PSHEE/ CPD

Personal, Social, Health & Economic Education and Continuing Personal Development.

1) What is PSHE Education?

Personal, Social, Health and Economic Education (PSHE Education) and Continuing Personal Development (CPD) are a planned programme of learning opportunities and experiences that help children and young people grow and develop as individuals and as members of families and of social and economic communities. It equips them with knowledge and practical skills to live healthy, safe, fulfilled and responsible lives. PSHE/ CPD Education encourages young people to be enterprising and supports them in making positive education and career choices and in managing their finances effectively. PSHE/ CPD also enables children and young people to reflect upon and clarify their own values and attitudes, and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.

PSHE/ CPD Education at Hemsworth Arts and Community Academy aims to ensure that all students are:

·         Successful learners, who enjoy learning, make progress and achieve

·         Responsible citizens who make a positive contribution to society

·         Confident individuals who are able to lead safe, healthy and fulfilling lives.

 

2) Organisation of the curriculum programme

The PSHE Leader is responsible for the organisation of PSHE Education in Years 8-9 and Continuing Personal Development (CPD) in Years 10-11. The ACT (Alternative Curriculum,Tuesday) Coordinator is responsible for Year 7 and the Post- 16 Guidance Leader is responsible for the programme of study and provision of CPD Education for all members of the Post-16 college.

In Years 8-11 and Post-16, all students have one timetabled PSHE/CPD Education lesson per week and are taught in tutor groups. Outside speakers may also take part in PSHE/ CPD Education lessons.

The PSHE/ CPD Education scheme of work for students in Years 8-11 is developed by the PSHE Leader using guidance from the PSHE Association documentation.

Whole school and sectional assemblies also provide an element of PSHE/ CPD Education.

Areas of PSHE/ CPD Education (such as Relationship and Sex Education (RSE), drugs education and certain citizenship topics) are also delivered in other subject areas, such as in Science, Religious Studies, English, Technology, Modern Foreign Languages and History.

 

3) Teaching methods and approaches

PSHE Education, by its very nature, deals with issues which are both personal and sensitive such as puberty, bereavement, debt, family break-down etc. It is essential that a safe and positive learning environment is established and maintained so that students feel able to participate fully.

To help create a safe and positive learning environment, a class agreement will be set by the students and their teacher either at the beginning of the year, at the beginning of each term, or at the beginning of a new topic. The agreement could be created as a list of ground rules or as a list of rights and responsibilities. It is important that both the teacher and the students feel ownership of this agreement if they are to learn effectively.

Teachers of PSHE/ CPD Education should avoid promoting their personal attitudes and beliefs to students but should provide comprehensive, unbiased and correct information. Lessons should enable students to develop and consider their own attitudes and values and those of other people.

A variety of teaching methods are used in lessons in order to enable and encourage all students to participate fully. Resources used by PSHE/ CPD Education teachers include, Powerpoint presentations, worksheets, group work, discussion, outside speakers and DVDs. Teaching methods include whole class discussion, group work, individual work, debates, case studies, role play and media analysis.

 

4) Assessment

There is no statutory requirement for end of key stage assessment in PSHE/ CPD Education. However, teachers will record progress made by the students.

Self, peer and teacher assessment is planned into PSHE/ CPD Education lessons and activities enable students to be independent learners. Students self-evaluate at the end of each unit and complete a formal end of unit assessment as stated in the PSHE/ CPD Education scheme of work.

 

5) Special Educational Needs

PSHE/ CPD Education is accessible to all students and lessons avoid large amounts of written work and worksheets, instead concentrating on the development of skills and attitudes. All students and their contributions are valued. Teachers should ensure that work is differentiated to support the needs of particular students. Advice about providing differentiated work can be sought from the PSHEE Leader.

 

6) Confidentiality

Staff cannot offer unconditional confidentiality. Students are made be aware of this. There may be instances in which a student makes a disclosure and staff must follow the Academy's safeguarding procedures.

 

7) Dealing with sensitive issues

Teachers will develop a supportive climate in their classroom, with clearly defined ways of working and the appropriate language to use.

Clear ground rules will be established in PSHEE/ CPD lessons. Students must feel confident when discussing sensitive issues and when asking questions both in lessons and around the Academy. In most cases, students’ questions will be answered openly and honestly. However, on occasion, students may ask questions that are not appropriate. Advice on using distancing strategies to depersonalise sensitive and controversial issues can be sought from the PSHEE Leader.

 

8) Links to student guidance and community services

In PSHEE lessons students are made aware of student guidance services within the Academy and community. Outside speakers may represent agencies in the drugs, health and advice services. In lessons students are encouraged to be independent learners and may contact and research community and support groups. This enables them to be aware of community services and provides students with the skills to access them. The Academy Nurse may also be involved in delivering RSE and providing students with up to date information and advice.

 

9) Dissemination, monitoring and evaluation

The Assistant Principal, Mr Godfrey and PSHEE Leader are responsible for the dissemination of the PSHE Education policy. They will also monitor the implementation of this policy.

Indicators of success of this policy are:

  • Feedback from students about the effectiveness and usefulness of their PSHE Education lessons and PSHE Education days using evaluation forms
  • Levels of attainment and motivation of students.

 

10) ACT

In Year 7, our students follow an integrated cross curricular programme called ACT (Alternative Curriculum Tuesdays) which aims to provide students with experience of:

  • ABC (Attitudes, beliefs and cultures)
  • Careers Education and Guidance
  • Citizenship
  • Education for Sustainable Development
  • The International Dimension
  • Philosophy for Children
  • PSHEE
  • Work Experience
  • Work Related Learning and Enterprise

ACT is taught through a thematic, creative pedagogy using dramatic techniques such as ‘Mantle of the Expert’ alongside 'Philosophy for Children', and encompasses various strands of the school Curriculum.

ABC is a key component of this programme with two of the five units completed during the year being ABC units: 'Questions about God' and 'Creation Stories'.

In addition, there are three further units ‘Globality’, ‘Personal Development and Well-Being’ and ‘Rights and Responsibilities’.

Each unit contains elements of Drama, Music and Dance, along with Photography, Philosophy and Art.

The students demonstrate progress by providing evidence of skills development in five areas:

Team working

Researching

Effective Participation

Creative Thinking

Philosophising

11) The PSHEE Curriculum

For further information on PSHEE in other year groups, see below:

​Year 8 - Click Here 

Year 9 - Click Here 

Years 10 - Click Here 

Year 11 - Click Here