PSHE and RSE

PSHE is core to ensuring Mill Ford pupils leave us able to engage with the world, to get the most out of life and give the most back to society. PSHE is a key subject in meeting our ACCESS ethos to ensure pupils achieve all they can, increase their communication and interaction with others, contribute to society, enjoy life, develop skills and have a strong sense of self.

PSHE allows our pupils to acquire and develop necessary life skills at a level appropriate to their needs and learning style. As with all areas of their learning, for our informal learners develop their skills in the 5 areas of engagement. During topic-based lesson informal learner will focus on developing their exploration, realisation, anticipation, persistence and initiation via a sensory-based curriculum.

 In EYFS/KS1 PSHE is covered using the EYFS prime area of Personal, Social and Emotional Development and progress is tracked for the individual using Development Matters. Children are given the opportunity to develop their skills and knowledge in this area using adult and child-led activities, with clear learning opportunities built in.

In KS2 PSHE is taught using a topic-based approach within themes that address the development of pupils individual PSHE skills. Progress is tracked using our life skills and social skills tracker to ensure skills and knowledge are committed to long-term memory.

In KS3 PSHE is taught in a subject specific way using the EQUALS Schemes of Work. In the Autumn term pupils are taught mental health and wellbeing including emotional vocabulary, self-esteem and self-worth, learning to relax and recognising poor mental health. In the Spring term pupils are taught about puberty and changes, families and friends and gender identity. In the Summer term pupils are taught about healthy lifestyles including healthy eating, keeping safe, personal hygiene and what to do when I am ill and basic first aid. Progress continues to be tracked in KS3 using our life skills and social skills tracker to ensure skills and knowledge is built on and committed to long-term memory.

In KS4 and 5 PHSE is integral in all the work covered to develop and embed life and social skills through daily practice to ensure skills and knowledge is built on and committed to long-term memory. As with everything we teach it is based on individual needs but we continue to build on the skills and knowledge gained in previous years.

PSHE in KS4 builds upon KS3 work, it includes identity, emotions, relationships including positive and negative, basic first aid, healthy me including lifestyle and mental health and appropriate behaviours within the community, linking to SoSAFE! For formal learners this includes dealing with problems; identity, what makes me, me, sexual identity and culture, emotions and the impact of emotions linked to scenarios. Getting on with people; relationships, positive and negative, and physical, emotional and cyber bullying. Basic first aid. Rights and Responsibilities; introduction to dangers and effects around smoking, vaping and alcohol, as well as the legalities and scenarios, including peer pressure. Developing independent living skills; how to behave in public, identifying good and respectful behaviour, poor and disrespectful behaviour in public. For semi-formal learners this includes personal identity, information and gender, emotions, recognising emotions through body language and facial expressions, positive and negative relationships, basic first aid, healthy me; food, exercise and mental health, public and private behaviours including consent and positive behaviours in the community. Pupils are assessed and recorded through ASDAN and AQA accreditation units.

PHSE in KS5 builds on the work in KS4. For pupils following the pathway for further education and employment this includes drug awareness - legal and illegal and the effects of different drugs, misogyny, stereotypes and prejudice including the VAWG strategy, basic first aid, domestic violence and coercive control, sex including contraception and STIs, county lines and knife crime, sexual relationships including dangers of pornography and FGM, dangers of alcohol, smoking and vaping (long and short term) and marriage including forced and arranged marriages, civil partnership and divorce.

For pupils following the pathway for further education and life skills this includes medicines, family relationships, healthy relationships (including friendships), masturbation and body changes. They continue topics alongside SoSAFE! to embed knowledge on public and private body parts, places and behaviours, community workers I know and don’t know.

We use The SoSAFE! programme of study to teach about safer boundaries with social and sexual relationships. The SoSAFE! Programme is a visual teaching tool that enables learners to develop their abilities in managing; and communicating about their relationships. It covers all degrees of interaction; from a student’s expectations of strangers, to the intricacies of an intimate relationship.

SoSAFE! provides a format which is portable and easy to understand, meaning that any student can discuss their relationships at any time. By giving students a set of ‘rules’ for different relationships they are better placed to realise when a relationship may not be acceptable and then have the tools to report potential abuse.

Pupils have their own learning goals in this area and the programme is delivered in a sequential manner that ensures each section is learnt before moving onto the next. However, as rule of thumb semi-formal learners will know who their private helpers are, their family, community workers I know, community workers I don’t know, friends and other people I don’t know by the end of KS3.

The teaching of Sex Education at Mill Ford follows these aims:

• Information is presented in a sensitive, balanced and objective manner.
• Students have access to individual sex education and relationships as and when their physical, emotional and social development dictates.
• Promote and develop self esteem.
• Encourage the development of appropriate behaviour in their family and community.
• Empower pupils by teaching and supporting them how to make informed choices and decisions.
• Enable pupils to protect themselves.
• Give opportunity for discussion in a safe environment.

Other aspects of Relationships, Sex and Health Education are taught through Science, ICT and PE subjects. Please see individual subject intent.

The link to our PHSE / RSE Subject Intent is here