Welcome to PSHE, RSE & Citizenship


Vision

“For all ACSC students to develop an understanding of the ever changing world in which we live, develop the skills necessary to take an active role in their community and manage their life and emotions effectively.”

Intent

Personal, Social and Health Education (PSHE) at ACSC in both Key Stages 3 and 4 strives to assist students to lead confident, healthy and responsible lives as individuals and members of the modern society in which they live, underpinned by British Values. Through work in lessons and 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. 

Why study PSHE, RSE & Citizenship?

PSHE at ACSC provides students with the opportunities to reflect on their own experiences and empathise with those of others. It helps students to understand and manage a range of relationships, both within and outside the school environment, and how to adapt as they mature. Students will also know the importance of showing respect for the diversity and differences between people.

The curriculum 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. 

All students study PSHE for one hour per week. It is a non-examined subject which is considered paramount to our student’s personal development and health and well-being. PSHE helps students to develop life skills to ensure they are well prepared to respect and contribute to the wider society and life in Britain. High expectations are set for the promotion of tolerance, understanding and appreciation of the diverse communities in which we live.

The key British Values lie at the heart of all we do and all students transpose these values into their books at the start of the academic year and make reference to them at the end of each half term, demonstrating which values have a clear link to the topic studied.

The values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

Within our PSHE provision will also ensure the national statutory requirements are covered which include:

Statutory Health and Mental Wellbeing Education

  • Mental wellbeing
  • Internet safety and harms
  • Physical health and fitness
  • Healthy eating
  • Drugs, alcohol and tobacco
  • Health and prevention
  • Basic first aid
  • Changing adolescent body

Statutory Relationships and Sex Education

  • Families
  • Respectful relationships, including friendships
  • Online media
  • Being safe
  • Intimate and sexual relationships, including sexual health

Additional topics studied in PSHE

  • Citizenship
  • Personal Finance
  • Enterprise 
  • Gangs
  • Knife Crime

Recovery Curriculum 21-22

Due to the circumstances and challenges of covid19, the PSHE department have begun to implement our recovery curriculum, which affects the delivery and order of our previous scheme of learning. We have not only prioritised specific units of work, and identified by the needs of our students, but also began to update our lesson resources. As in previous years, our schemes of learning are still mapped against the national statutory requirements. This is to ensure we provide a fully comprehensive PSHE curriculum for our students, throughout their time at ACSC.

 

Term 1a 

Term 1b

Year 7 

Transition from Primary School to ACSC 

Physical and Mental wellbeing

Year 8 

Body Confidence 

Friendship

Year 9 

Physical and Mental Wellbeing 

Politics and Parliament

Year 10 

Mental Health and Wellbeing 

Career Management / Post 16

Year 11 

Applying for your next steps after ACSC 

Interview Preparation / College Applications

Year 7

During year 7, students will study the following topics:

Fertile question: What is secondary school like and how do I fit in?

Links to National Curriculum / Statutory Requirements

Students begin to understand the transition they have undergone from primary to secondary school. Students are given the opportunity to create a personal profile about themselves and begin to get to the school ethos and procedures around school. Students will also get to voice their worries and concerns about joining secondary school and receive help and guidance on how to deal with common problems they may face.

  • Transition
  • Respectful relationships, including friendships

Fertile question: How can what I eat and drink impact my day?

Links to National Curriculum / Statutory Requirements

Students will study the importance of physical wellbeing and the impact it can have on mental health. Students will examine their own routines, the food and drink they consume and what the impact can have on their bodies, mood and behaviour.

  • Physical health and fitness
  • Healthy eating
  • Mental wellbeing
  • Health and prevention

Fertile question: Can I ever consume substances such as tobacco, alcohol, drugs and energy drinks?

Links to National Curriculum / Statutory Requirements

Students will recognise the impact of choices they make regarding a range of different substances and the impact they can have on their health. Students will also consider the law surrounding these substances and the impact they can have on everyday life.

  • Drugs, alcohol and tobacco

Fertile question: How can we contribute to wider society?

Links to National Curriculum / Statutory Requirements

Students will begin to learn of methods of which they can contribute to their local community. Students will look at the impact of local charities and the affect they can have on lives in the community. Responding to emergencies is a skill that our students have demonstrated in numerous instances outside school but one we believe is a skill to have for life. This unit also includes basic first aid training that will equip students on how to deal with specific emergencies.

  • Basic first aid
  • Respectful relationships

Fertile question: What changes do we go through, physically and mentally as we grow up?

Links to National Curriculum / Statutory Requirements

Puberty is a change that all students go through and therefore, an essential feature of our PSHE curriculum. Students will study both the physical changes that occur but, also discuss the emotional impact this change can have. Students will also be signposted to advice and guidance should they require additional information.

  • Changing adolescent body
  • Mental health and wellbeing

Fertile question: Is it every adult's responsibility to ensure all young people thrive?

Links to National Curriculum / Statutory Requirements

Students begin to study the ‘Every Child Matters’ agenda and the importance of keeping safe, economic wellbeing, enjoying and achieving, having a healthy life style and making a positive contribution. The story of Victoria Climbie will be discussed and how the case has impacted the lives of many young children across the UK.

  • Being safe
  • Health and wellbeing

Year 8

During year 8, students will study the following topics:

Fertile question: What makes a healthy relationship?

Links to National Curriculum / Statutory Requirements

Students will study examples of both healthy and unhealthy relationships and what the impact of both can be. Students will identify characterises of a healthy relationship and look at examples they have. Students will specifically focus on friendships and what both positive and negative examples can have. Students understand that their actions cause emotions in others.

  • Families
  • Respectful relationships including friendships

Fertile question: What is body confidence and why should we change the way we interpret beauty?

Links to National Curriculum / Statutory Requirements

Body confidence is every growing topic that should be addressed with all young people. Students look at what beauty is and does that always mean appearance or is beauty more. Students also look at the current media and how tools are used to edit images that we often see. Students discuss the pressures this has on young people and how it can impact their own self confidence. 

  • Online and media
  • Mental wellbeing
  • Internet safety and harms

Fertile question: How would you manage in the real game of life?

Links to National Curriculum / Statutory Requirements

Within this unit of work students will understand what entering the real world of work and living is like including: the cost of living, types of job roles and sectors, different types of working hours, income and expenditure, wants and needs and how to budget accordingly. Students will also begin to streamline their focus on future careers by completing an online tool called ‘Fast Tomato’ which identifies possible career pathways and interests of the students. This tool then provides specific feedback to our careers advisor, ready for students to have a 1:1 interview to discuss their career plans.

  • Careers
  • LMI
  • Citizenship

Fertile question: How is the UK governed and what part will I play in society?

Links to National Curriculum / Statutory Requirements

Students study the history of the UK including how it became a multicultural society and the beneficial impact this has had. Students look at how the UK is governed, the main political parties and the election process. How the UK legal system works will be discussed, how laws are created and passed, who upholds the law and how UK legal system works regarding the courts and tribunals. 

  • Citizenship
  • Laws

Fertile question: What are the dangers of being involved in local gangs?

Links to National Curriculum / Statutory Requirements

Students look at the dangers of joining gangs, the pressure and the impact this can have. Students study the laws associated with gang culture and spend time looking at real life case studies of people who were influenced by gangs, trying to get out safely and the impact it has had on their future lives.

  • Laws
  • Keeping safe
  • Relationships

Year 9

During year 9, students will study the following topics:

Fertile question: Where does money come from?

Links to National Curriculum / Statutory Requirements

Students study the importance of earning money and methods of which it can be done. Students look in detail at features of finance including: types of bank accounts, mortgages, interest rates, inflation, types of credit cards and loans. These live skills are essential in ensuring our students are ready when entering the world.

  • Citizenship
  • Financial Education

Fertile question: Do I have what it takes to be a successful entrepreneur?

Links to National Curriculum / Statutory Requirements

This unit of work allows students to develop their entrepreneurial skills by being presented with £10 challenge. Students plan and present their ideas for turning £10 into a profit, with the best business ideas being allowed to turn this into reality. All profits are donated to a local charity, decided by our students. Within this unit students are visited by our careers adviser to discuss GCSE option courses and to ensure students know the importance of this decision on their futures.

  • Careers
  • Entrepreneurial skills
  • Charity

Fertile question: Are we all the same, and if not does it matter?

Links to National Curriculum / Statutory Requirements

Discrimination against others in any form is wrong and is something that we believe is important for our students to understand. Within this unit students look at different forms of discrimination which includes: racism, homophobia, age, disability, religion and gender, to understand that these are not tolerated in the UK. 

  • Respectful relationships
  • Internet safety and harms
  • Online media

Fertile question: What is a safe relationship?

Links to National Curriculum / Statutory Requirements

Students must cover the statutory topics including sex and relationships. This unit looks at intimate and sexual relationships, including sexual health and contraception. In this unit students will also study the impacts of negative relationships including: abuse and domestic violence.

  • Families
  • Respectful relationships
  • Intimate and sexual relationships
  • Being safe

Fertile question: How should we respond if British Values are threatened?

Links to National Curriculum / Statutory Requirements

British Values are at the forefront of our PSHE education and curriculum. Within this unit students will look at the impact of when these values are threatened, for example from terrorism. Discussion around how we as citizens should respond if these values are threatened. 

  • British Values
  • Citizenship

Year 10

During year 10, students will study the following topics:

Fertile question: What can my ACSC options lead to in the future?

Links to National Curriculum / Statutory Requirements

Within this unit students get to set short and long term goals for their future and set out plans on how to get there. Having just started their new GCSE option subjects, this unit of work allows students to focus on what these subjects can lead to after ACSC.

  • Careers
  • Next steps

Fertile question: What are the essential tools needed for a successful post-16 transition?

Links to National Curriculum / Statutory Requirements

Students look at what their own pathway may look like once they leave ACSC, including the possibilities of continued education at local colleges, apprenticeships or the world of work. Students begin to look at how to apply for positions of interest, using prospectus guides and writing their own personal statements and CVs. This unit allows students to recognise their own personal development so far but also highlight areas in which they can improve and gain experience for leaving ACSC.

  • Careers
  • Next steps

Fertile question: What is the value of life?

Links to National Curriculum / Statutory Requirements

This unit is based around key RE themes which allow students to begin to discuss in a safe environment: religion and life, origins and the value of the world, animal rights, origin of human life, abortion, euthanasia, death and the afterlife. 

  • RE Term 2a
  • Laws

Fertile question: How should society deal with crime?

Links to National Curriculum / Statutory Requirements

Crime and punishment is a unit which allows students to look at the causes of crime, aims and types of punishment, prison, death penalty and forgiveness. This unit is not only linked to PSHE but also RE and allows students to spend time discussing these difficult themes.

  • RE Term 2b
  • Laws

Fertile question: How can I keep myself from being at risk?

Links to National Curriculum / Statutory Requirements

Ensuring students know possible risks that can occur at this of their young lives. Students being to look at indicators of risk, how to navigate safely situations of risk and how to avoid these incidents. Students will study topics including: child exploitation, grooming, human trafficking and also possible dangers that can occur online.

  • Being safe
  • Online and media
  • Relationships

Fertile question: Can we find constructive ways to cope with stress and loss?

Links to National Curriculum / Statutory Requirements

Stress and loss are two themes that some of our students will have been through already and some students have not. This unit prepares students and provides coping mechanisms about how to assist in dealing with these feelings and emotions during difficult situations. Students will look at the impact of stress on their body, mental health and their lives and how they can deal with it. Bereavement is also a theme that will be discussed sensitively within a controlled and safe environment.  

  • Mental wellbeing
  • Physical health and fitness
  • Changing adolescent body

Year 11

During year 11, students will study the following topics:

Fertile question: Am I ready to apply for a college/apprenticeship place?

Links to National Curriculum / Statutory Requirements

This unit allows students to finalise their application to local colleges and apprenticeship places. Students will spend time updating their personal statement and CVs. All applications will be completed before the deadline and students will feel ready to focus on attaining their GCSE grades, in order to transition to their next form of education.

  • Careers

Fertile question: Your next post - how do you get it?

Links to National Curriculum / Statutory Requirements

We believe that preparing our students for the next stage of their life is vital. Interview preparation is a key skill that students will need in their future. Within this unit students will be spending time creating cue cards, have mock interviews, preparing for possible interview questions and carrying out role play situations. Students will also have a 1:1 interview with a potential employer at one of our careers planned activities. They will be scored on their interviewing skills and provided with detailed feedback.

  • Careers

Fertile question: What is the value of life?

Links to National Curriculum / Statutory Requirements

This unit is based around key RE themes which allow students to build on these topics, which were discussed in Yr 10, in a safe environment: religion and life, origins and the value of the world, animal rights, origin of human life, abortion, euthanasia, death and the afterlife.

  • RE Term 2a
  • Laws

Fertile question: How should society deal with crime?

Links to National Curriculum / Statutory Requirements

This unit builds on difficult themes started in Yr 10 surrounding crime and punishment which allows students to look at the causes of crime, aims and types of punishment, prison, death penalty and forgiveness. This unit is not only linked to PSHE but also RE.

  • RE Term 2b
  • Laws

Fertile question: How can I stay safe after leaving ACSC?

Links to National Curriculum / Statutory Requirements

Ensuring our students are prepared for leaving ACSC and have the skills, knowledge and attributes to stay safe after leaving school is something we pride ourselves on. This unit will be a recap of all major topics and will signpost our students on where to find help and guidance should they require it. Topics include: physical/mental health, work place environment (harassment/bullying), employer rights and safe sex and relationships.

  • Respectful relationships
  • Online and media
  • Being safe
  • Sexual relationships, including sexual health
  • Physical and mental wellbeing

Guest Speakers

We are always very grateful for the work done by outside agencies, sharing their expertise with our students during PSHE and assemblies eg Fire Service, Guide Dogs for the Blind, Fox Street Mission, Community Police, Trade Unions, FE providers, Training Providers for work based learning, UCLAN students, Local Youth Council and the Make Your Mark Campaign and many more.

To contact our PSHE Lead Mr J Murray, telephone 01772 513002 or email jmurray@ashtoncsc.com


Mr J. Murray

Mr A. Barrow

Mrs P. Barrow

Miss S. Borwick

Miss C. Parkinson

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