PSHE

Subject introduction/overview:

Aims and ethos of our PSHE curriculum

The achievement of all pupils is monitored and we use this data to support pupils, raise standards and ensure inclusive teaching. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which promotes British values; championing respect for all.
At Firth Park Academy we think of ourselves, staff and students, as a family. We are tremendously proud of our diversity, making us stronger as a community and welcoming to all.
Our vision is for each and every child at Firth Park Academy to be inspired to choose a remarkable life.
We wish to instil in our children a set of values that will positively shape their characters to lead truly remarkable lives.

PSHE at Firth Park Academy:

Helps students develop the knowledge, skills and attributes they need to manage their lives, now and in the future.
Enables students to use these skills and attributes to stay healthy, safe and prepare them for life and work in modern Britain (British Values).
Aims to help students to achieve their academic potential, and leave school equipped with skills they will need to lead remarkable lives.
Designed to meet all students’ needs regardless of gender, ethnicity, disability, sexuality, culture, age, faith or belief.
Covers mental health and wellbeing, physical health and learning about safe, healthy relationships.

Relationships, Sex and Health Education (RSHE) at Firth Park Academy:

Starts in Y7 and is relevant to pupils at each stage in their development and maturity.
Ensures students are receiving Relationships and Health Education, which will be compulsory in schools from January 2020.
Uses the quality assured PSHE Association and Life Lessons for guidance on planning and resources.
Ensures students’ views are actively sought to influence lesson planning and teaching (anonymous question box).
Promotes equality and inclusivity in relationships.
Provides an approach to RSHE in a faith sensitive and inclusive way. We understand and appreciate differences within and across the teachings of the faith and other communities the school serves.

Relationships Sex and Health Education is “The lifelong learning about physical, moral and emotional development. It is about the understanding of the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of...sexuality and sexual health. It is not about the promotion of sexual orientation or sexual activity – this would be inappropriate teaching”. (Sex and Relationship Education Guidance DfEE, March 2000)

Why do we teach PSHE?

PSHE education helps pupils to develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.

Research shows that…

Pupils who are emotionally healthy do better at school.
PSHE education helps children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships.
PSHE education also helps pupils to develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world, and are increasingly valued by employers.

Why do we teach RSHE?

Research shows RSHE contributes to:

A positive ethos and learning environment.
Safeguarding students (Children Act 2004 & KCSIE 2022) and promoting their emotional wellbeing.
A better understanding of diversity and inclusion.
Helping students keep themselves safe from harm, both on and offline, enjoy their relationships and build confidence in accessing services if they need help and advice.

Today’s children and young people are growing up in an increasingly complex world and living their lives seamlessly on and offline. This presents many positive and exciting opportunities, but also challenges and risks. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way. (Statutory Guidance)

Key headlines from the RSHE Policy (Link)

At Firth Academy, we are committed to ensuring equality of education and opportunity for all pupils, staff, parents and carers; irrespective of age, race, gender, disability, faith or religion, attainment or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to participate fully in school life.
Young people have varying needs regarding RSHE depending on their circumstances and background. At Firth Park Academy we believe that all pupils should have access to RSHE that is relevant to their particular needs.
The raising of every child’s self-esteem is a fundamental aim of our school, and the curriculum helps to support young people through their physical, emotional and moral development.
At Firth Park Academy RSHE takes place within mixed sex classes. This is therefore inclusive of the needs of pupils who are transgender or gender non-binary. Research also suggests this is beneficial as it teaches all genders that there is nothing shameful or secretive when learning about relationships. We also ensure there are opportunities to ask anonymous questions.
Teaching takes place in a safe learning environment through the use of ground rules and distancing techniques so that pupils are not put on the spot or expected to discuss their own personal issues in class.
Teaching resources are selected on the basis of their appropriateness to pupils. Pupils will be encouraged to reflect on their own learning and progress throughout the curriculum in order to inform future planning.

Parent and Carer involvement:

We believe that parents and carers welcome a partnership between home and schools which supports their children’s personal and social development, and help deal with issues of increasing complexity such as those related to mental health and staying safe, both online and offline.

The role of parents and carers in the development of their children’s understanding about relationships is vital.

In Secondary Education from January 2021 the statutory guidance states:

Following discussion with the school, parents can withdraw their child from the ‘sex’ elements of RSHE. This would require a meeting with the RSHE Lead and Headteacher.
Parents do not have a right to withdraw their child from Health education, Relationships or any other aspect of PSHE education.

There is no right of withdrawal from National Curriculum science which includes elements of sex education such as puberty and reproduction.

Three terms before they turn 16, a student can opt back into sex education lessons against their parents’ wishes. The school has a duty to provide sex education during one of the remaining three terms

How can I support at home?

Encourage your child to talk about what they are learning about in PSHE with you at home
If your child asks a question that is not age appropriate and in line with the school’s scheme of work, you might like to respond with…‘You will learn about this in Year …’
Discuss topics that will be covered in their school year (Overviews on Website)

CORE PSHE overview (Y7-11)

Y7-9: 1 hour a week.
Y10: 1 hour a week.
Y11: 1 hour a week.

What a PSHE/RSE lesson looks like:

Ground rules are established within each class at the start of each year before having open discussions within these lessons

Students will be given preparation so that they know how to minimise any embarrassment they feel.
No one (teacher or students) should be expected to answer a personal question.
No one will be forced to take part in a discussion.
Only the correct names for body parts (scientific) will be used.
Meanings of words will be explained in a sensible and factual way.
Trigger warnings are provided,

KS4 overview and assessment information:

GCSE Citizenship - Edexcel - link to the specification

Paper 1 Written examination: 1 hour and 45 minutes 50% of the qualification 80 marks Assessment overview

Section A Questions are focused on specification Theme A: Living together in the UK.

Section B Questions are focused on specification Theme B: Democracy at work in the UK. Section C Questions are focused on specification Theme C: Law and justice.

Section D Extended-response questions related to two or more of specification Themes A–C.

Paper 2 Written examination: 1 hour and 45 minutes 50% of the qualification 80 marks Assessment overview

Section A Questions relate to the students’ own citizenship action, as specified in specification Theme E: Taking citizenship action.

Section B Questions require students to comment on others’ actions and relate to specification Theme D: Power and influence.

Section C Questions are focused on specification Theme D: Power and influence.

One question will also link to content in one of Themes A–C.

GCSE Religious Studies - Link to specification

Outline of the structure of the course including 2 examinations at the end:

Area of Study One – Religion and Ethics: Christianity (50%) 102 marks
- Section 1 – Christian Beliefs
- Section 2 – Marriage and the Family
- Section 3 – Living the Christian Life
- Section 4 – Matters of Life and Death
Area of Study Two – Religion, Peace and Conflict: Islam (50%) 102 marks
- Section 1 – Muslim Beliefs
- Section 2 – Crime and Punishment
- Section 3 – Living the Muslim Life
- Section 4 – Peace and Conflict