PSHEE, RSE & Careers Programme of Study

INTENT 


At Gildredge House we encompass Personal, Social, Health and Economic education (PSHEE), Relationship and Sex Education (RSE) and Careers into timetabled lessons called Careers and Community.  

The intent of our Careers and Community curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child. As a result of this, students will become healthy, independent and responsible members of a society who understand how they are developing personally and socially. It gives them the confidence to tackle many of the moral, social and cultural issues that are a part of growing up. We provide our students with the necessary skills to respond effectively to economic and political changes as well as changing patterns of work and equip students for their adult roles in society, helping them to understand the responsibilities of being parents, citizens and consumers. 

We provide our students with opportunities to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our students are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. Our school ethos supports this through encouraging our students to be Ready, Respectful and Safe. 

 

Our Wellbeing Wall – linked to our assembly programme.      British Values at Gildredge House              Our Primary School Council Board        

 Our aim is:

  • To create a cohesive learning community through the promotion of our students’ SMSC development and their physical and mental health and social and emotional well-being. 
  • To develop Programmes of Study and experiences which will enhance students’ self-respect and confidence and encourage them to take responsibility for themselves and their actions.
  • To design and resource, an RSE programme of work within the PSHEE curriculum which enables pupils to explore the complexity of the relationships they will have both now and throughout their lives


Implementation of PSHEE and RSE at Gildredge House

A visit from police officers. A visit from the dentist. A School Council meeting.

Most of PSHE education becomes statutory for all schools from September 2020 under the Children and Social Work Act 2017. This includes Relationships Education at key stages 1 and 2, Relationships and Sex Education (RSE) at key stages 3 and 4, and Health Education in both primary and secondary phases. 

The Department for Education published Statutory Guidance for Relationships Education, Relationships and Sex Education (RSE) and Health Education in June 2019. This sets out what schools must cover from September 2020 (though not all they should cover as part of broader PSHE education). 

This Programme of Study sets out learning opportunities for key stages 1 to 5, based on three core themes: 

 

  • Core theme 1: Health and Wellbeing  
  • Core theme 2: Relationships 
  • Core theme 3: Living in the wider world 

The PSHEE curriculum uses these core themes to overarch our 6 subheadings: Being Me in my World, Celebrating Difference, Dream and Goals, Healthy Me, Relationships & Changing Me.

IMPLEMENTATION  

Careers and Community cannot always be confined to specific timetabled times. Delivery of learning is a whole-school approach.  

This includes: 

  • discrete curriculum time delivered by specialist teams, Form Tutors and other staff; 
  • teaching PSHEE through and in other subject/curriculum areas; 
  • through PSHEE activities and school focus days or events; and 
  • through pastoral care and guidance. 

At Gildredge House, students have one lesson per week focusing on Life-related matters, including career education and Guidance, Sex and Drugs / Alcohol Education, Personal Social and Health education as well as Financial Capability. 

Formal Assemblies and Form Tutor time are used to deliver aspects of the Life programme e.g. Anti-Bullying. 

Careers and Community endeavours to help students to lead confident, healthy and responsible lives as individuals and members of society. 

Our bespoke programme for Secondary and Sixth Form builds from the Jigsaw programme delivered in Primary. The curriculum allows students to engage in a range of activities across and beyond the curriculum; students gain practical knowledge and skills to help them live healthily and deal with the spiritual, moral, social and cultural issues they may face as they approach adulthood. 

Careers and Community gives students opportunities to reflect on their experiences and how they are developing. It helps them to understand and manage responsibly a wider range of relationships as they mature and to show respect for the diversity of and differences between people. 

It also develops students’ well-being and self-esteem encouraging belief in their ability to succeed and enabling them to take responsibility for their learning and future choice of courses and career. Careers and Community builds on the students’ own experiences and work done in the Primary phase. It also compliments Life lessons in the school curriculum, covering areas such as issues in politics, the law, family, the environment, relationships, British Values, e-safety, self-awareness and the media. 

IMPACT

  • Children will have an improved understanding and draw on this knowledge to shape their own lives.
  • Children will recognise and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty. This will be driven through our own ASPIRE values.
  • Children will demonstrate a healthy outlook towards school – attendance will be at least in line with national and behaviour will be good.
  • Children will produce high standards of work, in line with other areas, resulting in the large majority achieving age-related expectations.   
  • Children will develop positive and healthy relationships with their peers both now and in the future.
  • Children will understand the physical aspects involved in RSE at an age-appropriate level. Children will have respect for themselves and others.
  • Children will have positive body images.

For more information on implementation, read our Programme of Study

 

Support