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PSHE

At Bredon Hill Academy, PSHE is taught in line with the PSHE Association recommended  programme of study and includes three core themes across both KS2 and KS3:

  • Health and Wellbeing
  • Relationships
  • Living in the Wider World

This Programme of Study for PSHE education identifies the key concepts, skills and attributes that are developed through PSHE education, helping to safeguard pupils, support their spiritual, moral, cultural, mental and physical development and prepare them for the opportunities, responsibilities and experiences of life.

The Programme of Study is a ‘spiral programme’ which introduces new and more challenging learning while building on what has gone before. In turn, this reflects and meets the personal developmental needs of children and young people.

At Bredon Hill Academy, we recognise that the PSHE education programme is just one part of what we can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential.  The PSHE Programme of Study is linked to other subjects’ schemes of work as well as whole school approaches to pastoral support. We aim to provide a setting where the responsible choice becomes the easy choice. 

The Programme of Study offers flexibility for BHA to prioritise the topic areas that are most relevant to our pupils using local data (for example, Public Health England CHIMAT data sets) and our knowledge of our own pupils’ needs.

At Bredon Hill Academy, we invite families and the wider community to get involved.  If you would like to help in our PSHE Programme of Study, through coming in to school to talk with groups, debate, talk about your work etc. please contact Claire Matthews, Subject Coordinator: cmatthews@bredon.worcs.sch.uk

KS2 study topics may include:

  • how to manage transition

researching, discussing and debating topical issues, problems and events.

  • why and how rules and laws that protect people are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
  • to understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child
  • that these universal rights are there to protect everyone and have primacy both over national law and family and community practices
  • to know that there are some cultural practices which are against British law and universal human rights
  • to realise the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination of individuals and communities; to develop strategies for getting support for themselves or for others at risk
  • that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities
  • to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
  • what being part of a community means, and about the varied institutions that support communities locally and nationally
  • to recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
  • to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom  to consider the lives of people living in other places, and people with different values and customs
  • about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer
  • to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT)
  • that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world
  • what is meant by enterprise and begin to develop enterprise skills
  • to explore and critique how the media present information
  • to critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward to others
  • Sex and relationships education including learning about puberty, different attitudes around gender stereotyping and sexuality, building good relationships, human reproduction, conception and pregnancy, the roles of parents and carers,

KS2 

KS2 study topics may include:

  • how to manage transition
  • researching, discussing and debating topical issues, problems and events.
  • why and how rules and laws that protect people are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
  • to understand that there are basic human rights shared by all peoples and all societies and that children have their own special rights set out in the United Nations Declaration of the Rights of the Child
  • that these universal rights are there to protect everyone and have primacy both over national law and family and community practices
  • to know that there are some cultural practices which are against British law and universal human rights
  • to realise the consequences of anti-social, aggressive and harmful behaviours such as bullying and discrimination of individuals and communities; to develop strategies for getting support for themselves or for others at risk
  • that they have different kinds of responsibilities, rights and duties at home, at school, in the community and towards the environment; to continue to develop the skills to exercise these responsibilities
  • to resolve differences by looking at alternatives, seeing and respecting others’ points of view, making decisions and explaining choices
  • what being part of a community means, and about the varied institutions that support communities locally and nationally
  • to recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
  • to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom  to consider the lives of people living in other places, and people with different values and customs
  • about the role money plays in their own and others’ lives, including how to manage their money and about being a critical consumer
  • to develop an initial understanding of the concepts of ‘interest’, ‘loan’, ‘debt’, and ‘tax’ (e.g. their contribution to society through the payment of VAT)
  • that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment across the world
  • what is meant by enterprise and begin to develop enterprise skills
  • to explore and critique how the media present information
  • to critically examine what is presented to them in social media and why it is important to do so; understand how information contained in social media can misrepresent or mislead; the importance of being careful what they forward to others
  • Sex and relationships education including learning about puberty, different attitudes around gender stereotyping and sexuality, building good relationships, human reproduction, conception and pregnancy, the roles of parents and carers,

KS3 

KS3

 

At Key Stage 3, pupils build on the skills, attitudes, values, knowledge and understanding they have acquired and developed during the primary phase. PSHE education acknowledges and addresses the changes that young people are experiencing, 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.

 

In accordance with the PSHE Association Programme of Study, our KS3 scheme of work encompasses three core themes. There is flexibility within the scheme of work for pupils to be taught a range of topics within each of the core themes which reflects and meets the personal developmental needs of the children and young people at the time.

 CORE THEME 1: HEALTH AND WELLBEING 

This core theme focuses on:

 

·         how to maintain physical, mental and emotional health and wellbeing;

·         how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; mental and emotional health and wellbeing; and sexual health within the context of healthy relationships

·         about parenthood

·         how to assess and manage risks to health; and to keep themselves and others safe

·         how to identify and access help, advice and support

·         how to respond in an emergency, including administering first aid

·         the role and influence of the media on lifestyle

CORE THEME 2: RELATIONSHIPS 

This core theme focuses on:

  • how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills
  • relationships and sex education which is designed to ensure pupils are taught the knowledge and life skills they will need to stay safe and develop healthy and supportive relationships, particularly dealing with the challenges of growing up in an online world.
  • 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 managing loss including bereavement, separation and divorce
  • to respect equality and be a productive member of a diverse community
  • how to identify and access appropriate advice and support

CORE THEME 3: LIVING IN THE WIDER WORLD 

(ECONOMIC WELLBEING, CAREERS AND THE WORLD OF WORK)

This core theme focuses on:

 

  • 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
  • how personal financial choices can affect oneself and others and about rights and responsibilities as consumers