Aims of the curriculum
Our Programme of Study for PSHCE education aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of learning grouped into three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).
The central purpose of PSHCE education at Scissett Middle School (SMS) is centered on the fundamental belief that all children/citizens are entitled to make informed choices about their lives.
As our students transition from children to teenagers to young adults they are increasingly required to make significant life choices which have implications for themselves. For example making choices about personal health, lifestyle choices, personal safety and security and preparing for life as a citizen in modern Britain.
PSHCE at SMS is delivered in an environment which is impartial and non-judgemental where students are allow to discuss, ask questions, explore their own understanding within a framework which both enhances their skills in expressing personal opinions and challenges their understanding of the community and society which they live in.
The principles of equality, fairness, justice, democracy and advocacy are embedded throughout the scheme of learning and pupils are taught how to keep themselves safe and well both mentally and physically.
PSHCE in Year 6 is taught following the Jigsaw programme, which is also used in our feeder primary schools. Jigsaw is a unique, spiral, progressive and effective scheme of work, aiming to prepare children/young people for life, helping them really know and value who they are and understand how they relate to other people in this ever-changing world.
In Year 6, we teach cover 5 core themes. These are Being Me in My World, Celebrating Difference, Healthy Me, Relationships and Changing Me.
|Being Me in My World
|Pupils understand how to express personal fears and worries appropriately. They learn how their actions may affect others, and how democracy can benefit communities. Pupils identify personal strengths and set realistic goals, and understand the steps to success in reaching those goals. They Identify problems that concern them and learn who to talk to. They learn how to accept praise and compliments.
|Pupils understand there are different perceptions about what normal means. They understand how having a disability could affect someone’s life. They explore some of the ways in which one person or group can have power over another, and learn about some of the reasons why people use bullying behaviours.
|Students learn about the impact of food on the body, e.g. creating energy, giving comfort and altering mood. They are taught how to maintain oral hygiene. Students evaluate when alcohol is being used responsibly, anti-socially or is being misused. They understand what it means to be emotionally well and can explore people's attitudes towards mental health/illness. They learn to recognise when they feel stressed and the triggers that cause this.
|Pupils identify the most significant people in their life so far. They know the feelings we can have when someone dies or leaves. Students understand that there are different stages of grief and different types of loss. They recognise when people are trying to gain power or control, and understand when technology can be used in this and how to use strategies to prevent this from happening. Pupils learn how to use technology safely and positively to communicate with friends.
|Students consider awareness of self image and how body image fits into that. They can explain how boys and girls bodies change during puberty and understand the importance of looking after themselves physically and emotionally. They learn how a baby develops from conception through the 9 months of pregnancy, and how it is born. Students learn how being physically attracted to someone changes the nature of the relationship.
First Aid is also taught during the academic year, through a drop down session with an external provider. Careers education also takes place, through form periods and drop down sessions during the academic year.
|Citizenship (Identity and Communities)
|This unit looks at forms of racism, sexism, ageism and studies stereotypes. It also considers types of discrimination, such as physical disabilities, hearing impairment, and visual impairment. We consider the rights we have as individuals at different stages of our lives and how, as those rights increase, so do the responsibilities which accompany them. The children consider how they can make a positive contribution to society (within school and within the local and wider community.) The unit develops an awareness and understanding of the needs of others and what it means to be a truly democratic society which has a fundamental belief in equality. Pupils look at the true diversity of British culture and how the history of Britain has created today’s society. They look at our history and heritage and how international influences blend with our own to make our society what it is, using poems from Benjamin Zephania. Pupils research their own multicultural background i.e. relatives from overseas. The aim of this unit is to develop the children’s understanding and tolerance of other cultures and backgrounds and to celebrate differences between individuals and groups.
|Emotional Health and Wellbeing
|Lessons in this unit cover the 5 ways to wellbeing (Connect, be active, take notice, keep learning, give).
This unit begins with lessons focused on Understanding and Preventing Extremism. We look at language, the role the media play, and how groups of people can be negatively portrayed. We then look at influence, before finishing the unit by considering our role in our community.
|Pupils learn about the effects of smoking and alcohol in particular on the mind and body and the impact can these can have on behaviour and emotional and physical wellbeing. They think about risk assessments and the skills of decision-making. This unit also includes transport safety, behavior in the community, e-safety and peer pressure. We also have an Theatre in Education workshop on Road Safety. Students are shown and follow First Aid advice from the British Red Cross to gain a basic understanding of First Aid. We use resources from St Johns Ambulance to learn the recovery position, and also look at the Charity the British Heart Foundation.
We begin this unit by looking at jobs through the ages. Using the National Careers Service website, we explore employment, budgeting, and the effect unemployment can have on a person. We finish the unit with Career Speed Dating, sharing information about the careers researched.
Here we look at the impact of poor diet, lack of exercise and sleep
|Relationship, Sex and Health Education
|In this unit we learn about at Personal hygiene, self esteem, puberty, menstruation, sanitary products, safe relationships and sleep. As part of the relationships topic, we also consider what makes a good friend? And How does the school deal with bullying?
|Emotional Health and Wellbeing
We begin this unit of work by building on the work completed in Year 7 relating to Self-esteem. We consider the media, discuss body image and think how sleep can impact our wellbeing. We learn how to managing feelings, and learn what it means to have a healthy lifestyle and disordered eating.
Here we look at the impact of Cyberbullying, sexting in relation to the law, peer pressure and how the internet influences self-esteem.
|Real Love Rocks
|Students consider what a healthy relationship is. We also explore CSE and grooming, consent, Keeping safe, and consider the impact of pornography and sexting.
|Students discuss the world of work and re-visit the National Careers Service website. They consider who they are, and routes available into employment. The learn how to produce a CV, and learn the laws relating the child employment. To complete the unit, students learn about wages, employers and Health and Safety.
|Here we look at the school Anti-bullying policy. We discuss verbal bullying, consider the impact of our words, and think how we can deal with conflict.
Here we expand students’ knowledge on the risks of Smoking, e-cigarettes and alcohol. We also consider how peer pressure can influence our ability to make sensible decisions.
|In lessons we cover racism, homophobia, gender discrimination and ageism. We re-visit democracy, and discuss powerful people, local services and mutual respect.
|We begin this unit with a Puberty re-cap. We cover the topics menstruation, relationships and consent, gender and sexuality, conception, contraception and parenthood.
Relationship, Sex and Health Education
We want all children to grow up healthy, happy, safe, and able to manage the challenges and opportunities of modern Britain. Teaching children Relationships, Sex and Health Education (RSHE) is a key part of this process. These subjects are designed to equip your child with knowledge to make informed decisions about their wellbeing, health and relationships as well as preparing them for a successful adult life.
Parent Guides: Relationships Education, Relationships and Sex Education (RSE) and Health Education
Useful Websites for Support - we have put together a list of resources that you may find useful
Relationships Education, Relationships and Sex Education (RSE) and Health Education (Statutory Guidance Document):