Wilson's School

Personal, Social, Health & Economic Education

  • What is PSHE Education?
    PSHE education is a planned, developmental programme of learning designed to help learners develop the knowledge, understanding and skills they need to manage their lives, now and in the future in modern Britain.

    It deals with real life issues which affect children and young people, their families and their communities, and engages with the social and economic realities of their lives, experiences and attitudes.

    Wilson’s School is committed to excellence in PSHE education and have signed up to the PSHE Association school charter for PSHE education. To find out more, please follow the link to the PSHE Association web page.
  • Key Stage 3

    YEAR 7


    • Introductions
    • Transition to Year 7
    • Personal Identity
    • Friendship
    • Diverse Societies
    • Bullying
    • Revision Techniques
    • Healthy Lifestyles
    • Resilience and Failure

    YEAR 8


    • Relationships
    • Learning Styles and Careers
    • Disability
    • Mental Health
    • E Safety
    • Resilience
  • Key Stage 4

    YEAR 9


    • Healthy Eating and Exercise
    • Body Image
    • Presentation Skills
    • Charities
    • Sex Ed
    • Pornography
    • Consent
    • Drugs

    YEAR 10


    • Body Image
    • Stress
    • Extremism
    • Parenting
    • Divorce
    • Bereavement
    • Domestic Violence
    • FGM/ HBV
    • Our place in the world

    YEAR 11


    • CV Writing and Work
    • Drugs
    • Budgeting and Finance
    • Sex Ed
    • Contraception/ STIs
    • Sexuality
    • Trans Issues
    • Exam prep and Stress
    The following describes the types and range of performance that the majority of pupils should characteristically demonstrate by the end of the Key Stage, having been taught the relevant programme of study. The descriptions are designed to help teachers judge the extent to which their pupils’ attainment relates to this expectation.

    End of Key Stage Statement for PSHE

    Pupils can assess their personal qualities, skills and achievements and use them to set future goals in preparation for life in modern Britain. They accept and engage with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

    They can present themselves confidently and use praise and criticism effectively. They can identify the range of post-16 options available to them and can use careers advice and support networks to plan and negotiate their career pathways, setting realistic targets. They can use some of the financial tools and services available to them for managing their personal finances (for example using bank machines, identifying different types of bank and savings accounts).

    Pupils can recognise the short- and long-term consequences of personal health choices and make decisions based on this knowledge. They know some of the causes, symptoms and treatments of mental and emotional health disorders such as stress and depression, including the link between eating disorders and self-image, and can identify strategies for preventing and addressing these. They can assess the risks and benefits associated with lifestyle choices such as sexual activity, and make safer choices based on this assessment. They know where to find professional health advice and are confident in seeking it (for example from their GP or other support services). Pupils know about the dangers of radicalisation and extremism. (QCA 2005)

    Personal identities

    Learners are able to:
    • make judgements about their personal qualities, skills and achievements and use these to set future goals.
    • present themselves confidently and respond positively to praise and criticism.
    • explain how changes in personal circumstances may affect their feelings and behaviour, and how they can manage such situations effectively.

    Healthy lifestyles

    Learners are able to:
    • describe the short and long-term consequences of personal health choices, including choices relating to sexual activity and substance use and misuse and make decisions based on this knowledge.
    • identify some of the causes and symptoms of mental and emotional ill health, and identify strategies for recognising, preventing and addressing these in themselves and others.
    • demonstrate confidence in finding professional health advice and help others to do so.
    • identify reasons why people might use illegal drugs and explain how drug use can impact on physical, mental and economic aspects of people’s lives, relationships and the wider community.

    Risk

    Learners are able to:
    • evaluate the potential risks and benefits of personal lifestyle choices including their impact on relationships.
    • recognise that risk assessment and management are part of life and give examples of how to manage and reduce risk in different circumstances.

    Relationships

    Learners are able to:
    • develop appropriate relationships with a widening range of adults in a variety of contexts.
    • explain the importance of different relationships and associated responsibilities, including the significance of marriage, stable relationships, civil partnerships, and long term commitments.
    • describe some of the possible effects of family and other significant events on feelings, emotions and personal wellbeing, and the impact these may have on relationships.

    Diversity

    Learners are able to:
    • explain how differing cultures, faiths and beliefs may influence lifestyle choices, and demonstrate respect for these differences.
    • take the initiative in challenging or giving support in connection with offensive or abusive behaviour.
  • Key Stage 5

    Sixth Form Pastoral Schedule

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