PSHE & SRE

PSHE is a core area of learning and curriculum for all learners across the Learn to Live Federation. We present students with a range of learning opportunities to support the teaching and learning of PSHE. We strive to make learning fun and interactive, covering a range of topics that engage all learners.

PSHE allows pupils to acquire and develop necessary life skills at a level appropriate to their needs and learning style. For pupils in the Early Years, Key Stage 2 and the 6th Form, the emphasis is upon developing skills though a cross-curricular approach in all areas of school life.

This approach is also used in Key Stage 3 and Key Stage 4, but pupils here will have increased access to discrete timetabled PSHE lessons, including Sex and Relationships Education (SRE), health (mental and physical), online safety, life skills and the Pathways to Employment.

PSHE also supports and encourages our pupils to learn and use a number of life and independence skills at a level appropriate to their needs and learning styles. The development of these skills is delivered through our wide range of subjects and opportunities.

Teaching time – PSHE is taught and embedded throughout the curriculum at all Key Stages. From Key Stage Two, there is at least one discrete session each week as well as well as person centred learning throughout the curriculum.

Coverage – it is important to ensure we are offering our students a broad and balanced curriculum which covers all areas of PSHE. 

PSHE Coverage – Areas of learning

PSHE curriculum is divided into the following areas:

  • Self-confidence and awareness
  • Managing feelings
  • Making relationships

Overarching PSHE concepts developed throughout all areas of our curriculum. (taken from the PSHE Association programme of study)

  1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
  2. Relationships (including different types and in different settings, including online)
  3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices)
  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, including online in an increasingly connected world
  5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
  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 online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)

There are elements which will be delivered throughout all key stages and built on as the pupils’ progress. They include:

  • Respect for others – in line with the school ethos and vision statement, and modelled continuously by staff. This element is taught explicitly and throughout daily life across the Learn to Live Federation.
  • Rights and responsibilities – each element of RSE education should refer to the young person’s rights and responsibilities in that context so that pupils build up a progressive picture of what it means to be part of relationships and their role within them.
  • Personal hygiene – self-care and staying healthy form part of an individual’s educational entitlement and are taught depending on the needs of the individuals as well as explicitly during RSE sessions. Later key stages should consider the effects of poor personal hygiene on forming and sustaining different relationships.

SRE (Sex and Relationship Education)

Our SRE programme aims to do the following:

  • Present information in a sensitive, balanced and objective manner
  • Allow students access to individual sex education and relationships as and when their physical, emotional and social development dictates
  • Promote and develop self esteem
  • Encourage the development of appropriate behaviour in their family and community
  • Empower pupils by teaching and supporting them how to make informed choices and decisions
  • Enable pupils to protect themselves
  • Give opportunity for discussion in a safe environment

Parental Involvement – Relationships education will be compulsory for all primary-aged and secondary-aged students and there is no right to withdraw from these sessions. SRE is compulsory from Year 7 onwards however parents/ carers have the right to withdraw their young person from this but not the National Curriculum science aspects of reproduction. Class teachers are expected to maintain an open dialogue with parents/ carers about the students SRE needs. PSHE leads can support this where needed. Written permission must be sought prior to teaching SRE.

Online Safety

We recognise that our young people are, and will continue to be, exposed to a range of technologies and will need the skills and understanding to use the internet safely. Our PSHE guidance provides a sequence of learning that will support our young people to work towards independence and an ability to look after themselves online. This is outlined below:

  • Pre-internet skills- exposure to technology, mechanical toys and use of technology to have impact, including use of switches to affect their environment and using a computer.
  • Supervised online activities- using websites for different purposes including research and games, usually chosen by an adult, and supervised. Working towards judging the suitability of results.
  • Online safeguarding– understanding the risks involved with sharing information, cyberbullying and how to report concerns. Reporting inappropriate content.
  • Respecting others online- using the internet for communication and interaction, and being respectful and kind. Being a member of an online community.
  • Privacy- personal information, what to share and what to keep private, online profiles and using passwords.
  • Internet law
  • Online independence skills- including use of social media, websites, chatrooms as well as an awareness of viruses, malware and online gaming.

Health

Teaching about, and providing experiences that promote being healthy could have long term impact, and will be compulsory for all schools from September 2020. Our health sequence allows students to develop their understanding of looking after their physical and mental health at a level that is appropriate to their unique health needs.

Areas covered within our health sessions include:

  • Emotions and feelings including developing empathy and the feelings of others.
  • Recognition of their own role in keeping themselves safe, staying physically healthy and how to ask for help.
  • Self-care including personal care, self-regulation, making healthy choices as well as the benefits of hobbies and interests on their mental health.
  • Life skills and independence including road safety, personal space and safe interactions in various contexts. Managing own health, first aid and taking responsibility for medical and dental appointments during the transition to adulthood.

Assessment: the curricula and guidance are used to inform individual Home School Agreement targets. These are worked on throughout all subjects, and allow teachers to respond appropriately to the PSHE needs of individuals. HSAs are evaluated when necessary and data is gathered twice a year. Evidence is monitored by PSHE subject leads.

Resilience Framework and HSAs– Being able to cope with challenges, and balancing positive and negative factors is a profoundly valuable ability, and students who can develop their own resilience are likely to live happier lives in the future. The Resilience Framework (appendix) is split into five headings or compartments – Basics, Belonging, Learning, Coping and Core Self – to help us think strategically and practically about doing things resiliently. Each of our students has a resilience-based Home School Agreement target.

Everyone will be the best they can be; Everyone has a voice; No-one is excluded.