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Kingswood Secondary Academy

PSHE

PSHE IMPACT STATEMENT

Purpose of study

PSHE education at the Kingswood Secondary Academy is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society. PSHE education can help the Academy to reduce or remove many of the barriers to learning experienced by pupils, significantly improving their capacity to learn and achieve. The PSHE education programme makes a significant contribution to pupils’ spiritual, moral, social and cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote pupils’ well-being. In addition the learning provided through a comprehensive PSHE education provision is an essential to safeguarding pupils, as Ofsted has set out.

PSHE education equips pupils with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic well-being. A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

PSHE education contributes to personal development by helping pupils to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help pupils to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

Aims:  the overarching aim for PSHE education is to provide pupils with:

  1. Accurate and relevant knowledge
  2. Opportunities to turn that knowledge into personal understanding
  3. Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
  4. The skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives

Subject Content

The three overlapping and linked ‘Core Themes’ (Health and Well-being, Relationships, Living in the Wider World), expressed as areas of core knowledge, understanding, language, skills and strategies, and taught in accordance with pupils’ readiness, are appropriate across all Key Stages and build upon Early Years Foundation Stage Learning. It is important to recognize that many decisions about both health and lifestyle are made in a social context or are influenced by the attitudes, values and beliefs of significant others. PSHE education should respect and take account of pupils’ prior learning and experiences. Programmes of study should reflect the universal needs shared by all children and young people as well as the specific needs of the pupils in the academy. PSHE education should be taught through a spiral program, revisiting themes, whilst increasing the challenge, broadening the scope, and deepening pupils’ thinking. PSHE education prepares pupils for both their futures and their present day-to-day lives. It is essential that pupils have the opportunity to recognise and reflect on how learning is relevant to them and can be applied in their own lives. PSHE education has a rich body of knowledge taught through topics. Learners need to ‘know about...’, ‘know how to...’ and also ‘be able to...’ The chosen topics should provide a context to progressively expand and enrich overarching concepts and transferable skills as set out below.

Overarching concepts

  1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these)
  2. Relationships (including different types and in different settings)
  3. A healthy (including physically, emotionally and socially) balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and diet)
  4. Risk (identification, assessment and how to manage risk rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings)
  5. Diversity and equality (in all its forms)
  6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
  7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
  8. Power (how it is used and encountered in a variety of contexts including persuasion, bullying, negotiation and ‘win-win’ outcomes)
  9. Career (including enterprise, employability and economic understanding)