Life

1. Rationale

PSHE (personal, social, health, and economic) education became statutory for schools in September 2020, under the Children and Social Work Act. It has great importance for the well-being of young people. The Department for Education calls PSHE "an important and necessary part of all pupils' education," and that "all schools should teach PSHE, drawing on good practice."

2. Aims

At Huntcliff PSHE education gives pupils opportunities to foster skills in teamwork, leadership, communication, and collaboration, whilst helping to develop their character and learn about important information they will need to thrive and contribute positively to society. The schemes of work cover physical health, emotional well-being, relationship skills, British values, and employability skills, as well as educating young people on the risks they may face.

Across Y7-11 there are 60 minutes of PSHE learning a week. Our PSHE curriculum is carefully tailored to pupils so that they are not only age-appropriate but also stimulating and engaging. PSHE also is addressed during form time and across our assembly programme and extra curricula activities that are planned throughout the year.

3. The rationale for Sequencing (Scope and Rigour)

PSHE can not only improve the physical and psychological well-being of pupils, but it can also allow young people to develop skills that will enable them to become well-rounded members of society. The PSHE Association states "PSHE is more valuable than ever for young people for all opportunities, challenges, skills, knowledge, life decisions and the responsibilities they will face. It helps them deal with critical issues they face such as friendships, emotional wellbeing and change and gives them a solid foundation for whatever challenging opportunities lie ahead.

4. Research informing the Sequencing decisions.

The curriculum has been designed to layer key themes throughout KS3 and KS4 to ensure that students build their knowledge of at an age that is appropriate. As well as this, topics are sequenced so that they are revisited in more depth as pupils get older. An example of this can be found in the Healthy Lifestyles strand which starts in Year 7 with topics including diet exercise, sleep, hygiene and ends in Year 11 with pupils learning about body shaming, consent, rape and the law, online gambling etc. Religious education is taught in LIFE lessons, assemblies and tutor sessions. Pupils learn about the key beliefs, festivals, and religious practises found in Christianity, Islam, Judaism, , Buddhism, and Hinduism. A key question approach, as referenced in the locally agreed SACRE is adopted where possible to allow pupils to engage in an enquiry-based learning.

5. Research informing the Sequencing decisions.

Both Rosenshine's Principles of Instruction and Cognitive Load Theory have informed our curriculum sequencing and implementation. Both recognise the importance of memory in building schemas required to develop mastery and retention. Our schemes of work are sequenced so that students revisit skills and build upon prior learning over time, chunking more complex concepts into smaller parts. A scaffolded approach, combined with modelling and step by step success criteria means students are exposed to new skills and concepts gradually, building strong foundations and links across texts and skills.

6. Broader Themes:

Religion – Christianity, Islam, Judaism, Hinduism and Buddhism. There key figures, principles and culture, religious festivals and worship practices.

Careers – money, employability skills, employment research, money management, LMI, budgets, loans, interest rates, Unifrog, ethical finance, being future ready, worker's rights, post 16, post 18 and getting ready for the next step.

Healthy Lifestyles – diet, exercise, mental health and wellbeing, drug and alcohol awareness, smoking, emotional health, antisocial behaviour, crimes and gangs, body shaming and self-esteem.

Personal safety and Citizenship – Identity, British values, racism, first aid, CPR, global citizenship, extremism, FGM, internet safety, crime, criminality, globalisation and plastic pollution.

Political awareness – animal rights, democracy, role of monarch, worker's rights, right to vote, medias impact on democracy, voting systems, political parties, parliament, constitution and devolution.

2. Subject here Faculty Priorities 2023-2024

3. Success Criteria

(Must be Specific, Measurable, Agreed, Realistic and Time-bound)

Download - 5 Year Learning Journey Life 23-24