PSHEe promotes students' personal, social and emotional development, as well as their health and wellbeing. It provides the knowledge, skills and attributes students need to lead healthy, safe, responsible and fulfilled lives now and in the future. Students develop knowledge and understanding about all aspects of personal relationships, physical health and mental wellbeing, social issues and financial decisions. These fundamental life skills help them to manage their feelings and to develop emotional intelligence. Being in a happy and healthy environment is a prerequisite for academic aspirations to be realised. With this in mind, the form tutors who deliver PSHEe are committed to developing the students self – esteem and self - respect.
What are the aims of PSHEe?
To enable students to:
- develop self-awareness, positive self-esteem and confidence
- develop a healthy lifestyle
- learn to keep themselves and others safe
- develop skills for building effective and satisfying relationships
- recognise their worth and that of others
- value their achievements and those of others
- learn to respect the differences between people
- develop independence and responsibility
- play an active role as members of society and embrace change
- take increasing responsibility for their own learning and behaviour
- make the most of their abilities
- explore values regarding the physical, sexual, moral, social and vocational self
What is the content of the programme for PSHEe?
At key stages 3 and 4 PSHEe includes:
- Economic wellbeing and financial capability, which bring together careers education, work-related learning, enterprise and finance. Students learn about businesses, different types of work and how to manage money.
- Personal wellbeing, which concentrates on the personal development of students and includes sex and relationships, as well as drugs education. Students learn how to follow a healthy lifestyle including aspects of physical, social and emotional health.
All activities, be it formal lessons, discussing a report with the Head of Year, rehearsing a play or a sporting activity inevitably help with the development of a student's moral, social and personal sensibilities. These alone, however, may not provide sufficient opportunities for in-depth discussion of PSHEe issues. Thus PSHEe delivery is supported by:
- Enterprise Day for Year 8
- Exchanges and visits
- Financial awareness days for Years 7 and 9
- Lunch time and after school clubs
- A programme of visiting speakers and specialist agencies delivering sessions on a variety of topics
- PSHEe lessons throughout the year
- Thought for the day - each day begins with silent reflection
How is PSHEe assessed?
There is no formal qualification offered in PSHEe but students are assessed in various ways and the impact of the programme is monitored. It is reviewed regularly to address current issues and to meet student needs.
Student – self assessment
- Students reflect on their own learning e.g. knowledge, understanding, skills, attitudes, values, confidence and participation. (One-to one or in group discussion)
- Activities eg check-lists, posters, displays, before and after comparisons
- Peers reflect and make judgements e.g. about students’ knowledge, understanding, skills, confidence, participation and role within a group.
- Activities eg discussion/feedback, graffiti sheets, presentations, videos and displays.
Teacher led assessment
- Teachers reflect and make judgements about a student’s starting point and needs, development, progress, achievement and participation.
- Teacher supports individual, small or large group activity.
- Teacher supports self and peer assessment by identifying contributions, highlighting strengths and areas for development.
- Activities eg observation, questioning, listening, reviewing written work, reflecting on each student’s contribution to discussion and role play.
- Lesson observations