Intent

PSHE education is a subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. Well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.

At JMHS, our guiding principles are that all subject content is age appropriate and developmentally appropriate. It is taught sensitively and inclusively, with respect to the backgrounds and beliefs of pupils and parents while always with the aim of providing pupils with the knowledge they need of the law.

Students are supported to develop their understanding of key areas of Health (statutory from September 2020), Relationships and Sex (statutory from September 2020), Careers and Skills and many other areas to keep them safe and well-prepared for life through a study of a broad range of topics.

All students are provided with PSHE education via several different mechanisms, including bespoke workshops delivered by Designated Safeguard Leader-trained senior pastoral staff (e.g. Year Leader or SLT member – 6 workshops per year), tutor delivery (weekly), specialist delivery through the Science faculty (9 modules), assemblies, guest visitors, remote / on-line learning, topical (weekly picture news resource) opportunities, literacy / class reading PSHE texts (Year 7-10) and cross-curricular activities. Students will have opportunities to develop literacy, language and vocabulary through PSHE themes. This rich diet of delivery ensures that a comprehensive package of PSHE learning is enjoyed by all students.

Students are given regular opportunities to share their views and to consider the views of others. Students are encouraged to challenge ideas in a respectful and considered manner and will be expected to appreciate that diversity of opinion enriches understanding.

Consideration is given to the local context, where issues such as drugs and county lines are particular risks in rural settings such as Ledbury, and therefore given even more comprehensive coverage (see curriculum map for Years 9, 10 and 11).

How PSHE at JMHS builds on the National Curriculum – examples include:

Develop pupils’ understanding of Relationships and Sex Education (RSE) and Health
The statutory components of RSE and Health are explored through the different delivery mechanisms (see the curriculum map below), but as an example, the technical areas are delivered via science specialists over the course of 9 units of work (5 x Health, 4 x Sexual Health) so that expertise in these vital areas is assured in the delivery. The technical aspects of drugs are covered in unit 3 of health, including types of drugs, the effect on the body, the mental health aspects etc, building upon prior knowledge of the effects of smoking and alcohol developed in previous health units of work. Further PSHE focus on drugs is then developed through specific workshops delivered by DSL-trained senior staff in Year 9 (Drugs, Crime and Debt), Year 10 (Drugs, CSE and County Lines) and Year 11 (Alcohol, Drugs and Sex). With assemblies in Year 9/11 on ‘Drugs in Rural Settings’, there is a comprehensive package which goes above and beyond the statutory requirements, ensuring students at JMHS are as well-prepared and informed as possible to make good decisions in leading a healthy life.

Pupils should use and apply their knowledge and understanding to present reasoned arguments and take informed action
The various mechanisms of PSHE delivery afford students a variety of ways to apply their new knowledge and demonstrate their understanding. Students are challenged to use the knowledge acquired within some sessions to add to that which they may already know, to develop reasoned arguments. Students are required to actively listen to the ideas of others and develop skills of challenge and response in a supportive environment.

Students should be equipped with the skills to think critically
Students have plenty of opportunities to think critically and debate issues. Many sessions involve scenarios where there is not necessarily a ‘right’ answer, just challenging debate to be had. Assessments will form part of the technical elements of Health and Relationships and Sex Education (Science) and more holistic assessment is achieved electronically (through surveys etc)

Support for students in PSHE includes strategies such as:
Delivery through Science Faculty in sets, so lower ability groups supported as normal with smaller group sizes, TA support where possible and appropriately differentiated work.
Delivery via workshop (Year Leader/SLT) normally through core lesson groupings, so differentiated with smaller group sizes, TA support where possible and appropriately differentiated work. Year Leaders will also be strategic here in targeting SEN students in follow-up group work where possible.
Targeted support for identified students as first priority, potentially through extra or targeted workshops with DSL-trained senior teachers, or targeted groups from outside visitors (e.g. SELFIE – targeted workshops from the West Mercia Sexual Health team)
Writing frames/sentence starters or other written scaffolding devices – although much of the delivery in PSHE will minimise writing as a barrier to learning.
Positive peer seating so that students are well supported by effective peer role models.
Using JMHS strategy guides to produce tailored strategies to meet the needs of the most vulnerable students.
Provision of pre learning to take place in tutor time or at home with support, or via the SENDCo provision.
Literacy comprehension checks to embed key vocabulary.
Regular praise and encouragement.

Challenge for students in PSHE include strategies such as:
Application of concepts to additional scenarios. Developing links between a range of areas. Challenging established arguments and being asked to argue for views different to their own. Developing links with other curricular areas to deepen understanding. Developing ideas and supporting evidence in greater depth. Leading peer sessions to support and deepen understanding. Producing complex answers using challenging vocabulary.

Assessment in PSHE

Assessment is in line with the JMHS assessment policy for those 9 modules which are delivered through the Science faculty. More specifically At KS3 students complete weekly assessed homework tasks based around the key knowledge from the science curriculum, (this includes the content from the PSHE curriculum mentioned above). These tasks are multiple choice 20-mark assessments, designed to be accessible for all students. Students also complete an end of term assessment of all knowledge (including PSHE), that includes longer answer questions.

At KS4 students complete an end of topic assessment of past exam questions. The majority of PSHE content taught in KS4 is also examined in the GCSE specification for Science. Self-examination, sexual pressure and choice to delay are not part of the GCSE specification and are assessed through reflective activities.  Each module is assessed through a short test for understanding. Further holistic assessment takes place electronically through on-line surveys and quizzes.

There is no formal end of year test in PSHE. A JM Level is not reported for PSHE.

Curriculum Overviews by Year and Module Implementation

Year 7 PSHE
Year 8 PSHE
Year 9 PSHE
Year 10 PSHE
Year 11 PSHE
Module Implementation