PSCHE

Course Overview: PSHCE

Personal, social and health education (PSHE) helps to give children the knowledge, skills and understanding they need to lead confident, healthy and independent lives. It aims to help them understand how they are developing personally and socially, tackling many of the moral, social and cultural issues that are part of growing up. The kinds of questions that might come up in PSHE include: What acts indicate kindness? Why do we have to eat vegetables? Why do large items sometimes cost less than smaller ones? It is here that your child will learn about bullying, citizenship, drug education, healthy eating, physical activity, mental and emotional health, well-being, and sex and relationships. Learning opportunities take place in specific lessons as well as in assemblies, tutorial programmes, circle time, special school projects and other activities that enrich pupils experiences.

Course Components


Year 7

Personal Identities

  • Understanding that identity is affected by a range of factors, including a positive sense of self.
  • Growing up and defining your identity – personal qualities/characteristics/traits.
  • Identify your strengths & weaknesses as an individual & what type of person are you in different situations.
  • Recognising that the way in which personal qualities, attitudes, skills & achievements are evaluated affect confidence & self-esteem.
  • Understanding self-esteem can change with personal circumstances, such as those associated with family & friendships, achievements & employment.
  • Teach about Mind-set – talk to pupils about fixed and growth mindset, and the difference between someone who embraces challenges and someone who avoids them, someone who is persistent is the face of setback and someone who gives up easily, someone who learns from criticism and someone who ignores useful negative feedback, someone who finds inspiration in the success of others and someone who feels threatened by the success of others. As a result of these decisions; one can reach even higher levels of achievement and the other may plateau early and achieve less than their full potential.
  • Pupils to understand it is okay to Fail –to succeed we need to experience failure

 

Healthy Lifestyles

  • Recognising that healthy lifestyles & wellbeing of self & others depends on information & making responsible choices.
  • Understanding what a healthy diet consists of?
  • Understanding that physical, mental & emotional health affect our ability to lead fulfilling lives, & that there is help & support available when they are threatened.
  • What is mental health and why is it important?
  • The human body, reproduction & Puberty.
  • Understand why exercise is essential?
  • What is personal hygiene and why is it important?
  • Eating disorders – anorexia/bulimic/muscle dysmorphia  (forced by low self-esteem and pressure)

 

Being Eco-Friendly

  • What are the global issues?
  • What are the local issues?
  • What is an ‘Eco-School’?
  • What can I do in school and at home? My Carbon Footprint/Litter
  • 10 steps to becoming Eco friendly.
  • What is an Eco-friendly product?
  • What is eco green?
  • What is a green product?
  • How can I get others to do more?

 

Relationships

  • Understanding that relationships affect everything we do in our lives & that relationship skills have to be learnt & practised.
  • Teach about the inner beauty of each individual, & build friendship/relationships around this.
  • Pupils to understand there are different types of relationships within friendships – user friend, pleasure friend, virtuous friend.
  • Understanding that relationships can cause strong feelings and emotions.
  • Understand relationships should not be abused. What we mean by abuse (mental/physical). What to do if you think someone is being abused.
  • Understand that there are different types of relationships in the world e.g. Heterosexual, Homosexual, Bisexual etc.

 

Bullying

  • What is bullying?
  • What are the effects of bullying?
  • What are the signs of bullying?
  • What is a bystander?
  • Understand the consequences of bullying - both physically & mentally.
  • Understand the increasing problem of Cyber-bullying and how social networks (twitter, facebook, msn) are playing a major part in this.
  • How to protect themselves whilst using the Internet (security settings)
  • How to report a problem/concern on the internet? (reporting functions) 

 

Diversity, Prejudice and Difference

  • Teach about ‘Difference’ – pupil’s needs to understand everyone is unique & that it is okay to be different, as long as they are equipped with all the information & beliefs of our Catholic faith. This should allow them to make sensible choices in the future
  • Appreciate that in our communities there are similarities as well as differences between people of different race, religion, culture, ability or disability, gender, age, sexuality.
  • Understand that all forms of prejudice & discrimination must be challenged at every level in our lives.
  • To begin to consider how Stereotypes, Prejudice and Discrimination affect people’s lives
  • Understand how prejudice can lead to bullying, self-harm, physical/mental assault etc.


Year 8

Me and Behaviour

  • Personality traits - can they confidently talk for 2-3 mins about themselves
  • Strengths and Weaknesses in relation to Multiple Intelligence - pupil’s rate themselves in the 8 areas of intelligence on a %APOSTROPHE%wheel of strength%APOSTROPHE%
  • Behaviour Matrix and how behaviour impacts on those around us - Player, Spectator, Corpse and Terrorist
  • What / Who motivates and inspires us in life - Create a Motivational / Inspirational PPoint
  • Teach about Mind-set – talk to pupils about fixed and growth mindset, and the difference between someone who embraces challenges and someone who avoids them, someone who is persistent is the face of setback and someone who gives up easily, someone who learns from criticism and someone who ignores useful negative feedback, someone who finds inspiration in the success of others and someone who feels threatened by the success of others. As a result of these decisions; one can reach even higher levels of achievement and the other may plateau early and achieve less than their full potential.
  • Pupils to understand it is okay to Fail –to succeed we need to experience failure 

 

Crime and the law (British Values)

  • Understanding rules and laws are important – school, work, community
  • How law applies to young people. Different laws for young people.
  • Age of certain laws – smoking, drugs, alcohol, sex, driving.

 

  • The Police: What powers do the Police have and what challenges do they face?
  • Punishment: What are the consequences of criminal activity?
  • Compare US law/punishment to UK law – death penalty, life sentence (what is meant by a life sentence?).
  • Discuss the use of CCTV for criminal acts – pros & cons.

 

Enterprise/Economic Understanding

  • Recognise how they are manipulated into spending money
  • Use techniques commonly employed in TV and radio advertising
  • Understand how these techniques persuade the consumer to spend money
  • Recognise necessary and unnecessary spending
  • Financial Planning
  • Understanding the functions & use of money.
  • Using this knowledge:
  1. Organise the business: Design a product & create the product
  2. Setting the price: How much is the product going to cost?
  3. Cash Flow: Monitoring the money
  4. Promotion: Persuading people to buy your product
  5. Presentation: Showcase their product

 

Stereotypes (British Values)

  • Difference & Diversity – Sexuality/Gender (e.g. Homosexual, Bisexual, Heterosexual etc)
  • Explore the appropriateness of using the word ‘gay’ to mean rubbish, pointless, stupid, boring, pathetic etc.
  • Challenge assumptions of a person’s sexuality based on their appearance (personal identity)
  • Identify positive responses you might give to a friend who came out as being lesbian, gay, bisexual or trans.
  • Change societies perceptions of particular groups: emos, goths, lesbian, gay
  • Body Image & the media (peer pressure/pressure groups/magazine’s/TV/Facebook).

 

Risk

  • Understanding risk in both positive & negative terms.
  • Understanding the need to manage risk to themselves & others in a range of situations (road/travel).
  • Understand the risks when chatting online (grooming)
  • How to report a concern/problem online (reporting functions)
  • Taking a risk & learning from mistakes.
  • Appreciating that pressure can be used positively or negatively to influence others in situations involving risk.
  • Developing the confidence to try new ideas & face challenges safely, individually & in groups. (Being assertive).
  • What is sexting?
  • Understand the risk and consequences of sexting – Things to think about before sending it!!! (what could happen to it? Who might see it? What are the risks? Who are you sending it to? Would you want your grandparents to see it?)

 

Choices

  • Making choices and their consequences.
  • Appreciating that pressure (media & peers) can be used positively or negatively to influence others in situations involving risk.
  • Developing the confidence to try new ideas & face challenges safely, individually & in groups.
  • Understand we have a choice when it comes to Drugs, alcohol and tobacco.
  • Discuss what is meant by Consent – No means NO