Curriculum Intent

‘Personal, Social, Health and Economic (PSHE) education is a non-statutory but important and necessary part of all pupils’ education’ (Department for Education, 2020). At Cirencester Kingshill School we have high expectations of our children and strive to ensure that every child achieves academically, socially and personally through our school ethos and values embodied within our STEPs and our explicit teaching and learning of Responsibility, Ambition, Kindness, Respect, Resilience and Pride.

Despite PSHE being a non-statutory subject, there are aspects of it we are required to teach in order to support all our young people to stay safe and prepare for life in the modern world. We recognise that PSHE can encompass many areas of study and so our programme draws on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, relationship and sex education (RSE), careers education and the importance of physical activity and diet for a healthy lifestyle. Our PSHE programme, alongside our work in supporting students’ spiritual, moral, social and cultural development, referenced below, is rooted in our school values. It aims to equip each child with a sound understanding of risk and the knowledge and skills required to safely and successfully make informed decisions. This will aid students in navigating their way through life whilst at school and in the years that follow.

We place great emphasis on the personal development of all of our students and understand that all of our interactions can support this. Through our coordination of our PSHE (and RSE) curriculum, alongside a structured programme of assemblies and tutor-time activities, linked to our STEPS, we ensure explicit focus on promoting the importance of essential personal qualities within an environment that is inclusive and respectful.

Alongside this, we actively promote the importance of mental health and wellbeing which we regard as being fundamental to all students being able to live fulfilling lives.

How knowledge and skills build through Key Stage 3

Our KS3 curriculum is designed to develop students’ understanding of how they can develop their abilities and responsibilities in looking after themselves, personally, socially and in terms of their overall health, both in a physical and emotional sense, alongside developing an understanding of the principles of economic understanding. The units are structured in a way so that whilst the broad themes of study are similar across each year group, the levels of challenge and content become more advanced as they progress throughout each year. As an example, and within the theme of ‘personal identity’, the Y7 curriculum begins with a focus on students developing an insight into how to manage the change of starting a new school and the physical changes ahead of them, whilst within the same themes, the Y9 curriculum explores issues around preparing for choices of GCSE options later in the year, alongside effective preparation for consideration of the demands of the workplace.

How this is developed in the Key Stage 4 Curriculum

Our Key Stage 4 PSHEE curriculum is rebranded as ‘REspect’ to ensure that there remains the statutory coverage of Religious Education at appropriate points, alongside ‘social, personal, economic and citizenship teaching’. The level of challenge is increased and is designed to engage students thinking about more complex issues including Britain’s role in the slave trade, immigration, media bias and how laws are created

Thematic Education

Beyond the termly themes referenced above, throughout each Key Stage, there is education around alcohol and substance misuse, sex education and sexual identity, all tailored to be age-appropriate. Throughout each unit, there is explicit reference to our British Values and, where appropriate, the significance of our protected characteristics.

What other opportunities do they have outside of the classroom?

We also make use of drop-down sessions where students are taken off timetable to engage with visiting speakers and productions such as the author, Alan Bissett who speaks with Y9/10 students about issues around misogyny and the ‘Chelsea’s Story’ production which explores issues around sexual exploitation.

We are very mindful that the content of PSHEE education is an ever-changing landscape and continually review and refresh our units, alongside our teaching methods to ensure that the content that is being delivered is both relevant and meaningful.

We are very receptive and agile in hosting – or leading – drop-down sessions that become regarded as emerging needs or in response to areas of concern.

Subject Speciality

We are working to develop a core team of PSHEE teachers with increased levels of specialism. All teachers of PSHEE are members of the PSHE curriculum to ensure that they have access to updated materials and guidance as part of their curriculum planning and preparation.

Beyond Kingshill – Post 16 and careers

Through their engagement with PSHEE/Respect, students are encouraged to explore further studies in: Politics, Law, Media, Economics and Citizenship.

Useful links/resources

PSHE Association | Charity and membership body for PSHE education (pshe-association.org.uk)

Subject Example for YEAR 10 Respect (Personal Identity and My Future)

What questions should my child be able to answer? 

1. What key events in my life have influenced me?
2. What are my personal skills and characteristics?
3. What is the difference between a job role and job sector?
4. What job roles would best suit me and how do I prepare for them?
5. What are the dangers of workplace stereotypes?

What knowledge will they have and what will they be able to do by the end of the unit?

Students will be able clarify how their past experiences have shaped them into the person they are today. They will be able to describe their individual areas of strength and development. They will have started to explore job roles and sectors that may suit them and will understand the importance of our protected characteristics in the context of challenging workplace stereotypes.

What homework will they get?

There is no homework set for PSHEE although students are expected to stay up to date with current affairs and news, in contexts that are local, national and international.

How will they be assessed in PSHEE?

• The judgement made on their ‘Active Minds’/attitude to learning is based on a combination of students’ responses in their termly booklet, alongside their contributions to class and group discussion.

As a parent, how can I help my child in this subject?

• Encourage them to watch/read the news
• Engage them in discussion around topical issues
• Ask them what they have been learning about in their PSHEE lessons