Aston Fields Middle School
PSHE
At Aston Fields Middle School, we believe that a balanced PSHE curriculum makes a major contribution to a range of statutory responsibilities.
Rational & Ethos
- Clear consideration of the personal and economic well-being of the young people within our community
- Highly commended provision of ‘Sex and Relationships’ education
- Development of the spiritual, moral, cultural, mental and physical development of pupils
- Preparation for opportunities, responsibilities and experiences in later life
We believe Relationship and Sex Education (RSE) is part of a lifelong learning about physical, moral and emotional development. At Aston Fields Middle School, RSE is centred on personal safety, caring for others and building strong relationships. This is coupled with teaching pupils about the human body and its changes during puberty, including information about reproduction, control of fertility and sexual health, sexuality and sexual relationships.
Effective relationship and sex education is essential if young people are to make responsible and well informed decisions about their lives. We aim to inform pupils, presenting relevant facts in an objective and balanced manner. Aston Fields Middle School will help young people learn to respect themselves and others, enabling them to move with confidence through childhood and the beginning stages of adolescence, empowering them with the knowledge and confidence to prepare them for their journey to adulthood.
Intent
Intended outcomes for RSE at Aston Fields Middle School will enable:
- Opportunities to clarify some of their attitudes towards friendships, sexuality and gender.
- Opportunities to discuss some moral issues – hearing the points of view of others and respecting other peoples’ decisions, rights and bodies.
- A chance to explore ideas about family, parenting and the ways in which people care for each other.
- A safe environment for pupils to understand their bodies and bodily functions.
- Provide information which is realistic and relevant, and which reinforces positive social norms.
- The promotion of positive mental well-being and self-perception.
In the Personal Social Health Education (PSHE) programme we select activities and resources which are age, experience, and culturally appropriate
Our commitment to our pupils:
- Teachers have excellent subject knowledge and skills
- Teachers use a range of well-chosen and imaginative resources to support learning
- Teachers draw on current regional and national research and statistical data to illustrate and exemplify lesson content
- Teachers have high expectations of their students and build trusting relationships with their pupils
- Teachers put various interventions in place, as and when appropriate, to ensure the needs of all learners are being met.
- Teachers are skilful in teaching sensitive and controversial topics
- Teachers provide a secure learning environment for all pupils
- Teachers use questioning effectively to challenge pupils, deepen thinking and support
- Teachers assess learning rigorously
- Teachers ensure all pupils are aware of how to improve as well as be recognised for their attainment
- Teachers embrace opportunities for pupils to learn from external speakers and organisations
As a school, we will ensure that pupils' needs, interests and aspirations are met.
‘Children with higher levels of emotional, behavioural, social and school well-being on average have higher levels of academic achievement and are more engaged in school, both concurrently and in later years.’
Implementation
Overarching concepts developed through the Programme of Study for Key Stage 2 and 3
1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
2. Relationships (including different types and in different settings, including online)
3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices)
4. Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world
5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
9. Career (including enterprise, employability and economic understanding)
Schemes of work according to Year Group
Key Stage 2 (Year 5 and 6)
Pupils begin their experience of our school by discussing the vocabulary of ‘Character’. They look at ‘Knightly Virtues’ listed in their planners and how this may impact upon various career and life choices.
PSHE is taught within PSD lessons and as PSD days.
Year 5 topics are:
- Teamwork
- Rights, Responsibility & Respect
- Healthy Lifestyles
- Community Values
- Body Confidence
- RSE
Year 6 topics are:
- Healthly Lifestyles
- Diversity and Inclusion
- Safer Internet
- Managing Money
- Aspirations
- Mental Health & Wellbeing
Key Stage 3 (Year 7 and 8)
Pupils are provided with weekly PSHE lessons. Units of work consist of clearly structured, progressive teaching and make use of PSHE association quality assured resources. Other topics of significance are considered according to the needs of pupils following teacher assessment and evaluation of the cohort. For example, ‘Anti-Bullying Week’ activities and the discussion of contemporary global issues.
As well as the above, the following topics are considered as distinct units of work:
Year 7 topics are:
- Identity
- Careers
- Mental Health & Wellbeing
- Financial Education
- RSE
- Health Education
Year 8 topics are:
- Positive Relationships
- Staying Safe Online
- RSE
- Health Education
- Transition
Aspects of 'Living in the Wider World' are taught through drop-down activities and through humanities (Year 7) and Learning for Life (Year 8)
Impact
As mentioned above the impact of our curriculum can be seen in the behaviours and attitudes of our pupils in school, the community and in later life. Pupils communicate well with each other, their teachers and visitors. They demonstrate high levels of self-awareness, motivation and self control. We are exceptionally proud of the young people they become.
Resources for Parents/Carers to support SRE
www.nspcc.org.uk/keeping-children-safe/sex-relationships/healthy-relationships/