bullying
  • • E-safety: cyber bullying
  • • Being a good friend on-line
  • Unit 2: Identity and society
  • • Our actions; positive and negative consequences
  • • Behaviour and performance: how can our behaviour impact on our own and others learning
  • • Respect: meaning and purpose in school and in the community
  • Empathy; what is it and how it helps build positive relationships
  • Terms 3 and 4
  • Unit 3: WRL and careers
  • • Self-development: Identify achievements, skills and qualities and personal aspirations, stereotypes
  • • Career Exploration: Job investigation, information available, Job families. Using software; Kudos, fast tomato and national careers service
  • • Career development: How to make informed decisions; how to make option choices Unit 4: Alcohol and substance misuse:
  • • Risky behaviour and risk prevention
  • • Alcohol, tobacco and caffeine: effects, attitudes and society, peer pressure and strategies to resist pressure
  • Terms 5 and 6
  • Unit 5: Sex and relationships:
  • • What is love?
  • • Sexuality: effects of stereotyping and derogatory language
  • • Risky behaviour; consequences and support. Issues and law regarding early sexual behaviour
  • • Consent- pressure and right to say no
  • • Contraception; condom demo and services available
  • • Financial decision making: attitudes to money
  • • Budgeting: income and expenditure
  • Year 9

  • Terms 1 and 2
  • Unit 1: Identity and society:
  • • Planning for transition to KS4 options
  • • Identity
  • • Stereotypes. challenging and effect on individuals
  • • Discrimination: Types of discrimination, the law, how to challenge
  • Unit 2: Health,emotional health and wellbeing:
  • • Body image and self-esteem
  • • E-safety- risk and consequences
  • • Sexting
  • • Cyber bullying
  • • Behaviour: retaliation, consequences of behaviour inside and outside of school, paying the price and impact on future
  • Terms 3 and 4
  • Unit 3: Alcohol and substance misuse:
  • • Risky behaviour and consequences
  • • Cannabis: Facts, support help and advice, resisting peer pressure
  • • Uppers and downers: drugs categories
  • • Peer pressure and substance abuse
  • • Help and support
  • Unit 4: Sex and relationships:
  • • Relationships: Qualities of healthy and unhealthy, teenage relationship abuse, support available
  • • Sexuality: sexual diversity and empathy
  • • Teenage pregnancy: Why do some people get pregnant early? Attitudes to sexual behaviour
  • • Sexual health: STI’s, treatment, services
  • • Contraception: Methods, advantages and disadvantages
  • Terms 5 and 6
  • Unit 5: WRL and careers
  • • Effect of gender stereotyping
  • • Impartial and partial careers advice
  • • LMI
  • • Action planning; what now?
  • Unit 6:Financial capability
  • • Deadlines and budgeting: (Barclays team activity)
  • • Financial services: what is available to you through the bank?
  • • Managing your account
  • Year 10

  • Terms 1 and 2
  • Unit 1: Health,emotional health and wellbeing:
  • • Body image and the media
  • • Eating disorders: facts, effects and support
  • • Coping with stress: effects and support
  • Unit 2: Identity and society:
  • • Racism: effects and consequences
  • • Disability; discrimination and prejudice.
  • Terms 3 and 4
  • Unit 3: WRL and careers
  • • Self development: review of year and future aspirations. Decisions and post 16 information
  • • Career exploration: Qualifications explained apprenticeships, which college for taster day
  • • Develop personal skills; application forms, CVs.
  • Unit 4: Sex and relationships:
  • • Attitudes: sexual bullying. Healthy and unhealthy relationships
  • • Sexual activity and peer pressure
  • • E-safety; sexting, consequences and risk
  • • Consent
  • • Sexual health: STI’s and services available
  • • Contraception investigation and decision making
  • Terms 5 and 6
  • Unit 5: Alcohol and substance misuse:
  • • Addiction; when does recreational drug use become addiction?
  • • The law: cannabis debate
  • • Legal highs
  • • Risks and consequences: support available
  • • Drugs and sex: risk and risk reduction; beer goggles lesson
  • Unit 6:Financial capability
  • • Risk: how to keep financial information safe
  • • Borrowing money
  • • Understanding debt
  • • Money lending
  • Year 11

  • Terms 1 and 2
  • Unit 1: WRL and careers
  • • Preparation for Post 16 and adult Life:
  • • College applications
  • • CV builder and portfolios
  • • Career exploration: Kudos
  • • Exam Focus: Techniques
  • • Preparing for interviews
  • • Readiness to leave: Transition
  • Terms 3 and 4
  • Unit 2: Sex and relationships:,
  • • Safe relationships (Incl. links to domestic violence and exploitation)
  • • Sexual behaviour and dealing with pressure
  • • Pornography; impact on sexual behaviour and expectations
  • • Sexual health: Risk of STI’s, pregnancy, sexual health services
  • • Sex and the law- sexual offences
  • Unit 3: Alcohol and substance misuse:
  • • Knowledge of drugs and emergency procedures: Review of learning, risks of mixing, harm minimisation
  • • Responsibilities and consequential thinking: responsibilities people have for themselves and others
  • • Consequences of decisions and their effects on future aspirations – focus on laws, driving and employment
  • • Accessing Support: re: Smoking drug and alcohol problems
  • Term 5
  • Unit 4: Health, Emotional Health and Wellbeing
  • • Mental Health: Coping with difficult times, asking for support
  • • Prejudice and discrimination (Inc: racist, homophobic and sexist)
  • Unit 5:Financial capability
  • • Financial decision making: budgeting and debt
  • • Gambling: understanding, risk and support.
  • Assessment

    Although there are no formal levels in PHSE, pupils have the opportunity to draw together and reflect on their learning. Within all PHSE lessons clear learning objectives and intended learning outcomes are provided as the starting point of each lesson.

    Each unit of work also includes more formal activities to assess and gather evidence of pupils’ progress at the end of a lesson or a series of lessons. These activities provide assessment evidence in their own right. In addition, if success criteria have been established, progress can be assessed against these criteria to make a judgement on whether pupils are ‘working towards’, ‘working at’ or ‘working beyond’ the intended outcome for that piece of learning. This information is recorded on unit assessment sheets

    Homework

    Homework is not set for PHSE lessons

    Teaching Staff

    Mrs Jane McCaughan, Head of Faculty: jmccaughan@pcs.e-sussex.sch.uk

    Notices

    Need Help?

    Simply contact the school office via our telephone or email address. During term we aim to respond within 24 hours.

    01273 581100
    enquiries@pcs.e-sussex.sch.uk