In Years 7 and 8 students have one Learn 4 Living lesson a week and follow a programme of lessons which aims to support students with their studies but as importantly, with their own personal and social development. These two elements go hand in hand to ensure success in and out of the classroom.
PSHE 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 PSHE are committed to developing the students self – esteem and self – respect.
What are the aims of Learn 4 Living programme?
To enable students to:
- develop self-awareness and positive self-esteem
- 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
- to develop effective working habits and study skills
- to develop student confidence both in and out of the classroom
What is the content of the Learn 4 Living programme?
At key stages 3 and 4 PSHE 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, mental 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 PSHE issues. The Learn 4 Living programme delivery is supported by:
- Exchanges and visits
- Lunch time and after school clubs
- A programme of visiting speakers and specialist agencies delivering sessions on a variety of topics
- PSHE lessons or collapsed days for KS4 and 5 throughout the year
- Debate and discussion around the weekly SMSC form group activity
- Via lesson content where relevant
Relationships and Sex Education in the Learn 4 Living Programme
As a key compoent through the Learn 4 Living programme, age appropriate lessons and activities are delivered to provide our students with the relevant information, knowledge and skills to manage their relationships in a positive and healthy way.
How is Learn 4 Living programme assessed?
There is no formal qualification offered in this area 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. We are introducing a review task a the start and end of each topic in Year 7 and 8 where students are asked to complete a ‘before and after’ knowledge/confidence sheet. At KS4 and 5 student evaluations of activities will be carried out and responded to.
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
- Start and finish topic evaluations
- 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 provide opportunities for teaching staff to monitor this form of assessment.
Teacher led assessment
- Teachers reflect, use start evaluations 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.