PSHE & Citizenship

PSHE & CITIZENSHIP at Rye Hills Academy

At Rye Hills Academy we take a whole school approach to Personal, Social and Health Education (PSHE) and Citizenship.  This reflects the needs of the pupils, the ethos of the school and the broad aims of the National Curriculum.

KS3 Audit PSHE & Citizenship

Area

Topic/Theme/Issue

How is this covered?

PSHE

H1.to recognise their personal strengths and how this affects their self-confidence and self-esteem

  • R&L – through questioning and playing to strengths e.g. allow to do collage/writing
  • Drama – evaluation of work every lesson
  • Art – reflection is embedded within the structure and assessment of all projects
  • History – Y7 – peer group presentations and assessments
  • English – marking/verbal feedback/post cards etc, impress me homework
  • Music – self assessment in own choice skill development every term
  • Maths – marking feedback – purple sheets, self-directed learning – from Basic Skills, coloured objective result sheets from test
  • Languages – growth mindset – displays, marking, praise, stars of the week
  • Geography – Y7 paired presentations.

PSHE

H2. to recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects confidence and self-esteem

  • R&L – through questioning and playing to strengths e.g. allow to do collage/writing
  • Drama – evaluation of work every lesson
  • Art – self/peer/teacher assessment, respectfully and with consideration of self esteem
  • History – Y7 – peer group presentations and assessments
  • English – marking/verbal feedback/post cards etc, impress me homework
  • Music – peer assessment in own choice skill development every term
  • Computing – work is peer assessed and discussions on how to give useful feedback is ongoing
  • Geography – peer marking of work and presentations, student work displayed

PSHE

 H3. to accept helpful feedback or reject unhelpful criticism

  • PE – Dance/Gymnastics/Trampoline – peer feedback after performances
  • R&L – marking and feedback
  • Drama – evaluation of work every lesson
  • Art – self/peer/teacher assessment, respectfully and with consideration of self esteem
  • History – Y7 – peer group presentations and assessments
  • English – purple pen
  • Music – peer assessment feedback, teacher feedback
  • Science – through marking and peer assessment, purple pen
  • SEN – Y7/8 – general conversations with students by either teacher or TA
  • Languages – not always – they might not respond well to criticism e.g. red comment
  • Computing – work is peer assessed and discussions on how to give useful feedback is ongoing
  • Geography – assessment feedback, peer assessment, purple pen

PSHE

 H4. to understand that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment

  • R&L – Y7 – The Island, Y8 – child soldiers, Y9 – capital punishment / abortion
  • English – study novel / play learn through characterisation, seating plan
  • Music – discussion re music for special events e.g. christening, marriages, funerals, leads to general discussion
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Geography – looking how population and families change (Y7)

PSHE

H5. the characteristics of mental and emotional health and strategies for managing it; a range of healthy coping strategies; 

  • English – peer support
  • Music – discussed through listening to music that can calm anxieties
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • PSHE form time activities on mental health and well being

PSHE

H6. the causes and triggers for unhealthy coping strategies, such as self-harm and eating disorders; how to recognise when they or others need help, sources of help and strategies for accessing it

  • Science – Y8 – Movie Magic Y8 unit research task – eating disorders
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • PSHE form time activities on mental health and well being

PSHE

H7. to manage growth and change as normal parts of growing

 

  • Music – developing skills on an instrument which widens and strengthens as they mature: voice changes in puberty discussed
  • Science – Y7 – Save the World – puberty lesson
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

H8. the risks and myths associated with female genital mutilation (FGM)

R&L – child soldiers

PSHE

H9. the importance of and ways of taking increased responsibility for their own physical health and personal hygiene

  • PE – Changing rooms
  • Science – Y8 – Marvellous Medicine – smoking, fitness and exercise, drugs
  • Drop down on healthy living

PSHE

H10. the purpose and importance of immunisation and vaccination 

History – Y8 – Life in Industrial Towns – Health & Hygiene

PSHE

H11. about the use of contraception, including the condom and pill; to negotiate condom use (see also Relationships)

  • R&L – Y9 – abortion
  • Science – Y7 – Save the World
  • SRE drop downs
  • TYS sessions
  • Evaluate Tees Valley sessions
  • Geography – Y7 Population change

PSHE

H12. that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain STIs

  • TYS sessions
  • Evaluate Tees Valley sessions

PSHE

H13. the benefits of physical activity and exercise and the importance of sleep

 

  • PE – Intro to new unit of work
  • Science – Y8 – Marvellous Medicine
  • SEN – Y7/8 – student support looking at wellbeing
  • Healthy Living Drop Downs

PSHE

H14. to recognise and manage what influences their choices about exercise 

 

  • Science – Y8 – Marvellous Medicine
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Healthy Living Drop Downs

PSHE

H15. the importance of, and strategies for, maintaining a balance between work, leisure and exercise 

  • Wellbeing and mental health form time activities
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

H16. what constitutes a balanced diet and its benefits (including the risks associated with both obesity and dieting)

  • DT – Food Studies
  • Science – Y8 – Money Magic
  • Languages – Y9 – food and healthy living
  • Health and wellbeing drop downs

PSHE

H17. what might influence their decisions about eating a balanced diet

 

  • DT – Food
  • SEN – Y7/8 – science lessons – healthy eating
  • Health and wellbeing drop downs

PSHE

H18. how the media portrays young people; to recognise its possible impact on body image and health issues

  • DT – Food
  • English – through writing to argue through magazines/papers
  • Music – discussions re image, grow out of selected songs about low self esteem e.g. ‘Beautiful’
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • SRE drop downs

PSHE

H19. that identity is affected by a range of factors, including the media and a positive sense of self

  • R&L – Y8 – Rights
  • English – through writing to argue through magazines/papers
  • Music – a range of songs by popstars can generate discussion
  • SEN – Y7 – science lessons – 007 module
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • SRE drop downs

PSHE

H20. ways of recognising and reducing risk, minimising harm and strategies for getting help in emergency and risky situations 

  • TVYS Risk Taking road shows
  • PSHE form time activities – staying safe
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Geography Y9 Geography of Crime

PSHE

H21. to understand how the inappropriate use of mobile phones can contribute to accidents

  • PSHE form time activities – staying safe
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

 

H22. to perform basic first aid and life-saving skills, including cardio-pulmonary resuscitation (CPR)

PSHE form time activities – staying safe

PSHE

H23. to understand and manage risk within the context of personal safety, especially accident prevention and road and cycle safety (through the Bikeability programme)

  • Science – general health and safety in practicals
  • PSHE form time activities – staying safe

PSHE

H24. the positive (for example the treatment or eradication of disease) and negative (for example dependency) roles played by drugs in society (including alcohol)

  • Drama – Y9 – drugs SoW
  • Music – Y9 – History of Pop project and its link to cultural influences
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Healthy living drop downs
  • TVYS risk taking road shows

PSHE

H25. factual information about legal and illegal substances, including alcohol (including current government recommendations for consumption), volatile substances, new psychoactive substances, tobacco, e-cigarettes, shisha, e-shisha and cannabis

  • Drama – Y9 – drugs SoW, Y8 – identification SoW
  • English – writing to argue
  • Music – Y9 – History of Pop project
  • Science – Y8 – Marvellous Medicine
  • Healthy living drop downs

PSHE

 H26. the law relating to the supply, use and misuse of legal and illegal substances

 

  • Drama – Y9 – drugs SoW, Y8 – identification SoW
  • Form time activities – crime and justice
  • Healthy Living drop downs
  • Geography – Y9 Geography of Crime

PSHE

H27. to recognise and strategies to manage different influences (including peer influence) on their decisions about the use of substances, (including clarifying and challenging their own perceptions, values and beliefs) 

  • Drama – Y9 – drugs SoW, Y8 – identification SoW
  • Form time activities – peer pressure

PSHE

H28. the personal and social risks and consequences of substance use and misuse, including the benefits of not drinking alcohol (or delaying the age at which to start) and the benefits of not smoking including not harming others with second-hand smoke

  • Drama – Y9 – drugs SoW, Y8 – identification SoW
  • Science – Y8 – Marvellous Medicine
  • Healthy living drop downs

PSHE

H29. the safe use of prescribed and over the counter medicines 

  • Drama – Y9 – drugs SoW, Y8 – identification SoW
  • Science – Y8 – Marvellous Medicine

PSHE

H30. the risks and consequences of ‘experimental’ and ‘occasional’ substance use and the terms ‘dependence’ and ‘addiction’

  • Drama – Y9 – drugs SoW, Y8 – identification SoW
  • Science – Y8 – Marvellous Medicine
  • Healthy living drop downs

PSHE

H31. how to access local health services and other sources of support such as smoking cessation services or if concerned about own or others’ alcohol or substance use

  • Healthy living drop downs

PSHE

H32. about cancer and cancer prevention, including healthy lifestyles and (in upper key stage 3) testicular self-examination, acknowledging that childhood and adolescent cancers are rarely caused by lifestyle choices

  • Healthy living drop downs

PSHE

R1. the qualities and behaviours they should expect and exhibit in a wide variety of positive relationships (including teams, class, friendships etc.)

  • PE – Covered when in team based activities
  • R&L – expectations
  • Art – regularly through lessons, team work
  • History – class rules
  • Music – group practical work and performances/bands
  • SEN – Y7/8 – SS lessons looking at feelings and how to deal with emotions
  • Languages – Y7 – family and relationships
  • Drama – various KS3 schemes explore relationships
  • SRE drop downs
  • Brook services

PSHE

 R2. to further develop and rehearse the skills of team working including objective setting, outcome planning, cooperation, negotiation, managing setbacks and compromise

  • PE – Covered when in team based activities
  • R&L – expectations
  • Art – Y7 – recycled sculptures, Y8 – Naum Gabo heads
  • History – group work
  • English – group work
  • Music – group practical work
  • Science – group practical work/presentations
  • SEN – Y7/8 – use of games in lesson to help promote working together mainly in student support
  • Languages – role plays, pair and group work, speaking activities
  • Enterprise drop downs
  • Geography – role plays, paired and group work

PSHE

R3. to further develop the communication skills of active listening, negotiation, offering and receiving constructive feedback and assertiveness

  • PE – offering feedback to peers
  • R&L – expectations
  • Drama – every lesson
  • History – most lessons
  • Music – listening starter and discussion, peer assessment in own choice skill
  • Science – marking, peer marking, feedback, purple pen
  • SEN – Y7/8 – presentation and discussions in lessons
  • Maths – group work, peer assessment, marking/feedback sheets
  • Languages – all lessons – peer assessment
  • Form time PSHE activities
  • Geography – all lessons

PSHE

R4. to explore the range of positive qualities people bring to relationships 

  • R&L – expectations
  • Art – Y7 – teamwork
  • English – poetry
  • SRE drop down

PSHE

R5. that relationships can cause strong feelings and emotions (including sexual attraction)

  • R&L – Y9 – abortion
  • History – Y8 – Henry VIII and his wives
  • English – Y9 – Shakespeare
  • SRE drop down
  • TYS workshops
  • Evaluate Tees Valley workshops

PSHE

R6. the features of positive and stable relationships (including trust, mutual respect, honesty, equality) and those of unhealthy relationships (including imbalance of power, coercion, control, exploitation, abuse of any kind)

  • R&L – Y8/9 – Rights/abortion
  • Drama – Y8 – Lulu SoW
  • History – Henry VIII
  • English – poetry/novels
  • SRE drop down
  • Brook services 
  • Evaluate Tees Valley workshops

PSHE

R7. that the media portrayal of relationships may not reflect real life and the possible impact of this on people’s expectations of relationships

  • R&L – Y8 – Rights
  • English – non fiction
  • SRE drop down
  • TYS workshops
  • Evaluate Tees Valley workshops

PSHE

R8. different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect these (including age, gender, power and interests)

  • R&L – Y9 – abortion
  • Drama – every lesson
  • English – poetry/novels
  • SRE drop down

PSHE

 R9. the nature and importance of marriage, civil partnerships and other stable, long-term relationships for family life and bringing up children

  • R&L – Y9 – abortion
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

R10. that marriage is a commitment, entered into freely, never forced through threat or coercion, and how to safely access sources of support for themselves or others should they feel vulnerable 

  • R&L – Y9 – sanctity of life/abortion
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

R11. the roles and responsibilities of parents, carers and children in families

  • R&L – Y9 – sanctity of life/abortion
  • Drama – Y9 – abandoned baby drama
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

R12. how to manage or deal with the breakdown of a relationship and the effects of change, including loss, separation, divorce and bereavement 

  • R&L – Y9 – sanctity of life/abortion
  • Drama – Y9 – about this person SoW, Y8 – Lulu SoW
  • SEN – Y7/8  - student support lessons

PSHE

R13. to understand the importance of friendship and to begin to consider love and sexual relationships in this context

  • R&L – Y9 – sanctity of life/abortion
  • SRE drop down
  • Brook services 
  • Evaluate Tees Valley workshops

PSHE

R14. to understand what expectations might be of having a girl/boyfriend

  • R&L – Y9 – sanctity of life/abortion
  • Computing – Y8 – e-safety – sharing pics on social media, dangers of sharing pics/info online
  • Brook services
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

R15. to consider different levels of intimacy and their consequences

  • R&L – Y9 – sanctity of life/abortion
  • Computing – Y8 – e-safety – sharing pics on social media, dangers of sharing pics/info online
  • Brook services 
  • Evaluate workshops

PSHE

R16. to acknowledge and respect the right not to have intimate relationships until ready

  • R&L – Y9 – sanctity of life/abortion
  • Brook services 
  • Evaluate workshops

PSHE

R17. about readiness for sex and the benefits of delaying sexual activity

  • R&L – Y9 – sanctity of life/abortion
  • Brook services 
  • Evaluate workshops

PSHE

R18. that consent is freely given and that being pressurised, manipulated or coerced to agree to something is not consent; that the seeker of consent is responsible for ensuring that consent has been given and if consent is not given or is withdrawn, that decision should always be respected

  • R&L – Y9 – sanctity of life/abortion
  • History – Y9 – Black Peoples of the Americas – treatment of female slaves
  • SRE drop downs
  • Brook services 
  • Evaluate workshops

PSHE

R19. about the law in relation to consent (including the legal age of consent for sexual activity, the legal definition of consent and the responsibility in law for the seeker of consent to ensure that consent has been given)

  • R&L – Y9 – sanctity of life/abortion
  • Brook services 
  • Evaluate workshops

PSHE

R20. how to seek the consent of another person and be sure that consent has been given; how to assertively withhold or withdraw consent

  • R&L – Y9 – sanctity of life/abortion
  • Brook services 
  • Evaluate workshops

PSHE

R21. about contraception, including the condom and pill (see also ‘Health’) and to develop communication and negotiation skills necessary for contraceptive use in healthy relationships

  • R&L – Y9 – sanctity of life/abortion
  • Science – Y7 – Save the World
  • Brook services 
  • Evaluate workshops

PSHE

R22. about the risks related to unprotected sex, which could include exploring the consequences of unintended pregnancy and the options available in such circumstances

  • R&L – Y9 – sanctity of life/abortion
  • Science – Y7 – Save the World
  • Brook services 
  • Evaluate workshops

PSHE

R23. to recognise the portrayal and impact of sex in the media and social media (which might include music videos, advertising and sexual images shared between young people, the unrealistic portrayal of relationships and sex in pornography)

  • R&L – Y9 – sanctity of life/abortion
  • SRE drop downs
  • Brook services 
  • Evaluate workshops

PSHE

R24. about the difference between assigned/biological sex, gender identity and sexual orientation

R&L – Y8 – rights

PSHE

R25. to recognise that there is diversity in sexual attraction and developing sexuality   

R&L – Y8 – rights

PSHE

R26. the terms associated with sex, gender identity and sexual orientation and to understand accepted terminology

R&L – Y9 – sanctity of life

PSHE

R27. about the unacceptability of sexist, homophobic, biphobic, transphobic, racist and disablist language and behaviour, the need to challenge it and how to do so

  • R&L – sanctity of life
  • Drama – Y9 – racism SoW
  • History – Y9 – Black Peoples of the Americas unit, Holocaust
  • British Values drop down
  • Prevent form time actitivtiesactivities
  • Geography – looking  at different racial groups globally and how they live

PSHE

R28. to recognise bullying and abuse in all its forms (including prejudice-based bullying both in person and online/via text, abuse, exploitation and trafficking) and to have the skills and strategies to manage being targeted or witnessing others being targeted

  • R&L – expectations
  • History – Y9 – Black Peoples of the Americas unit, Holocaust, Y8 – Factory conditions
  • Music – Y7 – anti-bullying song writing project
  • Maths – classroom management, behaviour policy
  • Computing – Y7 – e-safety cyberbullying, how to report abuse
  • Chelsea’s Choice drama production
  • CP assemblies
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

R29. the support services available should they feel, or believe others feel, they are being abused or in an unhealthy relationship and how to access them

  • R&L – expectations
  • CP assemblies
  • Chelsea’s choice drama production

PSHE

R30. to recognise peer pressure and have strategies to manage it; to recognise ‘group think’ (where the cohesion of the group becomes more important than the choices or actions of the group) and to develop strategies for managing it

  • R&L – expectations
  • Drama – every lesson
  • Music – Y7 – group rhythm exercises
  • Science – Y8 – Marvellous Medicine, smoking, peer pressure
  • Form time activities – peer pressure

PSHE

R31. to understand the feelings and pressure that the need for peer approval can generate, including in relation to the purchase and use of tobacco and alcohol (including cheap/illicit alcohol and cigarettes), drugs and other risky behaviours

  • R&L – expectations
  • Healthy living drop downs
  • Form time activities – peer pressure

PSHE

R32. to understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in a wide variety of contexts (including substance use and information technology) and where and how to access support if they have concerns 

  • R&L – expectations
  • Drama – Y9 – drugs SoW
  • Science – Y8 – Marvellous Medicine
  • Healthy living drop downs

PSHE

R33. laws relating to the carrying of offensive weapons (including what might motivate someone to carry one and the range of consequences); strategies for managing pressure to carry a weapon 

Crime and justice form time activities

PSHE

R34. about the difference between friendship groups and gangs (including the risks posed by membership of gangs on individuals, families and communities); strategies for managing pressure to join a particular group or gang and how to access appropriate support

  • R&L – Y8 – child soldiers, Y9 – sanctity of life
  • Drama – Let Him Have it drama scheme, The Identification scheme

PSHE

R35. the safe and responsible use of information communication technology (including safe management of own and others’ personal data including images) 

  • R&L – expectations
  • SEN -  Y7/8 – in ICT lessons looking at e-safety
  • Computing – Y9 – computer laws inc. personal data, consumer, copyright

PSHE

R36. to establish clear personal boundaries around those aspects of their lives they wish to be private, shared only with specific people, and made public; to understand their right to privacy 

  • R&L – expectations
  • SEN -  Y7/8 – in ICT lessons looking at e-safety
  • Computing – Y7/8 – e-safety
  • CP assemblies

PSHE

R37. how to manage any request or pressure to share an image of themselves or of others; who to talk to if they have concerns

  • R&L – expectations
  • Drama – Y8 – cyberbullying, Y9 – she said
  • Computing – Y7/8 – e-safety
  • Evaluate sessions
  • CP assemblies

PSHE

R38. when the sharing of explicit images may constitute a serious criminal offence

 

  • Computing – Y7/8 – e-safety
  • CP assemblies

PSHE

L1. to recognise, clarify and if necessary challenge their own core values and how their values influence their choices 

  • R&L – expectations
  • DT – sustainability
  • British Values drop downs

PSHE

L2. the knowledge and skills needed for setting realistic and challenging personal targets and goals (including the transition to Key Stage 3)

  • R&L – expectations
  • Drama – target setting
  • Music – own choice skill planning of lessons, setting targets
  • Maths – basic skills assessment leading to self-directed learning
  • Languages – targets, feedback, LO’s differentiated

PSHE

L3. the similarities, differences and diversity among people of different race, culture, ability, disability, sex, gender identity, age and sexual orientation and the impact of stereotyping, prejudice, bigotry, bullying, and discrimination on individuals and communities

  • History – Y9 – Black Peoples of the Americas unit, Holocaust
  • Music – through music of different cultures, traditions, styles, genres, discussion is developed as a whole class where appropriate
  • Geography – Y8/9 - study of other countries/cultures e.g. Africa, Middle East
  • Languages – culture ongoing
  • British Values drop downs

PSHE

L4. strategies for safely challenging stereotyping, prejudice, bigotry, bullying, and discrimination when they witness or experience it in their daily lives

  • R&L – expectations
  • History – Y9 – holocaust
  • Languages – e.g. Spanish don’t all wear sombreros!
  • Drama – racism scheme of work
  • British Values Drop Downs
  • Form time activities - prevent

PSHE

L5. about the potential tensions between human rights, British law and cultural and religious expectations and practices

  • R&L – Y8 – belief into action – Malala
  • Drama – every lesson
  • History – Y8 – Religious diversity
  • Form time activities – human rights/ prevent
  • British values drop downs

PSHE

L6. about the primacy of human rights; and how to safely access sources of support for themselves or their peers if they have concerns or fears about those rights being undermined or ignored 

  • R&L – Y8 – rights
  • Drama – every lesson
  • History – Y9 – Black Peoples of the Americas unit
  • Form time activities – human rights/ prevent
  • British values drop downs

PSHE

L7. to recognise that they have the same rights to opportunities in learning and work as all other people; to recognise and challenge stereotypes; and/or family or cultural expectations that may limit their aspirations 

  • R&L – Y8 – rights
  • Drama – every lesson
  • Maths – applying the behaviour policy
  • Languages – Y9 – jobs/work/education module
  • Form time activities – human rights/ prevent
  • British values drop downs
  • Form time activities - aspirations

PSHE

L8. about their own identity as a learner, preferred style of learning and to develop study, organisational, research and presentation skills

  • Drama – every lesson
  • DT – presentation
  • Music – planning own choice skill development across an extended time to involve organisation, research and performing to others
  • Maths – revision skills, intervention, record in planner homework etc.
  • Computing – ongoing research and presentation skills
  • Drop downs include group work and presentations

PSHE

L9. to identify own strengths, interests, skills and qualities as part of the personal review and planning process, including their value to future employability and strategies for further developing them

  • Drama – every lesson
  • Music – work place skills are highlighted and developed through all lesson content

PSHE

L10. different types of work, including employment, self-employment and voluntary work; that everyone has a ‘career’ which is their pathway through life, education and work

  • DT – careers in DT
  • Geography – Y9 – Globalisation and economic activities
  • Computing – Y8 – Financial management research jobs, wages, taxes etc. 10 year plan
  • Form time activities – employment/ volunteering/ enterprise drop downs
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

L11. about the laws and by-laws relating to young people’s permitted hours and types of employment and how to minimise health and safety risks

  • R&L – Y8 – rights
  • Form time activities – money matters

PSHE

L12. about different work roles and career pathways, including clarifying their own early aspirations 

  • DT – careers in DT
  • Music – students are encouraged to think about the bigger picture and to aspire through using local role models in music
  • Science – links to careers on medium term plans
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Form time - aspirations

PSHE

L13. about the labour market (including the diversity of local and national employment opportunities and about self-employment); about learning options, skills, occupations and progression routes 

Enterprise drop downs

PSHE

L14. about the choices available to them at the end of Key Stage 3, sources of information, advice and support, and the skills to manage this decision-making process

  • R&L – Y9 – options
  • Music – Y9 – options programme
  • Drama – Y9 options programme

PSHE

 L15. the benefits of being ambitious and enterprising in all aspects of life

 

  • Drama – every lesson
  • Music – students pushed to challenge themselves, concert opportunities
  • Languages – growth mindset encouraged
  • Enterprise drop downs
  • Form time activities - aspirations

PSHE

L16. the skills and qualities required to engage in enterprise, including seeing opportunity, managing risk, marketing, productivity, understanding the concept of quality, cash flow and profit

  • Maths – real life problems – percentages, interest, best buys
  • Computing – Y7 – Dinosaur spreadsheet, looks at cash flow and profit
  • Enterprise drop downs
  • Money matters form time activities
  • Geography – Y9 Economic activities

PSHE

L17. the importance of protecting their own and others’ reputations; protecting their ‘online presence’: the concept of having a personal ‘brand’ that can be enhanced or damaged

Computing – Y7/8 – E-safety

PSHE

L18. to assess and manage risk in relation to financial decisions that young people might make

  • Drama – every lesson
  • Maths – profit/loss – interest – accounting problems
  • Computing – Y8 – Financial management 2 lessons on decision making
  • Money matters form time activities

PSHE

L19. about gambling (including online) and its consequences, why people might choose to gamble, and the gambling industry influences their choices and tries to engage them in gambling; how to manage pressure or influence to gamble and access support if worried about themselves or others

Money matters form time activities

PSHE

L20. to explore social and moral dilemmas about the use of money, (including how the choices young people make as consumers affect others’ economies and environments)

  • Drama – every lesson
  • Money matters form time activities

Citizenship

C1. the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch

  • R&L – Y8 – rights
  • History – Y8 – The Stuarts – change to a Constitutional Monarchy
  • Parliament form time activities

Citizenship

C2. the operation of Parliament, including voting and elections, and the role of political parties

  • R&L – Y8 – rights
  • History – Y9 -– Suffragettes
  • Parliament form time activities

Citizenship

C3. the precious liberties enjoyed by the citizens of the United Kingdom

  • R&L – Y8 – rights
  • History – Y9 – WWII
  • British values drop downs

Citizenship

C4. the nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals

  • R&L – Y8 – rights
  • Computing – Y9 – legislation unit of work
  • Law and justice form time activities

Citizenship

C5. the roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities

  • British values drop downs
  • Community –form time activities
  • Geography – Y8 Ecosystems – rainforest campaign groups, climate change

Citizenship

C6. the functions and uses of money, the importance and practice of budgeting, and managing risk. 

  • Maths – worded problems
  • Computing – Y8 – Financial management unit
  • Enterprise drop downs
  • Money matters form time activities

KS4 Audit PSHE & Citizenship

Area(s)

Topic/Theme/Issue

Year Group(s)

How is this covered?

PSHE

H1. to evaluate the extent to which their self-confidence and self-esteem are affected by the judgments of others and ways of managing this

KS4

  • R&L / P&E – expectations
  • Art – many students choose to specialise in issues such as self esteem and body image during independent projects
  • PE / Finance – in feedback in gymnastic lessons “confidence to perform in front of others is outlined”
  • Drama – verbal and written feedback through peer evaluations on both written and practical work
  • Music – performance – peer assessed performances, sharing positives and areas to improve and being constructive about this
  • History – role play, hot seating and group presentations on WWI, Power and the People
  • Science – Cystic Fibrosis, genetic decisions, genetics
  • Computing – e-safety unit. Look at different computer laws including what information is held about them and how to keep their personal information safe
  • Maths – purple sheets, marking feedback, self review, self directed learning, skill sheets
  • Geography – role play, marking feedback

PSHE

H2. to make effective use of constructive feedback and differentiating between helpful feedback and unhelpful criticism

KS4

  • R&L / P&E – expectations
  • PE / Finance – concurrent throughout all lessons “practically”
  • Drama – verbal and written feedback through peer evaluations on both written and practical work
  • Music - performance – peer assessed performances, sharing positives and areas to improve and being constructive about this
  • English & Media – assessment: teacher feedback, verbal feedback, peer assessment
  • History – oral feedback and also written feedback. Look at feedback on model answers
  • Science – peer assessment
  • Languages – ongoing peer and self assessment – use of teacher feedback
  • Maths – purple sheets, marking feedback, self review, self directed learning, skill sheets
  • Geography - livemarking, oral feedback, assessment feedback, peer and self assessment

PSHE

H3. strategies for managing mental health including stress, anxiety and depression; a broader range of strategies for promoting their own emotional wellbeing 

KS4

  • R&L / P&E – expectations
  • PE / Finance – “in life style” of new GCSE PE spec
  • Music – Use of music to reduce stress in between other revision – taking a break to work on performance pieces
  • English & Media – revision skills: revision over time, how to manage time before and during exams
  • Computing – through health and safety we discuss computer addiction which can cause people to be less sociable leading to depression in some cases
  • Maths – revision techniques, mymaths over half term
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Healthy Living drop downs
  • Mental health form time activities

PSHE

H4. the characteristics of emotional and mental health and the causes, symptoms and treatments of some mental and emotional health disorders (including stress, anxiety and depression)

KS4

  • Music – Use of music to reduce stress in between other revision – taking a break to work on performance pieces
  • English & Media – through the study of a range of texts, poetry – for example the poem Remains which deals with PTSD
  • Maths – revision techniques, mymaths over half term
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Mental health form time activities

PSHE

H5. to recognise and manage the triggers (for themselves or their friends) for unhealthy coping strategies, such as self-harm and eating disorders; how to recognise when they or others need help, sources of help and strategies for accessing

KS4

  • PE / Finance – eating disorders covered in the new national PE course
  • Science – healthy eating
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Mental health form time activities

PSHE

H6. to identify, evaluate and independently access reliable sources of information, advice and support for all aspects of physical or mental health (including sexual health services)

KS4

  • R&L / P&E – P&E – relationships and family
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA  sessions

PSHE

H7. how to take increased responsibility for maintaining and monitoring their own health

KS4

  • PE / Finance – during the PEP GCSE PE coursework, fitness testing
  • English & Media – through revision skills/self management skills
  • Science – blood pressure / bmi / heart problems / diabetes etc
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Healthy living drop downs

PSHE

H8. how lifestyle choices affect a developing foetus

KS4

  • R&L / P&E – P&E – R&L unit
  • Science – smoking and alcohol

PSHE

H9. about STIs, including HIV/AIDS, how to protect themselves and others from infection and how to respond if they feel they or others are at risk

KS4

  • R&L / P&E – P&E – R&L unit
  • Science – b6 covers this
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

H10. to recognize and manage feelings about, and influences on, their body image including the media’s portrayal of idealised and artificial body shapes

KS4

  • R&L / P&E – relationships and family
  • PE / Finance – GCSE PE cover media image in sport
  • English & Media – both through fiction texts/non fiction texts. Topics for spoken language often cover these and other related topics
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

H11. to assess and manage risks associated with cosmetic and aesthetic procedures, including tattooing, piercings, the use of sun lamps and tanning salons

KS4

English & Media – highlighted through some non fiction texts related to Paper 2 language skills

PSHE

H12. how to recognise and follow health and safety procedures 

KS4

  • PE / Finance – National exam, GCSE PE and all practical PE lessons
  • DT – throughout courses reference is made to H&S policy/practice/legislation
  • Drama – use of lighting and staging – staying safe
  • English & Media – occasionally through fiction texts
  • Science – practical investigations
  • Computing – discuss ergonomics and health and safety within computing / use of computers

PSHE

H13. how to find sources of emergency help and how to perform emergency first aid, including cardio-pulmonary resuscitation (CPR)

KS4

  • PE / Finance – emergency action plans covered and first aid covered in GCSE PE and national PE course
  • First aid/ staying safe form time activities

PSHE

H14. about personal safety and protection, how to reduce risk and minimise harm in different settings (including social settings, the workplace, the street, on roads and during travel)

KS4

  • R&L / P&E – relationships and family
  • PE / Finance – covered in GCSE PE
  • DT – risk assessment covered in DT, HACCP in Food, CoSHH where necessary. Use of PPE part of normal working practice
  • English & Media – non fiction texts / spoken language
  • Science – Physics – seatbelts, stopping distances, chimple zones
  • Staying safe form time activities

PSHE

H15. the short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and communities, including the health risks related to second-hand smoke

KS4

  • R&L / P&E – relationships and family
  • Music – touched upon in analysing the context of the album Sgt Peppers by The Beatles
  • English & Media – selected topics for spoken language
  • Science – B7 (second hand smoke)
  • Languages – GCSE topic, focus is language not wider issues
  • Healthy living drop downs
  • Brook sessions

PSHE

H16. understand the terms ‘habit’, ‘dependence’ and ‘addiction’ in relation to substance use and where and how to access support if they have concerns

KS4

  • R&L / P&E – crime and punishment
  • Science – ecstacy (B10)
  • Healthy living drop downs

PSHE

H17. the wider risks and consequences of legal and illegal substance use, including on their personal safety, future career, relationships and future lifestyle

KS4

  • R&L / P&E – crime and punishment
  • Evaluate sessions
  • Brook sessions

PSHE

H18. about checking themselves for cancer (including testicular and breast self-examination) and other illnesses, including knowing what to do if they are feeling unwell; strategies to overcome worries about seeking help and being a confident user of the NHS

KS4

  • PE / Finance – sport related injuries
  • Science – B7 covers this / also Physics radiation

PSHE

R1. strategies to manage strong emotions and feelings

 

KS4

  • R&L / P&E – expectations
  • Drama – exploring and expressing emotion through character
  • Music – using music as an outlet for strong emotions – listening, performing and composing. Also using music to break-up revision and de-stress
  • English & Media – behaviour management in the classroom

PSHE

R2. the characteristics and benefits of positive, strong, supportive, equal relationships 

KS4

  • R&L / P&E – expectations
  • Drama – exploring relationships through roleplay
  • English & Media – peer support/groups within lessons
  • History – relationships between Kings and Queens. People in power and the people
  • Languages – a topic within language focus, but often leads to wider discussion
  • EVA sessions

PSHE

R3. that living together, marriage and civil partnerships are ways that people freely and without coercion, demonstrate their commitment to each other

KS4

  • R&L / P&E – relationships and family unit
  • English & Media – writing to argue/persuade/poems/fiction texts – patriarchal societies through Shakespearean texts
  • Languages – a topic within language focus, but often leads to wider discussion

PSHE

R4. parenting skills and qualities and their central importance to family life (including the implications of young parenthood; to be able to make informed choices about parenting including issues around breastfeeding)

KS4

  • R&L / P&E – relationships and family unit
  • English & Media – through poetry and fiction texts
  • Languages – a topic within language focus, but often leads to wider discussion

PSHE

R5. to recognise when a relationship is unhealthy or abusive (including the unacceptability of both emotional and physical abuse or violence including ‘honour’ based violence, forced marriage and rape) and strategies to manage this or access support for self or others at risk

KS4

  • R&L / P&E – relationships and family unit
  • English & Media – through fiction texts
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R6. managing changes in personal relationships including the ending of relationships

KS4

  • R&L / P&E – relationships and family unit
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R7. to develop an awareness of exploitation, bullying, harassment and control in relationships (including the unique challenges posed by online abuse and the unacceptability of physical, emotional, sexual abuse in all types of teenage relationships, including in group settings such as gangs) and the skills and strategies to respond appropriately or access support

KS4

  • R&L / P&E – relationships and family unit
  • Computing – we have 2 lessons on personal safety online covering online works, viruses, Trojans, worms etc malware spyware resulting in virus protection
  • Languages – a topic within language focus, but often leads to wider discussion
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R8. about the concept of consent in relevant, age-appropriate contexts building on Key Stage 3

KS4

  • R&L / P&E – relationships and family unit
  • English & Media – through modern dramas
  • SRE drop downs

PSHE

R9. about the impact of domestic abuse (including sources of help and support)

KS4

  • R&L / P&E – relationships and family unit
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • SRE drop downs
  • EVA sessions

PSHE

R10. the impact of separation, divorce and bereavement on families and the need to adapt to changing circumstances 

 

KS4

  • R&L / P&E – relationships and family unit
  • English & Media – through fiction texts such as short stories/modern novel/modern drama
  • Languages – a topic within language focus, but often leads to wider discussion
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

R11. about statutory and voluntary organisations that support relationships experiencing difficulties or in crisis, such as relationship breakdown, separation, divorce, or bereavement

KS4

  • R&L / P&E – relationships and family unit
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R12. how to access such organisations and other sources of information, advice and support

 

KS4

  • R&L / P&E – relationships and family unit
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R13. about diversity in sexual attraction and developing sexuality, including sources of support and reassurance and how to access them

KS4

R&L / P&E – relationships and family unit

PSHE

R14. to understand the role of sex in the media and its impact on sexuality (including pornography and related sexual ethics such as consent, negotiation, boundaries, respect, gender norms, sexual ‘norms’, trust, communication, pleasure, orgasms, rights, empowerment, sexism and feminism) 

KS4

  • R&L / P&E – relationships and family unit
  • English & Media – Media – representation/production of magazines/newspapers other formats
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions

PSHE

R15. how to seek consent and to respect others’ right to give, not give or withdraw consent to engage in different degrees of sexual activity

KS4

  • R&L / P&E – relationships and family unit
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R16. to recognise when others are using manipulation, persuasion or coercion and how to respond

 

  • R&L / P&E – relationships and family unit
  • English & Media – through persuasive/argumentative writing
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R17. to understand the pernicious influence of gender double standards and victim-blaming

KS4

  • R&L / P&E – relationships and family unit
  • SRE drop downs
  • Evaluate sessions
  • Brook sessions
  • EVA sessions

PSHE

R18. to recognise the impact of drugs and alcohol on choices and sexual behaviour

KS4

  • R&L / P&E – relationships and family unit
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Brook sessions

PSHE

R19. to manage unwanted attention in a variety of contexts (including harassment and stalking)

KS4

R&L / P&E – relationships and family unit

PSHE

R20. to understand and respect others’ faith and cultural expectations concerning relationships and sexual activity

KS4

  • R&L / P&E – relationships and family unit
  • English & Media – through a range of poetry and fiction texts
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Evaluate sessions

PSHE

R21. to assess readiness for sex

KS4

  • R&L / P&E – relationships and family unit
  • Drama – exploration of play text ‘The Last Resort’
  • Evaluate sessions

PSHE

R22. about accessing and the correct use of contraception (including emergency contraception), negotiating condom use, reinforcing and building on learning in Key Stage 3

KS4

  • R&L / P&E – relationships and family unit
  • Brook sessions

PSHE

R23. to understand the consequences of unintended pregnancy and of teenage parenthood (in the context of learning about parenting skills and qualities and their importance to family life)

KS4

  • R&L / P&E – R&L unit
  • Drama – exploration of play text ‘The Last Resort’
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

R24. the reasons why parents choose to adopt/foster or to place children for adoption/fostering

KS4

R&L / P&E – relationships and family unit

PSHE

R25. about abortion, including the current legal position and the range of beliefs and opinions about it

KS4

  • R&L / P&E – R&L unit
  • English & Media – selected individuals have chosen to cover this topic in spoken language presentations
  • Science – genetics / choices

PSHE

R26. the pathways available in the event of unintended pregnancy, the possible physical and emotional reactions and responses people may have to each option and who to talk to for accurate, impartial advice and support

KS4

R&L / P&E – R&L unit

PSHE

R27. that fertility levels can vary in different people; can be damaged by some sexually transmitted infections, decreases with age

KS4

  • R&L / P&E – R&L unit
  • Science – STIs / fertility

PSHE

R28. about the options open to people who are not able to conceive

KS4

  • R&L / P&E – R&L unit
  • Science – genetic diagnosis / testing

PSHE

R29. the role peers can play in supporting one another (including helping vulnerable friends to access reliable, accurate and appropriate support)

KS4

  • R&L / P&E – expectations
  • English & Media – supporting weaker students/peers when reading aloud/helping each other when revising, during interventions, in class
  • History – support in presentations, respond to other pupils’ answers
  • Languages – focus on language, can lead to discussion
  • Maths – seating plan
  • Form time activities – peer pressure

PSHE

L1. to evaluate their own personal strengths and areas for development and to use this to inform goal setting

KS4

  • R&L / P&E – expectations
  • Drama – self reflection every lesson
  • Music – self-assessment and written feedback. Setting challenging GCSE performance pieces as goals
  • English & Media – WWW/EBI feedback
  • History – targets given in feedback, peer assessing and self assessing
  • Languages – after assessments
  • Maths – self directed learning
  • Geography – targets given in feedback, peer and self assessing

PSHE

L2. about the unacceptability of all forms of discrimination, and how to challenge it, prejudice and bigotry in the wider community including the workplace

KS4

  • R&L / P&E – relationships and family unit
  • Drama – community scheme of work
  • English & Media – covered in a range of fiction and non fiction texts
  • History – Civil Rights Movement
  • Languages – focus on language, can lead to wider discussion
  • British values drop downs

PSHE

L3. to think critically about extremism and intolerance in whatever forms they take (including religious, racist and political extremism, the concept of ‘shame’ and ‘honour based’ violence) 

KS4

  • R&L / P&E – peace and conflict unit
  • English & Media – selected individuals choose to cover these topic areas in spoken language/poetry anthology
  • History – Terrorism – Blackhand WWI course
  • British values drop downs
  • Form time activities – prevent

PSHE

L4. to recognise the shared responsibility to protect the community from violent extremism and how to respond to anything that causes anxiety or concern

KS4

  • R&L / P&E – peace and conflict unit
  • Drama – community SoW
  • Languages – in response to relevant news stories
  • British values drop downs
  • Form time activities - prevent

PSHE

L5. how to recognise a ‘cult’; how it differs from other types of group; how cults recruit; how to seek help if they are worried for themselves or for others

KS4

 

PSHE

L6. how social media can offer opportunities to engage with a wide variety of views on different issues

KS4

  • English & Media – through non fiction texts / media studies – production of webpages
  • Languages – language focus, but can lead to discussion of wider issues
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

L7. to recognise how social media can also distort situations or issues; can narrow understanding and appear to validate these narrow views

KS4

  • English & Media – media studies – production of magazines and websites
  • Languages – language focus, but can lead to discussion of wider issues
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

L8. the legal and personal risks associated with being asked for or sharing intimate images of others and strategies for managing these risks 

KS4

  • Languages – language focus, but can lead to discussion of wider issues
  • CP assemblies

PSHE

L9. about harassment and how to manage this (including in the workplace); the legal consequences of harassment

KS4

Languages – language focus, but can lead to discussion of wider issues

PSHE

  • L10. how their strengths, interests, skills and qualities are changing and how these relate to future employability

KS4

  • PE / Finance – covered in finance in different topics
  • English & Media – in discussion the role of English providing relevant skills in the work place. Analysis of characters and how this relates to people and real life situations
  • History – different variety of lessons in terms of their strengths and weaknesses
  • Science – relate to science jobs
  • Languages – language focus, but can lead to discussion of wider issues
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.

PSHE

L11. about the information, advice and guidance available to them and how to access the most appropriate support

KS4

PE / Finance – covered in finance in different topics

PSHE

L12. to further develop study and employability skills (including time management, self-organisation and presentation, project planning, team-working, networking and managing online presence)

KS4

  • R&L / P&E – expectations
  • PE / Finance – covered in finance in different topics
  • Music – planning performances practice with dedicated, timetabled rehearsal times. Completing composition diaries
  • English & Media – through letter writing (exam skill) revision skills taught at Y10 and developed in Y11
  • History – setting deadlines. Work on an extended answer together
  • Computing – the skills here are discussed and used in the NEA
  • Maths – group work, time management – mark-a-minute in exams
  • Geography – teaching students how to revise, time management for exam questions

PSHE

L13. about the range of opportunities available to them for career progression, including in education, training and employment

KS4

  • R&L / P&E – expectations
  • Computing – look at jobs available within the industry
  • Languages – language focus, but can lead to discussion of wider issues
  • Maths – A level - requirements

PSHE

L14. about changing patterns of employment (local, national, European and global); about different types of business, how they are organised and financed

KS4

  • PE / Finance – cover organised and financial in finance
  • Geography – UK industrial change

PSHE

L15. to research, secure and take full advantage of any opportunities for work experience that are available 

KS4

Year 10 work experience

PSHE

L16. about rights and responsibilities at work (including their roles as workers, and the roles and responsibilities of employers and unions) 

KS4

Careers LSm

PSHE

L17. attitudes and values in relation to work and enterprise (including terms such as ‘customer service’ and ‘protecting corporate or brand image’)

KS4

  • PE / Finance – cover enterprise in finance
  • Money matters – form time activities

PSHE

L18. about confidentiality in the workplace, when it should be kept and when it might need to be broken

KS4

Science – doctors – medical tests

PSHE

L19. to develop their career identity, including how to maximise their chances when applying for education or employment opportunities

KS4

R&L / P&E – expectations

PSHE

L20. to recognise and manage the influences on their financial decisions, (including managing risk, planning for expenditure, understanding debt and gambling in all its forms); to access appropriate support for financial decision-making and for concerns over money, gambling etc.

KS4

  • PE / Finance – covered in different topics within financial planning
  • History – economic boom – Wall Street Crash in America. Dangers of relying on credit
  • Maths – compound interest – APR, Wonga etc. Money – relevance to real life
  • Enterprise and financial capability drop downs
  • Money matters – form time activities

PSHE

L21. to be a critical consumer of goods and services (including financial services) and recognise the wider impact of their purchasing choices

KS4

  • PE / Finance – covered in different topics within financial planning
  • DT – some reference to encouraging use of “good design”
  • English & Media – through writing to argue/persuade/presenting view points on language paper 2/non fiction texts
  • History – tariff controls in America
  • Geography – cover this ? unit and sustainable consumer products from the rainforest
  • Maths – best buy style questions
  • Money matters form time activities

PSHE

L22. their consumer rights and how to seek redress 

KS4

  • DT – references to consumer issues, look at consumer assoc,BS,etc kitemark etc
  • History – consumer goods in economic boom
  • Money matters form time activities

Citizenship

C1. parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the executive, legislature and judiciary and a free press

KS4

  • R&L / P&E – expectations
  • PE / Finance – cover democracy in different financial topic
  • History – Power and the People module, role of Kings, role of Parliament, role of citizens
  • Science – power generation
  • Form time activities - parliament

Citizenship

C2. the different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond

KS4

Form time activities - parliament

Citizenship

C3. other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom

KS4

History – Power and the People – beginnings of democracy

Citizenship

C4. local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world

KS4

  • History – Power and the People
  • Form time activities
  • Geography – how the UK is linked to the rest of the world in UK Industrial Change

Citizenship

C5. human rights and international law

KS4

  • R&L / P&E – peace and conflict unit
  • English & Media – covered through non fiction texts / short stories / fiction texts
  • History – Slavery and the abolition of it. Magna Carta in power and the people
  • Drama – playing many different roles where situations occur in people’s lives. Understanding how others feel.
  • Prevent -form time activities

Citizenship

C6. the legal system in the UK, different sources of law and how the law helps society deal with complex problems

KS4

  • R&L / P&E – crime and punishment unit
  • English & Media – through fiction texts
  • Crime and justice  - form time activities

Citizenship

C7. diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding

KS4

  • R&L / P&E – peace and conflict unit
  • History – Racism in the UK and America slavery
  • Languages – all the time!
  • British values drop downs
  • Geography – migration in a UK city (Bristol)

 

Citizenship Content

At Key stage 3 we aim to develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils use and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.

Pupils are taught about:

  • The development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch the operation of Parliament, including voting and elections, and the role of political parties
  • The precious liberties enjoyed by the citizens of the United Kingdom
  • The nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals
  • The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities
  • The functions and uses of money, the importance and practice of budgeting, and managing risk.

At Key stage 4 teaching builds on the key stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They will experience and evaluate different ways that citizens can act together to solve problems and contribute to society.

Pupils are taught about:

  • Parliamentary democracy and the key elements of the constitution of the United Kingdom, including the power of government, the role of citizens and Parliament in holding those in power to account, and the different roles of the executive, legislature and judiciary and a free press
  • The different electoral systems used in and beyond the United Kingdom and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond
  • Other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom
  • Local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the Commonwealth, the United Nations and the wider world
  • Human rights and international law
  • The legal system in the UK, different sources of law and how the law helps society deal with complex problems
  • Diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
  • The different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity
  • Income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.  

PSHE Content

The programme of study covers both Key Stage 3 and 4 and is based on three core themes within which there will be broad overlap with the Citizenship content:  

1. Health and Wellbeing

2. Relationships

3. Living in the Wider World

At Key Stage 3, PSHE education acknowledges and addresses the changes that learners are experiencing, beginning with transition to secondary school, the challenges of adolescence and their increasing independence. It teaches the skills which will equip them for the opportunities and challenges of life. Pupils are encouraged to manage diverse relationships and the increasing influence of peers and the media.  PSHE education allows them to be more confident in addressing the challenges of effective learning and making a full and active contribution to society.  

At Key Stage 4, pupils extend and rehearse the skills, further explore attitudes and values, and deepen knowledge and understanding acquired during Key Stage 3. PSHE education reflects the fact that learners are moving towards an independent role in adult life, taking on greater responsibility for themselves and others. 

Whole School Approach

Provision for PSHE & CITIZENSHIP at our school comes from a variety of identifiable sources:

1. PHSE & CITIZENSHIP drop down mornings                                         

During the PSHE & CITIZENSHIP drop down mornings students learn about: enterprise and an understanding of economic wellbeing, sex and relationship education, British values, global issues and diversity, healthy lifestyle choices and drug and alcohol awareness.

2. Pastoral programme      

Through form-tutor led activities during registration, assessing learning and progress, mentoring, target setting and reporting every term, PSHE & Citizenship development is promoted and monitored.

3. Assemblies        

These are delivered by members of staff and external agencies/ guest speakers during the year and promote and/or address a wide range of PSHE and Citizenship themes, British values and the Christian ethos of the school.

4. National Curriculum lessons        

Within subjects and colleges many aspects of PHSE & Citizenship are delivered (see tables below).

5. Extra-curricular activities

Through a growing range of clubs, visits and wider opportunities, School Council and debating events, pupils have the chance to develop personally, socially, emotionally and culturally.

6. Wider community                                  

Our links with the immediate and global community enable students to reflect on their place in the world and appreciate the importance of relationships and an understanding, acceptance and respect of other cultures and beliefs.

7. KS4 – Specialist Careers and Post 16 Events

Year 11 Parents’ Information Evening and Year 9 - Year 11 Careers fair – parents and students are invited along to these events to get an opportunity to prepare for adult life, post 16 employment and education through a varied input from further education, higher education, local industry and other guest speakers and interviewers.

In addition, during the summer term, Year 10 pupils have opportunity to participate in a workshop delivered by Kings College Cambridge students, promoting pupils’ aspirations to attend University and addressing questions, concerns and barriers that may prevent pupils from applying.

Year 11 students are encouraged to sign up for college preview weeks which take place after their GCSE exams.

We engage with the National Citizen Scheme (NCS) and High Tide and encourage students to enroll on their summer programmes.

Outline of PHSE & Citizenship Events

Key events

Assemblies, events and opportunities will be arranged throughout the year in response to the needs of our pupils and the availability of providers and guest speakers. The following run each year:

  • Drop down mornings: Enterprise and Financial Capability, Sex and Relationships Education, British Values and Global Issues and Health and Wellbeing – all Year Groups.
  • Targeted Youth Support ‘No Regrets’ SRE Roadshow – Year 7 to Year 10.
  • Evaluate Tees Valley SRE Workshop – Year 11.

Assessment in PSHE & Citizenship

The majority of assessment and reporting of PSHE & Citizenship is via subjects where the topics and issues are taught discreetly as part of the programmes of study, in addition to this, form tutors also assess pupils’ PSHE & Citizenship learning and understanding during tutor time activities, surveys, discussions and debates and report on their progress to parents each term.

Year 7 - Expected Standard

Expresses opinions, gives personal reasons, listens to others, speaks at appropriate times and puts together some ideas relevant to opinion.

Pupils are able to recognise the need to develop the skills and knowledge, which enable them to make informed and intelligent choices in life. Pupils have some understanding of the topics studied and area aware of ways you can express your opinions and of importance of doing so. They also know there are different opinions in society and are developing their attitudes to the viewpoints of others.

Year 8 - Expected Standard

Expresses informed opinions, listens to others, speaks at appropriate times, responds to opinions of others, links arguments to knowledge and gives reasons for their opinions.

Pupils have begun to develop the skills and knowledge, which will enable them to make informed and intelligent choices in life. Pupils have a good understanding of the topics studied and aware of ways you can express your opinions and of the importance of doing so. They also know there are different opinions in society and have some understanding of why such diversity exists. They demonstrate some responsibility in their attitudes to themselves and others.

Year 9 - Expected Standard

Expresses opinion informed by a range of views, justifies opinions, listens to others, speaks at appropriate times, responds to opinions of others, amends/sticks with opinion in light of argument. Builds a reasoned argument, follows on from others’ points.

Pupils have already made excellent progress in developing the skills and knowledge, which will enable them to make informed and intelligent choices in life. Pupils have a broad and comprehensive understanding of the topics studied and are very good at expressing their knowledge and opinions. They also have a good understanding of the diversity of society, its differing values and some of the reasons why this exists. They often demonstrate responsibility in their attitudes to themselves and others.

KS4 - Expected Standard

Expresses opinions confidently that are informed and justified with examples. Listens to others, speaks at appropriate times, responds to and respects the opinions of others, amends/sticks with opinion in light of argument. Builds a reasoned argument, follows on from others’ points.

Pupils demonstrate a wide range of skills, knowledge and understanding, which will enable them to make informed and intelligent choices in life. Pupils have a broad and comprehensive understanding of the topics studied and are very good at expressing their knowledge and opinions in a thought-through way. Pupils can accurately use a variety of sources and specialist terms to give structured and reasoned arguments and evaluations. When debating /evaluating an issue, shows at least one other view in a broad, balanced way and reflecting a process of reasoning which weighs up the evidence and draws a conclusion. They also have a good understanding, acceptance and tolerance of the diversity of society, its differing values and some of the reasons why this exists. They always demonstrate responsibility in their attitudes to themselves and others.


Safeguarding Delivery

Rye Hills Academy Safeguarding Deliberate Delivery 2020/2021

Safeguarding PSHE


Useful links for independent study:

  • BBC Bitesize PSHE & Citizenship KS3

http://www.bbc.co.uk/education/subjects/ztvg9j6

  • BBC Bitesize PSHE & Citizenship KS4

http://www.bbc.co.uk/education/subjects/z3ckjxs

  • Parliament UK

http://www.parliament.uk/education/

  • Youth Parliament

http://www.ukyouthparliament.org.uk/

  • National Citizen Service

https://www.gov.uk/government/get-involved/take-part/national-citizen-service

  • Save the Children

http://www.savethechildren.org.uk/about-us

  • Evaluate SRE

http://www.evaluate.org.uk/students/quizzes

  • EVA Women’s Aid Redcar

www.eva.org.uk

  • The Junction Foundation Redcar

www.thejunctionfoundation.com