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Personal, Social, Health and Economic (PSHE) &

Spiritual, Moral, Social and Cultural (SMSC)

Education Policy

Name of School The Coopers’ Company and Coborn

School

Policy review Date December 2018

Date of next Review March 2021

Who reviewed this policy? Mr Rob Bell

To be approved by Standards &

Performance Committee

March 2019

Policy will be due for a review in Autumn Term of 2019, due to new statutory

regulations being passed by the DFE relating to PSHE.

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Contents

Section 1: Introduction Page 3

Section 2: Aims Page 3

Section 3: Rationale Page 5

Section 4: Equality & Diversity Page 6

Section 5: The PSHE Curriculum Page 6

Section 6: The PSHE Curriculum: Channels of Delivery Page 8

Section 7: Sex & Relationships Education Page 9

Section 8: Religious Education & Collective Worship Page 9

Section 9: Teaching Methods / Sensitive & Controversial Issues Page 10

Section 10: Spiritual Development Page 11

Section 11: Moral Development Page 11

Section 12: Personal and Social Development Page 12

Section 13: Cultural Development Page 13

Section 14: Role of the Governing Body Page 14

Section 15: Policy Adoption, Monitoring & Review Page 14

Appendix 1: Overall PSHE Curriculum Map Page 15

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1. Introduction:

1.1 At The Coopers’ Company and Coborn School our motto ‘Love as Brethren’ exemplifies our attitude and

approach to the importance of the development of all aspects of SMSC, British Values and PSHE.

1.2 We champion and firmly believe in a holistic education, experience and curriculum that ensures that our pupils

are ‘rounded and grounded’. We recognise that the development of pupils, spiritually, morally, socially and

culturally plays a significant part not only in their ability to learn and achieve but in their ability to relate fully

to and have the ability to access the world they live in.

1.3 We therefore aim to provide an education that provides children with opportunities to explore and develop

their own values, as well as those of Britain; whilst recognizing that those of others may differ. Beliefs, spiritual

awareness, high standards of personal behaviour including a positive caring attitude towards other people, an

understanding of their social and cultural traditions and an appreciation of the diversity and richness of other

cultures are all critical skills and dispositions that we nurture, encourage and develop through our subject and

wider curriculum.

2. Aims

2.1 The overarching aim for PSHE education is to provide pupils with:

accurate and relevant knowledge opportunities

to turn that knowledge into personal 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.

2.2 We promote the needs and interests of all students, irrespective of gender, culture, ability or aptitude

2.3 Teaching PSHE will take into account the ability, age, readiness and cultural backgrounds of our young people

and those with English as a second language to ensure that all can fully access the PSHE education provision.

2.4 Parents do have a right to withdraw their children from non-statutory elements of the sex education (those parts not within the national curriculum science programmes of study)

2.5 We promote social learning and expect our students to show a high regard for the needs of others by working in pairs/groups/class discussions. During Focus days students work within tutor groups not by academic ability banding.

2.6 We will use PSHE education as a vehicle to address diversity issues and to ensure equality for all by training staff, when necessary and to provide quality resources for teachers to deliver consistently

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2.7 Because PSHE education works within students’ real life experiences, it is essential to establish a safe learning environment. We aim to create a safe and supportive learning environment by delivering PSHE, sometimes with emotive and sensitive topics at the heart of the lesson.

2.8 We will ensure that where students indicate that they may be vulnerable and at risk, they will get appropriate support through our rigorous referral procedure depending on the nature of the referral.

2.9 In the course of PSHE education sessions with their tutor, students may indicate that they are vulnerable or ‘at risk’. It is important to note that staff training in safeguarding/child protection is paramount to ensure clarity about what is required in such circumstances.

3. Rationale:

Praise

The Coopers Charter

PIXL

programmes

Duke of Edinburgh

Love as Brethen

Enrichment

Captaincy & Responsibility

Student Congress

CIAGLinks with The Met

Police

Sex & Relationship

Education

Anti-Bullying Policy

We aim to ensure:

That everyone connected with the school is aware

of our values and principles

A consistent approach to the delivery of SMSC and

PSHE issues through the curriculum and the general

life of the school.

Students and parents should be aware of the need

to support the rule of English civil and criminal law

The promotion of values such as democracy,

tolerance, liberty and respect

Awareness of and participation in a range of

democratic processes

That a child’s education is set within the context that

is meaningful and appropriate to their age, aptitude

and background.

That children have a good understanding of their

responsibilities and how to exercise them

Through classroom activities and dialogue in the wider

curriculum we will give the children opportunities to:

Share their achievements and successes with others

Talk about personal experiences and feelings.

Express and clarify their own ideas and beliefs.

Speak about difficult events, e.g. bullying, death etc.

Explore relationships with friends/family/others.

Consider the needs and behaviour of others.

Show empathy.

Develop self-esteem and a respect for others.

Develop a sense of belonging.

Develop the skills and attitudes that enable children

to develop socially, morally, spiritually and culturally

e.g. empathy, respect, open-mindedness,

sensitivity, critical awareness etc.

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3.1 Personal wellbeing helps young people embrace change, feel positive about who they are and enjoy healthy,

safe, responsible and fulfilled lives. Through active learning opportunities students recognise and manage risk,

take increasing responsibility for themselves, their choices and behaviours and make positive contributions to

their families, schools and communities. As students learn to recognise, develop and communicate their

qualities, skills and attitudes, they build knowledge, confidence and self-esteem and make the most of their

abilities. As they explore similarities and differences between people and discuss social and moral dilemmas,

they learn to deal with challenges and accommodate diversity in all its forms. The world is full of complex and

sometimes conflicting values. Personal wellbeing helps students explore this complexity and reflect on and

clarify their own values and attitudes. They identify and articulate feelings and emotions learn to manage new

or difficult situations positively and form and maintain effective relationships with a wide range of people

3.2 Education for economic wellbeing and financial capability aims to equip students with the knowledge, skills

and attributes to make the most of changing opportunities in learning and work. Through their learning and

experiences inside and outside school, students begin to understand the nature of the world of work, the

diversity and function of business, and its contribution to national prosperity. They develop as questioning and

informed consumers and learn to manage their money and finances effectively. Education for economic

wellbeing and financial capability improves motivation and progression by helping students see the relevance

of what they learn in school to their future lives. It expands their horizons for action by challenging

stereotyping, discrimination and other cultural and social barriers to choice. It helps students to aim high.

3.3 Students build a positive and realistic view of their needs and capabilities so that they can make effective

learning plans, decisions and transitions. They become aware of changing career opportunities and develop

the knowledge and skills to make informed decisions about which learning programmes to take. Students learn

to be enterprising. They develop the ability to handle uncertainty, respond positively to change and create

and implement new ideas and ways of doing things. They learn how to make and act on reasonable risk/reward

assessments and develop a ‘can-do’ attitude and the drive to make ideas happen.

3.4 Our PSHE programme is driven by the 10 key principles, developed by the PSHE Association:

Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.

Plan a ‘spiral programme’ which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.

Take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to keep themselves and others healthy and safe and to lead happy and fulfilling lives.

Offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitator.

Provide information which is realistic and relevant and which reinforces positive social norms.

Encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.

Recognise that the PSHE education programme is just one part of what a school can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. Link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice. Encourage staff, families and the wider community to get involved.

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Embed PSHE education within other efforts to ensure children and young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported.

Provide opportunities for children and young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.

Provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.

4. Equality and Diversity

4.1 The school promotes the needs of all pupils irrespective of gender, culture, ability or aptitude by ensuring

teaching will take account of ability, age, readiness and cultural backgrounds of our pupils and those with

English as an additional language to ensure that all can fully access PSHE education provision.

5. The PSHE Curriculum

5.1 Although there is not a standardised framework or programmes of study. PSHE can encompass many areas of

study; the school believes teachers are best placed to understand the needs of their pupils.

5.2 However the school has regard for programmes of study Key Stages 1-4 written by the PSHE Association;

funded by Department for Education. These programmes of study are based on three core themes:

Health and wellbeing

Relationships

Living in the wider world

5.3 The School is mindful of the key safeguarding issues in this and includes these within the PSHE programme.

Anti-radicalisation, promotion of British values and careers’ education are all included within our PSHE

strategy.

5.4 Our PSHE Policy links closely with other key documents: Anti-bullying Policy, ICT Acceptable Use Policy, Sex &

Relationships Education and Anti-Radicalisation Policy – all these elements are crucial aspects of PSHE

5.5 E-safety is embedded into the curriculum including within the PSHE programme. As part of living in the wider

world we have a duty of care to ensure that all our pupils are competent, informed safe users of ICT and web

based resources. Understanding safety online is a life skill and empowering children from an early age to

safeguard themselves and their personal information should be nurtured throughout their education to see

them into adult life. We are committed to supporting teachers and parents to understand what safe internet

use means, to identify and prevent potential risks, and identify risky behaviour. The school places great focus

on its duties regarding radicalisation and e-safety. In the KS3 Computer Science curriculum, the issue of e-

safety is a really important one and is explicitly covered. Each year we promote Internet Safety Week as a

school with assemblies on the topic at every key stage. We also expect all students to sign an ICT User-

Agreement which deals explicitly with the issue of e-safety. These issues are also picked up through our PSHE

curriculum.

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5.6 Programme of Study for Health and Wellbeing

Students are taught:

how to maintain physical, mental and emotional health and wellbeing including sexual health

about parenthood and the consequences of teenage pregnancy

how to assess and manage risks to health and to stay, and keep others, safe

how to identify and access help, advice and support

how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; emotional health and wellbeing and sexual health

how to respond in an emergency including administering first aid

the role and influence of the media/social media on lifestyle.

5.7 Programme of Study for Relationships

Students are taught:

how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills

how to recognise and manage emotions within a range of relationships

how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and other violence and online encounters

about the concept of consent in a variety of contexts (including in sexual relationships)

about managing loss including bereavement, separation and divorce

to respect equality and be a productive member of a diverse community

to be aware of issues around social isolation and the danger of radicalisation

how to identify and access appropriate advice and support

5.8 Programme of Study for Living in the Wider World, Economic Wellbeing, Careers, and the World of Work Students are taught:

about rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy

how to make informed choices and be enterprising and ambitious

how to develop employability, team working and leadership skills and develop flexibility and resilience

about the economic and business environment through ‘experiencing’ the world of work, through work experience and work shadowing

how personal financial choices can affect oneself and others

6. The PSHE Curriculum: Channels of Delivery

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6.1 Our approach to these crucial areas is developed through five main channels of delivery:

6.2 All curriculum areas have a contribution to SMSC and PSHE and opportunities for this will be planned in each

area of the curriculum. Belief values, principles and spirituality will be explored across the curriculum. The

integrity and spirituality of faith backgrounds will be respected and explored. The diversity of spiritual

traditions will be recognised, and pupils will be given access to alternative views.

6.3 All adults will model and promote socially responsible behaviour, treating all people as valuable individuals

and showing respect for pupils and their families and stakeholders. Children should learn to differentiate

between right and wrong in as far as their actions affect other people. They will be encouraged to value

themselves and others.

6.4 Children should understand their rights and accept their responsibilities and the need to respect the rights of

others. School and classroom charters should promote responsible behaviour. All curriculum areas should seek

to use illustrations and examples drawn from as wide a range of cultural contexts as possible. This will be

reflected in the teacher’s planning and learning resources.

6.5 Many initiatives within our school community play a crucial role in developing our commitment to SMSC, PSHE

and British Values. Many of these are engrained in the life of the school. Our specific PSHE model is

distinguished by 5 elements:

Assembly programme

PSHE Conference

Days

Tutor time programme

Academic

Curriculum

Extra-curriculuar provision

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Keynote - headline information & guidance: themed Conference Days for each year group, using

effective guest speakers and quality resources.

Scheduled - routine information & guidance: using tutor time to discuss topical issues

Integrated - cross-curricular information & guidance: supporting and developing PSHE and Citizenship

topics through the main/specialist curriculum.

Special - extension information & guidance: year group activities that sit outside the conference days,

but which develop Life Skills.

Web - online information & guidance: quality websites hosting advice and resources for pupils and

parents.

7. Sex and Relationships Education

7.1 Sex Education and Family Life Education are taught at Key Stages 3, 4 and 5, forming part of the School’s Health

Education syllabus. Those aspects of the syllabus not covered by the various departments as a cross curricular

theme are undertaken within the Pastoral Programme and PSHE conference days in Years 7 to 11.

7.2 The School’s Sex Education Programme is framed within the recommendations of the National Curriculum The

Programme aims to be complementary and supportive to the role of the parents, recognising that parents are

the key figures in helping children cope with the physical and emotional aspects of growing up and in preparing

them for the responsibilities which sexual maturity brings.

7.3 We aim to teach about the physical aspects of sexual behaviour within a clear moral framework in which

students will be encouraged to consider the importance of self-restraint, dignity and respect for themselves

and others.

7.4 We aim to present facts in a sensitive, objective and balanced manner enabling students to understand the

range of sexual attitudes and behaviour in present day society, to be aware of the law in relation to sexual

activity, to consider their own attitudes and to make informed, reasoned and responsible decisions about the

attitudes they will adopt at School and in later life.

7.5 Parents have the right to withdraw their children from Sex Education lessons.

7.6 For more detailed information on Sex Education, please read our Sex & Relationships Education Policy

8. Religious Education and Collective Worship

8.1 All students from Years 7 to 11 follow the compulsory lessons in Religious Education, culminating in an

examination in Year 11. Religious Studies is also available at A level in Years 12/13. The syllabuses may be seen

at the School if required.

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8.2 Collective worship is held on a regular basis for different year groups. This is mainly based on the Christian

religion and is led by senior staff and sometimes by Form Tutors or others.

8.3 The annual Founders’ Day Service is held at St Dunstan’s Church, Stepney and is attended by Year 7 every year.

8.4 Parents have the right to withdraw their children from Religious Education lessons or from collective worship

but as this is a School designated as having a religious character, and parents have expressed a choice for

religious education, a withdrawal would be at variance with the Admissions Policy.

8.5 We have an exceptionally strong school ethos epitomized by our motto ‘Love as Brethren’

9. Teaching Methods/ Sensitive Issues

9.1 A variety of teaching and learning strategies are used to deliver PSHE which take into account pupils’ age,

development, understanding and needs. Pupils will need to work in a safe, secure climate to be able to explore

their own and others’ attitudes, values and skills.

9.2 Effective PSHE lessons will involve a high level of interaction where each pupil has planned opportunities for

learning through:

The development of a trusting relationship between the teacher and the pupils enabling the consideration of sensitive issues to take place

Collaborative work

Circle time activities

Opportunities for reflection

Challenge within a safe environment

Respect for each genuinely made contribution

Negotiation

Accommodating new information and skills

Building on current experience and use first-hand learning to achieve positive ends

9.3 Sometimes an individual student will ask an explicit or difficult question in the classroom. Questions do not have to be answered directly and can be addressed later. This school believes that individual teachers must use their skill and discretion in these situations and refer to the Head of Year concerned.

9.4 Sensitive and controversial issues are certain to arise in learning from real-life experiences. Teachers will be prepared to handle personal issues arising from the work, to deal sensitively with, and to follow up appropriately, disclosures made in a group or individual setting. Issues that we address that are likely to be sensitive and controversial because they have a political, social or personal impact or deal with values and beliefs include: family lifestyles and values, physical and medical issues, financial issues, bullying and bereavement.

9.5 Teachers will take all reasonable, practical steps to ensure that, where political or controversial issues are brought to students’ attention, they are offered a balanced presentation or opposing views. Teachers will adopt strategies which seek to avoid bias on their part and will teach students how to recognise bias and evaluate evidence. Teachers will seek to establish a classroom climate in which all students are free from any

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fear of expressing reasonable points of view that contradict those held either by their class teachers or their peers.

10. Spiritual Development

10.1 Through the school curriculum, school ethos, assemblies, extra-curricular opportunities and links with other schools who have a significantly different profile to our school, we aim to enable students to:

• Sustain their self-esteem in their learning experience. • Develop their capacity for critical and independent thought. • Foster their emotional life and express their feelings. • Experience moments of stillness and reflection. • Discuss their beliefs, feelings, values and responses to personal experiences. • Form and maintain worthwhile and satisfying relationships. • Reflect on, consider and celebrate the wonders and mysteries of life.

10.2 There are a number of elements in the school curriculum that foster the spiritual development of students.

The focus on oracy enables students to express themselves and encourages personal opinion to be shared confidently in the classroom and in public areas. Students and teachers should value, and show tolerance, for the opinions of others.

10.3 The school ethos encourages students and all members of the school community to be considerate and thoughtful toward others. Within the classroom, students are expected to demonstrate appropriate conduct when other students contribute to sensitive group discussions. This involves opportunities for the sharing of emotions and feelings.

10.4 Presentations, group work and enquiry based learning are used as teaching and learning tools, where views

can be shared, explored and appreciated.

10.5 Collective Worship, which follows specific themes, provides time for focus on deep questions about the purpose of life and personal contribution to the community and to mankind. Local clergy support the school in the delivery of themed assemblies.

11. Moral Development

11.1 Through the school curriculum, school ethos, behaviour policy, Coopers’ Coborn Charter, assemblies, extra-curricular provision, collective worship, development of the role of Leadership, we aim to enable students to:

Gain knowledge and understanding of what is right and wrong;

Explore how they should behave (what they hold as right and wrong, why they do so, how they should act as a result);

Gain an understanding of the values the school supports and values the school rejects;

Develop their own set of moral standards and values and articulate these confidently;

Develop the skills of analysis, investigation and decision-making in order to make their own moral judgements.

11.2 The school has established clear guidelines and high expectations for students. They are clear about what is right and wrong in terms of their conduct in school and the local community. This is embedded in the Behaviour Policy, but is made clear in student language in our Coopers’ Coborn Charter.

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11.3 The links between attitudes, values and behaviour are reinforced through the rewards and sanctions systems in conjunction, both fully embedded. The use Go For Schools and School Prizegivings are both crucial to recognising and rewarding success.

11.4 The PSHE curriculum and Sex Education policy play a vital role in decisions and presenting positive role models.

11.5 The assembly themes relate directly to the school values, which are promoted throughout the school in House and Year assemblies.

11.6 Behaviour Management, within the school, positively reinforces personal morality and the values of the school and society.

11.7 The school has the benefit of a Special Needs Departments, a Counsellor, a KS3 Learning Mentor, First Aid officer, Sports Collective, Examinations Officer, Attendance officer, EWO, Police Community Support Officer (PCSO), Prospects adviser, who work closely with students, staff and parents/carers. This strong liaison assists in the reinforcement of positive value systems and gives some support to prepare pupils for life beyond school.

11.8 The positive reinforcement of the values held by the school is constantly reinforced when staff deal with incidents and disputes in school and incidents that occur outside school

12. Personal & Social Development

12.1 Through the school curriculum, careers provision, school ethos, behaviour policy, Coopers’ Coborn Charter, assemblies, extra-curricular provision, collective worship, development of the role of Leadership, we aim to enable students to:

Develop the skills and personal qualities that are required to live and function effectively as an active citizen in society (an emphasis is placed on trust and teamwork, communication skills, personal relationships, co-operation, taking initiative and leadership skills);

Gain knowledge and understanding of the ways in which different societies function;

Actively participate in school/community activities and decision-making.

12.2 There is an expectation that the environment of the site is representative of our values. The school grounds have been created to enable students to enjoy, and respect, their surroundings. Picnic areas and benches allow students to relax and interact socially at break and lunch times.

12.3 The Behaviour Policy Contract is given to each new student at The Coopers’ Company & Coborn School and it is explained clearly by the Form Tutor and by the Headteacher in the Induction Evening. The Agreement is included in Student Planners to remind them of the expectations held about conduct and behaviour. This is intended to emphasise individual responsibility and to ensure that students understand that they take responsibility for the success of their own education.

12.4 Form Representatives, Prefects and Captaincy positions are an important way in which student representatives make a contribution to the operation of the school. All students take part in a democratic process to elect two students as Form Representatives who work with the respective Heads of Year.

12.5 The school also has an embedded academic mentoring programme which is overseen by our KS3 Learning Mentor, where 6th Form Students as part of their enrichment programme, works closely with selected students in KS3 and KS4.

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12.6 We have an active Debating Society and public speaking is a key element at every Key Stage. In Year 7, we have a dedicated competition known as the ‘Baron Burns Public Speaking Competition’; we also take part in the Jack Petchey ‘Speak Out’ Challenge. In KS5, we are involved in competitions such as ‘Debating Matters’.

12.7 Throughout the school year there are many opportunities where students are encouraged to participate in activities where they will need to make decisions, work with others and help other people. These types of events include visits to other schools, charity fund raising, presenting concerts and dance productions to community audiences, representing the school in the enormous range of sporting fixtures, The Art Exhibitions where art work is displayed. As part of their induction into the Sixth Form, students undergo a team building activity. Students are involved in the interview process for all teaching staff. The school has a large number of visitors daily who use the facilities. Students have many opportunities to look after visitors

12.8 Fundraising and charity work have become an important part of life at the school and students contribute to the organisation of events and show support for activities aimed at raising money for others locally, nationally and internationally such as Children in Need, Sport Relief, etc. Each year students and staff select the charities they wish to support and wherever possible students visit the venues they have supported. We have run a Shoebox appeal for children in Eastern Europe for over 20 years and also prepare food parcels for pensioners living in the East End of London, in connection with the The Worshipful Company of Coopers’.

12.9 We have a Head of Careers and actively work with Prospect Services to ensure all our students move into meaningful further education, training or employment. This careers element is also embedded in our PSHE Days and students undertake both work shadowing and work experience placements in both KS3 and KS4. Historically, we have a NEET % well below the national average.

13. Cultural Development

13.1 Through the school curriculum, learning beyond the classroom, links with the Worshipful Company of

Coopers’, school ethos, assemblies, extra-curricular provision, collective worship, development of the role of Leadership, we aim to enable students to:

Increase their understanding of the beliefs and customs which lead to identity and cohesion in groups

and societies;

Deepen their understanding of their own cultural roots

Deepen their responses and broaden their perspectives (through such things as music, art, dance,

literature, and science, in order to gain a greater knowledge of human achievements);

Develop and strengthen their cultural interests and develop new interests;

Increase their understanding of how cultures grow and change over time and how they maintain,

interpret and re-shape their cultural influence;

Understand the school commitment to valuing and celebrating cultural and linguistic diversity and to

actively oppose any forms of prejudice and discrimination.

13.2 School assembly themes reflect the value of individuals and their cultures as well as providing a focal point for

the different religions and secular celebrations and festivals that occur throughout the school calendar.

13.3 The school is unique by maintaining a dedicated week focused on cultural provision – through ‘Learning Beyond the Classroom’. Known as ‘Activities Week’ students benefit from a wide range of local, national and international trips and visits.

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13.4 Our commitment to continuing the provision of 4 separate Modern Foreign Languages and ensuring that all students (where appropriate) study both a first and second language, helps to broaden cultural horizons and challenge insularity.

13.5 There are numerous opportunities for all students to experience other cultures and traditions through school visits and journeys to countries such as France, Germany, Spain and the USA.

13.6 A vast range of cultural visits are arranged during the year e.g. Tate Modern Gallery, Art Department, Theatre

Visits e.g. Globe Theatre, English Department, Musical/dance productions

14. Role of Governing Body

14.1 The Governing Body of our School will undertake appropriate training to ensure that they are clear about their

role and the parameters of their responsibilities as Governors

14.2 The Governing Body of our school will support the ethos and values of our school and will support the school

in developing PSHE

14.3 In line with the provisions set out in the DfE guidance the governing body will challenge the school’s senior

management team on the delivery of this policy and monitor its effectiveness.

14.4 Governors will review this policy regularly (every two years) and may amend and adopt it outside of this

timeframe in accordance with any new legislation or guidance or in response to any quality assurance

recommendations pertaining to the delivery of this policy.

15. Policy Adoption, Monitoring and Review

15.1 This policy was considered and adopted by the Governing body in line with their overall duty to safeguard and

promote the welfare of children as set out in the DfE guidance

15.2 Parents will be issued with a hard copy of this policy on request. This policy will also be made available to

parents via the school website.

15.3 The Deputy Head teacher (Pastoral) will actively evaluate the effectiveness of this policy by reviewing it on an

on-going basis, working closely with the Heads of Year at the school.

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PSHE Conference Days & Wider PSHE Curriculum Map

Health & Wellbeing Relationships Wider World, Economic Wellbeing, Careers and the World of Work

Year 7

Who am I? Identity

Puberty & Self Image

How do I stay fit & healthy?

Bullying and Cyber-bullying/School’s Anti-bullying policy – why are friends important?

Year 8

Why is sexting such a problem?

How is social media both positive and negative?

What do we mean by drugs? Illegal drugs, Alcohol, Tobacco, legal highs

Teamwork: How do we value each other, what makes a successful community?

What happens when relationships break down? Divorce

How do I save and how do I budget? Money management

Year 9

What is contraception?

What are HIV and AIDS?

What are STIs?

Is anyone perfect? How do I manage my feelings?

Body-image, the cult of celebrity & the Media: self-harm, eating disorders

How do we cope with loss and bereavement?

Who is in our community/how do I feel about difference? Diversity & Discrimination

How do I develop my own skills? Study skills

Year 10

At what age, can I? Sex /Alcohol & the law

Who am I? Culture, Gender and Equality

How can I assist those with a medical emergency?

How do we manage risk? E-safety, social media and radicalisation

Am I employable? Getting employment

How do I write a CV

Entrepreneurship, and skills for employment

Year 11

How do I deal with illegal drugs? What is the impact of drugs on individuals and society?

How do we stay safe on the roads? Cars & Safety

Recognising emotions: Examination stress and pressure

Parenting skills and family life – will I make a good parent?

Rights & Responsibilities in the world of work – preparing for work experience

Year 12

What risks will I be faced with? Illegal drugs

Sexual health & the NHS: Support, information and STIs

Sexual Consent: How am I empowered to say ‘yes’ or ‘no’

How do I manage money? Budgeting, debt and credit

Beyond 18: What do I want to do next?

Year 13

How do I deal with stress and expectations? Mental

health

How do I stay safe now that I can drive? Car safety

Managing risk: why do some many teenage boys gamble?

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