PSHE and Citizenship
A summary of KS3 and its relevance
PSHE education at KS3 is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes students need to thrive as individuals, family members and members of society.
PSHE education equips students with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing. A critical component of PSHE education is providing opportunities for children and young people to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.
PSHE education contributes to personal development by helping students to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help students to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.
The overarching aim for PSHE education at KS3 is to provide students with:
- accurate and relevant knowledge
- opportunities to turn that knowledge into personal understanding
- opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
- the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
At Key Stage 3, students build on the skills, attitudes, values, knowledge and understanding they have acquired and developed during the primary phase. PSHE education acknowledges and addresses the changes that learners are experiencing, beginning with transition to a new key stage, the challenges of adolescence and their increasing independence. It teaches the skills which will equip them for the opportunities and challenges of life. students are encouraged to manage diverse relationships and the increasing influence of peers and the media. PSHE education allows them to be more confident in addressing the challenges of effective learning and making a full and active contribution to society.
BRITISH VALUES STATEMENT
At Ridgeway Secondary School, we value the diversity of backgrounds of all students, families and wider school community.
The Department for Education states that there is a need:
“To create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs”.
The Department for Education defines British Values as follows:
- Respect for democracy and support or participation in the democratic process
- Respect for the basis on which the law is made and applies in England
- Support for equality of opportunity for all
- Support and respect for the liberties of all within the law
- Respect for and tolerance of different faiths and religious and other beliefs
Our school reflects British values in all that we do. We aim to nurture our children on their journey through life so they can grow into safe, caring, democratic, responsible and tolerant adults who make a positive difference to British society and to the world. We encourage our children to be creative, unique, open-minded and independent individuals, respectful of themselves and of others in our school, our local community and the wider world.
A summary of the skills acquired
The intrapersonal skills required for self-management
- Critical, constructive self-reflection (including being aware of own needs, motivations and learning, strengths and next steps for development, how we are influenced by our perception of peers’ behaviour)
- Learning from experience to seek out and make use of constructive feedback
- Setting challenging personal goals (including developing strategies to achieve them and knowing when to change them)
- Making decisions (including knowing when to be flexible)
- Recognising some of the common ways our brains can ‘trick us’ or ‘trap us’ in unhelpful thinking (including generalisation, distortion of events, deletion of information, misconceptions or misperceptions about the behaviour of peers)
- Resilience (including self-motivation, adaptability, constructively managing change including setbacks and stress)
- Self-regulation (including managing strong emotions e.g. negativity and impulse)
- Recognising and managing the need for peer approval
- Self-organisation (including time management)
The interpersonal skills required for positive relationships in a wide variety of settings
- Active listening
- Communication (non-verbal and verbal including assertiveness and recognising how this differs from aggressive and passive behaviour; being able to present and communicate ideas, arguments and thoughts effectively)
- Team working (including agreeing clear and challenging outcomes, facilitation, co-operation, networking and the ability to provide, receive and respond to, constructive feedback and take on different roles; the ability to recognise and learn from others’ experience)
- Negotiation (including flexibility, self-advocacy and compromise)
- Recognising and utilising strategies for managing pressure, persuasion and coercion
- Responding to the need for positive affirmation for self and others
Skills of enquiry
- Formulating questions
- Gathering and using data (including assessing the validity and reliability of sources of data and using a variety of sources)
- Analysis (including separating fact from opinion)
- Planning and deciding
- Recalling and applying knowledge creatively and in novel situations
- Drawing and defending conclusions using evidence and not just assertion
- Identification, assessment (including prediction) and management of risk
- Evaluating social norms
- Reviewing progress against objectives
|Term 1A||Term 1B||Term 2A||Term 2B||Term 3A||Term 3B|
|5||Facing new challenges||Rights and responsibilities||Diversity in the UK today||Facing new challenges||Rights and responsibilities|
|6||Preparing to play an active role as citizens||Developing confidence and responsibility and making the most of their abilities||Developing relationships||Respecting differences between people||Developing a healthy safer lifestyle|
|7||Managing transition and new surroundings.||Relationship with self and others.||Fair trade and ethical shopping||Elections and political parties||Substance use and misuse.||Personal safety|
|8||Spending and saving.
Consumer rights and responsibilities.
|Bullying, stereotypes and diversity||Healthy friendships and relationships.||Community action project.||Britain’s place in the World.||Crime and punishment.|
|9||Enjoying a healthy and active lifestyle.||Healthy relationships (boyfriend and girlfriend)||Debt, insurance, risk taking and personal life choices.||Future Options?||Illicit substances: why do people use drugs?||Human Rights.
Celebrating human rights.
Topics covered in Year 7
Spring Term Subject Map
Summer Term Subject Map
Topics covered in Year 8
Spring Term Subject Map
Summer Term Subject Map