PSHE Curriculum for KS3 2018-2019

PSHE is an essential part of our curriculum and has been specifically designed to cater for the every changing needs of our young people. PSHE is delivered as a standalone lesson once a week but also threaded throughout our curriculum on a daily basis. PSHE is delivered through a spiral approach through three specific topics under the umbrella of PSHE.

The three topics have been spilt into: –

* Health and Wellbeing

* Relationships

* Living in the Wider World

Objectives have been taken from the Derbyshire Healthcare Support Service, the National Curriculum and the PSHE Association. A close collaboration with the School Nurse, SSSC staff and Healthy Schools Awarding body took place to ensure the curriculum is appropriate and relevant for our young people. The curriculum is taught through a spiral approach so the concepts and objectives are being revisited and reinforced throughout the academic year.

The concept of this is so student’s prior knowledge is built on, revisited and enhanced as the students’ progress throughout their education and promoting independent living.

The KS3 curriculum has been predominantly taken from a Key Stage 2/3 objectives and split into three sections. Each objective has been carefully written to ensure age appropriate delivery is apparent irrelevant of their baseline. Subjects will be delivered sensitively and through various methods and styles. Prior knowledge will be revisited and consolidated whilst stretching students understanding with an underpinning of independence and keeping safe.

SRE: – Relationships for KS3

  • Students can name the main parts of the body including major organs in the body.
  • Students can name the sexual body parts of the human body.
  • To understand the function of sexual body parts.
  • Develop a positive attitude to body parts
  • Know about the physical and emotional changes during puberty for girls
  • Know about the physical and emotional changes during puberty for boys
  • To understand a menstrual cycle
  • Understand how a baby is made
  • Understand how babies are born
  • Understand the respinsibility of looking after a baby
  • Understand that people are part of the cycle of nature.
  • Students can name personal hygiene products and use them appropriately
  • To identify how poor personal hygiene can lead to other problems.
  • To understand the importance of good personal hygiene and how to achieve it.
  • Ability to describe some of the different beliefs and values in society.
  • Demonstrate respect and tolerance towards people different from themselves.
  • Develop awareness of the pressures to conform to gender and some strategies on how to deal with gender based prejudice.
  • Understand how to keep safe using the internet and other technology.
  • Know that there are ways in which adults choose to avoid pregnancy and keep themselves safe.
  • Understand the difference between good and bad secrets.
  • Understand the influence of the media when forming views on sex and relationships
  • Students can describe different kinds of relationships.
  • Consider when an adult may be ready for parenthood.
  • Consider why some people get married or live in stable relationships and how this is important for family life.
  • Develop skills for dealing with unwanted physical contact.
  • Identify the people who they love and are special to them.
  • Explore the feelings they experience with special people.
  • To understand some of the qualities important to friendships.
  • Recognise the difference between healthy and unhealthy friendships and relationships, and understand their right to physical boundaries.
  • Reflect on what part relationships play in a persons overall identity.

PSHE:- Health and Well-being for KS3

  • To deepen their understanding of positive and negative feelings
  • Ability to explain their feeling to others
  • Have the ability to manage a range of feelings
  • Recognise that they may experience conflicting emotions
  • Have the ability to express and demonstrate some positive qualities
  • Ability to share their likes and dislikes.
  • Ability to describe and respect the differences and similarities between people
  • Have an understanding of change. (loss, separation, divorce, bereavement, key stages and schools)
  • Know how to improve their physical and emotional health
  • That bacteria and viruses can affect health and that following simple routines can recue their spread
  • Can identify risk associated with personal lifestyle choices and face challenges safely
  • Can identify different food groups and explain the benefits and disadvantages
  • Know how to keep their teeth healthy
  • Know what is meant by the term habit and why habits can be hard to change
  • Describe people who can help them stay healthy and safe.
  • Ability to differentiate between the terms ‘risk’, ‘danger’ and ‘ hazard’
  • Recognise and predict and assess risks in different situations and decide how to manage them responsibly building resilience
  • How pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including the media
  • How pressure to behave in unacceptable, unhealthy or risky ways can come from a variety of sources, including people they know
  • Know what substances and drugs are legal and illegal
  • Know that some substances can damage their immediate and future health and safety
  • Ability to identify health risks involved in taking drugs, smoking and alcohol
  • Have the ability to know why people choose to take drugs, smoke and drink alcohol.
  • Can explain the effects drugs can have on the body
  • Understand how to keep safe physically and emotionally (Road, Water, Fire, Cycle-Bike ability)
  • Understand strategies for keeping safe online, the importance of protecting personal information and distribution of images
  • To reflect on and celebrate their achievements
  • Ability to identify their strengths and areas for improvement
  • Ability to set high aspirations and goals
  • Can recognise their own self worth and identify ways to face new challenges
  • Recognising their increased independence and how this brings increased responsibility to keep themselves and others safe
  • Has the ability to make appropriate comments and ask relevant questions in social situations
  • Ability to describe what bullying is and identify some different types of bullying

Citizenship:- Living in the Wider World for KS3

  • To know what being part of a community means
  • To recognise the role of voluntary, community and pressure groups, especially in relation to health and wellbeing
  • Know what is meant by enterprise and begin to develop enterprise skills
  • Ability to research, disucuss and debate topical issues, problems and events that are common to them and offer their recommendations to appropriate people.
  • Ability to explain the words discrimination and sterotype
  • To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
  • To consider the lives of people living in other places and people with different values and customs.
  • Recognise features of a democratic society, locally and nationally
  • Identify different types of rights and understand that rights can conflict and come with responsibility
  • Ability to contribute to the looking after of the environment
  • Know how to contact specific people when they need their help, including 999 in an emergency.
  • To explore and critique how the media present information
  • Understand that information contained in social media can misrepresent or mislead.
  • Have an understanding of the importance of being careful what they forward to others.
  • Know why and how rules and laws that protect them and others are made and enforced.
  • Know why different rules are needed in different situations and how to take part in making and changing rules
  • To understand that there are basic human rights shared by all people and all societies
  • That children have their own special rights set out in the United Nations
  • Declaration of the Rights of the Child
  • To know that there are some cultural practices which are against British law and universal human rights
  • Know about the role money plays in their own and other lives.
  • How to manage this own money and about being a critical consumer
  • To develop an initial understanding of the concepts of interest, loan, debt and tax.
  • Ability to demonstrate respect and tolerance towards others
  • Ability to confidently make choices between right and wrong
  • To realise the consequences of anti -social, aggressive and harmful behaviors such as bullying and discrimination of individuals and communities.
  • Understand the benefits and advantages of doing different jobs
  • Ability to discuss a range of jobs and explain how you would develop skills to work in the future
  • To know they have different kinds of responsibilities, rights and duties at home, school, in the community and towards the environment.
  • To resolve differences by looking at alternatives, seeing and respecting others points of view, making decisions and explaining choices.
  • Ability to positively contribute to the life of the classroom and school