Alleyn’s School PSCHE Programme of Study: Key Stage 3 Years 7-9
All of our lesson plans are on the hub; if you wish to discuss individual lesson content, please contact me directly. Most of the programme below is delivered by tutors but topics which require subject-specific expertise are ‘outsourced’ and delivered by professionals wherever possible. We reserve the right, in responding quickly to the world around us, to add ‘extraordinary’ topics into the programme as and when needed. In putting together our programme below, we have been guided by the PSHE Association Programme of Study for Key Stages 3-5 as well as DFE and statutory guidance. The programme and all lesson plans are evaluated and updated annually.
PLEASE NOTE: IN LOCKDOWN/WITH A DISRUPTED YEAR, WE MAY NOT BEEN ABLE TO RUN ALL OF THESE SESSIONS!
Personal Health and Well-Being:
Through a range of activities:
Pupils learn how to/the importance of identifying their personal strengths and abilities, their character and individuality, to develop self-confidence and self-esteem, and the importance of doing so to our well-being.
Pupils explore and discuss what affects (positively and negatively) their self-esteem and self-confidence, focussing upon changing friendships, peer pressure, school and social/mass-media in particular, and how these might influence them. This includes considering the impact of these on our body image, on our physical and mental health and well-being.
Pupils explore a range of strategies to help them a) recognise and manage internal and external influences, risks and b) counter these positively as well as c) access safe, appropriate sources of help and support.
Mental Health and Emotional Well-Being:
Through a range of activities:
Pupils learn how to identify and verbalise their emotions in a safe setting, and learn the importance of doing so to challenge any stigma associated with seeking support and in building resilience
Pupils learn what good mental and emotional health is and isn't, recognise signs of ill-health in themselves and others, and learn a range of healthy coping strategies for managing their well-being as well as the well-being of those around them including the benefits of good nutrition, sleep, regular physical activity and positive relationships.
Pupils explore and discuss the ‘causes and triggers’ for ‘unhealthy coping strategies’ in themselves and those around them, including self-harm, drug abuse (both illegal and prescribed drugs) including focusing on smoking ,vaping and alcohol abuse, and how important it is to access help, as well as where to access help and support.
Please be reassured that in our teaching here we are mindful of avoiding instruction on ways of self-harming that could suggest ideas for, or inspiration for vulnerable individuals
Through a range of activities:
Pupils explore and discuss the importance of maintaining a balance between activities at school, at home and online.
Pupils explore and discuss the importance of, and benefits of regular physical activity for mental health and well-being.
Pupils explore and discuss the importance of good sleep hygiene, how to achieve this and why, and how it is of benefit to us.
Pupils explore and discuss the importance of a balanced diet, and the adverse effects of poor nutrition/unhealthy choices on our well-being.
Pupils explore and discuss the importance of taking responsibility for our own physical health including personal hygiene, oral health and sun safety, and the purpose of teen vaccinations, as well as self-examination, where to access help and support.
Drugs, alcohol and tobacco
Through a range of activities:
Pupils explore and discuss the positive and negative uses of drugs in society and laws pertaining to the same (including school policy), including the safe use of prescribed and over the counter medicines as well as misuse of the same.
With close focus on alcohol, tobacco and vaping use in years 7 and 8, pupils discuss and explore the consequences of substance use, including how these impact (in the short and long-term) upon mental and physical health and well-being, not just of individuals and their families but the wider consequences for communities.
In year 9, pupils expand upon this further to examine the wider risks of illegal substance use (including Class A, B and C drug abuse) for individuals, giving consideration to the potential impact upon personal safety, career, relationships and future life choices.
Pupils explore and discuss, through scenario work, strategies to manage a range of influences on drug, alcohol and tobacco use, including peer and other external pressures, practising saying no in scenario work.
Pupils learn how to access support including for dependence, addiction and overcoming the same.
Keeping Safe:
Through a range of activities:
Pupils learn how to identify risk and how to manage personal safety in a widening range of settings including online (with a greater focus on Year 9), exploring a range of strategies for reducing risk, including focus on gambling, sharing of personal information and imagery online, where to access support and how.
Building on the work done in CCF and DFE, pupils learn how to get help in an emergency , how to perform basic first aid, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators.
Safety Online/Digital Literacy:
Through our range of lessons:
In PSCHE and through the wider school curriculum, pupils learn of the importance of, and how to manage their online profile including privacy settings, passwords, of the importance of protecting personal information, of the importance of screen breaks and what a digital tattoo is; through scenario work using CEOP, ThinkuKnow and InternetMatters resources, pupils then safely explore how/when things go wrong, the short and long-term impact of this and how/where to access help.
Pupils learn about how to access help when online, through, for example, contacting CEOP to report abuse or receipt of disturbing content.
Healthy relationships
Through a range of activities:
Pupils learn about diversity in relationships, including those within families, friendships, romantic or intimate relationships.
Pupils learn what characterises positive, healthy relationships and unhealthy relationships, including those online.
Pupils learn about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation, the difference between biological sex, gender identity and sexual orientation.
Pupils learn that all relationships should be entered into freely, of the rights and responsibilities we have in relationships, building on consent work started in Lower School.
Pupils explore and discuss how relationships are portrayed in the mass media, and the potential impact of this on people’s expectations of relationships, including stereotypes of gender roles, and how this – including pornography – can influence our expectations.
Beginning with work in Lower School, pupils to explore and discuss what they value in friendships before moving in late KS3 to consider love and sexual relationships.
Pupils learn how to form, maintain and manage positive relationships, including online, in families, in peer groups, within and without school, and in their communities.
Pupils learn how to further develop the skills of active listening, clear communication, negotiation and compromise.
Pupils learn to manage the strong feelings that all kinds of relationships bring, exploring a range of strategies to manage disagreements, and to manage painful feelings like loss and change, including separation, divorce and bereavement.
Pupils learn about the range of services available to them to support healthy relationships and to manage unhealthy relationships, where and how to access them.
Pupils explore consent through scenario work to learn that consent is freely given, can be withdrawn at any time and that decision must be respected, that being pressurised, manipulated or coerced into anything is not consent, and how to access further support and help; they learn about the law relating to sexual consent.
Relationships and Sex Education:
Through a range of activities, primarily led by external specialists (currently ItHappens):
Pupils revisit what puberty is/changes (to ensure any gaps in learning in years 1-6 are managed); they learn strategies for how to manage the physical and mental changes which accompany puberty; boys and girls are taught together so they learn how to support each other.
Pupils learn about menstruation, masturbation, period poverty, where to access support and more information.
With a brief introduction in Year 8 which is then developed in Year 9, pupils learn of the purpose and importance of different forms of contraception and barriers; how and where to access contraception, about confidentiality.
Pupils learn that infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain sexually transmitted infections (STIs).
Pupils learn that intimate relationships should be pleasurable as well as mutual and consenting.
Pupils learn about the risks related to unprotected sex as well as how/where to access help.
Pupils learn about the roles and responsibilities of parents, guardians, carers and children in families, explore and discuss the nature and importance of stable, long-term relationships (including marriage and civil partnerships) for family life.
Pupils learn what characterises abusive behaviours; in Year 9, pupils focus on recognising grooming, sexual harassment, sexual and emotional abuse, violence and exploitation; how to recognise warning signs both in real life and in the virtual world; they learn how to report abuse in both forums as well as further sources of help and support.
Pupils learn what bullying is in all forms including peer-on-peer/child-on-child, online, what our policy on this is, its impact and how to get help/support.
Through focus on protected characteristics and the Equality Act, Lower School pupils learn to recognise and how to safely call out stereotyping, prejudice and discrimination; through scenario work we identify offensive language and behaviour. Lessons promote inclusion and challenge discrimination in every form on every forum.
Pupils explore and discuss peer pressure, how it can contribute to young people engaging in risk-taking, with particular focus on gangs, gang and knife crime in Year 9; pupils learn strategies to manage and challenge harmful behaviour as well as where to access help and support.
Personal management and future aspirations/careers:
Through a range of lessons:
In tandem with work covered in ALP, pupils identify the key study, organisational, research and presentation skills they need to achieve their potential.
Pupils discuss the importance of regularly reviewing their strengths, interests, skills, qualities and values and how to develop these, of the importance of regularly setting and revisiting realistic yet ambitious targets.
Pupils explore and discuss the skills they exhibit and what employers value, to begin to identify and better develop the skills they need to achieve their potential beyond education.
Pupils explore and discuss the options open to them at the end of key stage including where they can access help in this key decision-making process.
Pupils begin to explore the wide range of routes into work, training and other vocational and academic opportunities, further developed in Key Stage 4.
Pupils learn about young people’s employment rights and responsibilities.
Money management
Through a wide range of lessons:
Pupils explore and discuss their attitudes relating to finance, including debt and managing risk, and peer pressure.
Pupils learn about financial exploitation in different contexts with particular focus in Year 9 on money mules, gang exploitation and online scams.
Citizenship:
Through ALP, Enrichment, assemblies, House meetings and in distinct PSCHE lessons:
Pupils explore and discuss the importance of their roles in their wider communities and as global citizens, work which is developed further in the school curriculum as a whole.
Pupils learn about the political system of democratic government in the United Kingdom, the operation of Parliament, voting and elections, and the role of political parties.
Pupils learn about the precious liberties enjoyed by the citizens of the United Kingdom, and what British values are.
Pupils learn about the nature of rules, laws and the justice system, the role of the police and the operation of courts, tribunals and youth courts.
Pupils learn about the roles played by public institutions and voluntary groups in society, and the ways in which citizens can work together to improve their communities.
Key Stage 4+5 Years 10-13
Personal Health and Emotional Well-Being
Through a wide range of lessons, including those in ALP:
Pupils learn to identify, evaluate and assess their strengths, their progression and how to use feedback to further improve/reflect (whole school policy).
Pupils learn how self-confidence and esteem, and mental health can be shaped by internal and external influences, and explore ways of how to manage these.
Pupils learn how some media portray so-called 'idealised' body shapes, that this can adversely influence self-esteem and our positivity about our body image; they explore how to critically evaluate what they see and challenge this, exploring a range of strategies to develop resilience and counter peer/external and internal negative influence.
Mental health and well-being
Through a wide range of lessons:
Pupils learn what characterises good mental and emotional health, the importance of empathy and how daily actions/interactions/change can affect people’s mental health.
Pupils learn to recognise the need for emotional support during life changes, obstacles and challenges.
Pupils learn a broad range of strategies to help them to support their own emotional wellbeing, and where to find help.
Pupils learn to recognise the warning signs of common mental and emotional health concerns (including stress, anxiety and depression), to explore what might trigger them in themselves and in their peers, as well as what help or treatment is available within and without school.
Pupils learn how to recognise the warning signs of unhealthy coping strategies, such as self-harm and eating disorders in themselves and others. We do not teach about methods and resources that provide instruction on ways of self-that could potentially 'inspire' vulnerable pupils.
Building upon work done in Key Stage 3, pupils continue to learn how to make informed lifestyle choices regarding sleep, diet and exercise, and of the benefits managing time, including time online, carefully.
Pupils learn about the purpose of blood, organ and stem cell donation for individuals and society, and of the importance of their taking responsibility for maintaining and monitoring health, of screening and self-examination.
Pupils learn to assess and manage risks including those associated with cosmetic and aesthetic procedures with particular focus on tattooing, piercings and the use of sunbeds.
Drugs and alcohol and managing risks education:
Through a wide range of lessons:
Building on work in Key Stage 3, pupils continue to learn about the consequences of substance use and misuse, both for the mental and physical health and wellbeing of the individual and their families and communities , exploring the short and long-term risks involved for individuals, for their personal safety, career, relationships and future lifestyle. Pupils also learn where to get help and support with addictive behaviours, including where there could be legal consequences. At the end of Key Stage 4 and into Key Stage 5, pupils learn about keeping safe when away from home, at festivals, Fresher's Week etc. Pupils learn about drink-spiking, for example, and drink driving consequences.
Pupils build on first aid work in Key Stage 3, becoming more confident in management of risky situations, performing emergency first aid and life-saving skills, including cardio-pulmonary resuscitation (CPR) and the use of defibrillators.
Relationships and Sex Education:
Through a wide range of lessons:
Pupils learn about different types of intimacy — including online — as well as their potential emotional and physical consequences.
Pupils learn about a wide range of specific STIs, how to reduce the risk of transmission, how to respond if someone has, or may have, an STI, where to access help, support and sexual health services, and of the importance of taking responsibility for one's sexual health as well as how to do so.
Pupils discuss potential barriers about accessing help, support and information about sexual health and related services.
Pupils learn what a healthy pregnancy is, and how lifestyle choices affect a developing foetus.
Pupils learn about fertility, about how it changes over time including focus on menopause and andropause. They learn about how fertility might be affected by STIs and other lifestyle factors.
Pupils learn about choices and support, how and where to access help/support pertinent to pregnancy, unplanned pregnancy, fertility issues and miscarriage; pupils explore the implications of young parenthood and learn about services that offer support for new parents and families. Pupils learn about termination, about the current legal position on it, and explore the range of beliefs and opinions about it.
Building on work in Key Stage 3, pupils continue to develop a confident understanding of what characterises strong, positive relationships, both platonic and romantic, what characterises unhealthy relationships including harassment, threat and violence, and victim-blaming, domestic abuse, exploitative relationships, forced marriage, up-skirting and so-called 'honour-based' attacks, where to access help and support.
Pupils learn about the role of pleasure and consent in intimate relationships.
Pupils explore the benefits of delaying, of stable, committed relationships, the rights and protections afforded by different relationships, legal rights, responsibilities and protections including those set out in the Equality Act 2010. Pupils learn about diversity in romantic and sexual attraction and developing sexuality, including sources of support and how to access them.
Pupils learn more, building on work in Key Stage 3, about the potential impact of pornography and other media on sexual attitudes, expectations and behaviour.
Building on work in Religious Studies lessons in years 7+8, pupils learn about the wide range of faith and cultural practices/beliefs pertaining to relationships and sexual activity, and to respect the role these might play in relationship values.
Pupils learn about the strong emotions associated with the different stages of relationships, how to safely, responsibly manage change in relationships, including change and difficulty, like the ending of relationships and how/where to access support.
Pupils learn about the legal and ethical responsibilities people have in relationships, including online aspects of relationships.
Pupils learn about the impact of drugs alcohol and peer/external pressures on choices and sexual behaviour, how to assess their readiness for sex, including sexual activity online, and consequences, how to recognise when others try to manipulate them into behaviours they do not freely/cannot freely consent to and what to do/how to access support.
Building on work in Key Stage 3, pupils learn more about appropriate barrier and contraception choices, including emergency contraception, where to access help and support; Key Stage 5 pupils also learn about accessing support for sexual health info and support when living away from home.
Building on work in Key Stage 3 pertaining to relationships, pupils learn about fostering, adoption and the diverse routes to parenthood, why people might choose each route and how to access support/information.
Pupils evaluate ways in which their behaviours may influence their peers, positively and negatively, including in online situations, and in situations involving weapons or gangs; they develop skills to support younger peers when in positions of influence (within the wider pastoral/House system and mentoring systems), to recognise situations where they or those they know are being influenced, or are vulnerable to negative influences; they learn strategies to access appropriate help and support. They continue to build upon KS3 work in developing a range of strategies to recognise and challenge all forms of prejudice and discrimination, to know where to access help and support.
Personal management and future aspirations/careers:
Through a wide range of lessons:
Pupils further develop their study and employability skills, build on work done in KS3 to better evaluate their own strengths, areas for development and use this to successfully inform personal goal setting; they learn how to relate this to future career choices and employability.
Pupils learn about the range of opportunities available to them for career progression, including in education, training and employment.
Pupils learn about the need to challenge stereotypes about particular career pathways, to maintain high aspirations for their future and embrace new opportunities.
Pupils learn where and how to find information, advice and guidance available to them on next steps and careers, as well as how to access appropriate support and opportunities.
Pupils learn about the labour market, local, national and international employment opportunities, about employment sectors and types, and about changing patterns of employment.
Pupils learn how/the importance of research about, and to take full advantage of any opportunities for work experience that are available to develop their career identity, and how to maximise their chances when applying for education or employment opportunities.
Building on work in KS3, pupils further develop strategies to manage their online presence, and its impact on career opportunities.
Pupils learn about, and how to manage, rights and responsibilities at work including health and safety procedures, about confidentiality in the workplace, when it should be kept and when it might need to be broken, about the unacceptability and illegality of discrimination and harassment in the workplace, and how to challenge it.
Money management:
Through a wide range of lessons:
Pupils learn to effectively budget, including the benefits of saving, how to effectively make financial decisions, including recognising the opportunities and challenges involved in taking financial risks, to recognise and manage the range of influences on their financial decisions, and where to access appropriate support for financial decision-making/concerns relating to money including gambling, and consumer rights.
Building on work in KS3, pupils develop the skills to challenge and to seek support for financial exploitation in different contexts including online.
Pupils learn to evaluate the financial advantages, disadvantages and risks of different models of contractual terms, including self-employment full-time, part-time and zero-hours contracts.
Media literacy:
Through a wide range of lessons:
Building on work done in KS3, pupils revisit how and why to keep safe online, how to manage language and behaviour online and in language choice (ties into Relationships and Sex Education here), how to manage screen-time, to protect personal information, change passwords regular, be critical in use of material online, how to safely search and how/when/where to access help, with emphasis on sites: NSPCC, Childline, CEOP, Thinkuknow, NHS.
Pupils learn that social media may disproportionately feature exaggerated or inaccurate information about situations, or extreme viewpoints, how they can recognise this and this may influence opinions and perceptions of people and events.
Building on work in KS3, pupils learn how personal data is generated, collected and shared, including by individuals, and the consequences of this, how data may be used with the aim of influencing decisions, including targeted advertising and other forms of personalisation online, and strategies to manage this.
Across the school curriculum, in PSCHE and in ALP, pupils learn strategies to critically assess bias, reliability and accuracy in digital content.
Building on PREVENT work in KS3, pupils learn to recognise and assess the causes and personal consequences of extremism and intolerance in all their forms, to recognise our shared responsibility to challenge extreme viewpoints that incite violence or hate, and how to respond to anything that causes anxiety or concern/where to report it/access help.
Citizenship:
Through a wide range of lessons:
In KS3, pupils learn about the different electoral systems used in and beyond the United Kingdom, and actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond, about human rights and international law, about the legal system in the UK, different sources of law and how the law helps society deal with complex problems, about the diverse national, regional, religious and ethnic identities in the United Kingdom, and the need for mutual respect and understanding. Wee build upon this further in KS4 and 5, focussing on the following:
Pupils learn the different ways in which a citizen can contribute to the improvement of his or her community, to include the opportunity to participate actively in community volunteering, as well as other forms of responsible activity.
In tandem with work on money management, pupils learn about income and expenditure, credit and debt, insurance, savings and pensions, financial products and services, and how public money is raised and spent.
Source: pshe association; gov.uk