PSHE/RSHE at Rainford will equipment students with the knowledge and skills to lead a healthy life and make informed choices. The Rainford High trust is aware that children and young people are growing up in an increasingly complex world and living their lives on and offline, as well as engaging and being exposed to different relationships. This presents positive and exciting opportunities, but also challenges and risks. They are joining a competitive world and will need to work hard to be successful citizens. In this environment, children and young people need to know how to be safe and healthy, and how to manage their academic, personal and social lives in a positive way, as stated by DFE.
At Rainford we have the below school ethos:
We expect our community to be polite and respectful
We expect our community to make sensible choices
We expect our community to work hard
We intend for our students to develop the below concepts, skills and attributes through the programme to lead them to be ready for life after school:
- Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)
- Relationships (including different types and in different settings, including online)
- Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world
- Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)
- Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)
- Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)
- Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)
- Career (including enterprise, employability and economic understanding)
As recommended by the PSHE association
At Rainford we study PSHCE under the below three themes:
- Living in the wider world
- Health and Well-being
Two tutor time sessions per week are spent studying PSHCE, led by their learning tutor in their tutor room. The curriculum is supported by assembly program, led by subject staff and external speakers to support the program. Learning Leaders and Learning Tutors deliver a challenging and thought provoking PSHCE curriculum, which is based on discussion, sharing and debating of views on topics. We aim to provide students with a safe environment, where they can explore their views and debate opinions as well as receive the knowledge and skills they need to make informed choices in their future. We make the sessions interactive and enjoyable, all of which are centred around our school ethos.
Students debate through tutor time around PSHCE topics, which develops their communication skills and opens them up to different views.
We ensure that relationships, sex and health education is prioritised in the scheme, including a balance of mental health support and education.
The curriculum develops over Year 7 to 13, covering more complex topics at appropriate times in their development. Relationships and sex education is supported by curriculum areas, who cover key strands of this in their subject areas. Please see the relationships and sex education audit below for more information.
Our PSHCE and RSHE curriculum is supported by key events in school:
- Year 7 – Over the Rainford LGBTQ assembly
- Year 8 – Healthy relationships assembly
- Year 9 – Open the door LGBTQ performance
- Year 10 – Open the door LGBTQ performance, get it on NHS relationships and sex education sessions, First aid CPR training (statutory basic life support training)
- Year 11 – School nurse relationships and sex education workshops, First aid CPR training (statutory basic life support training)
We work closely with TAZ, Police, School nurse and young person’s drugs and alcohol team to support our program, including access training for our staff.
Throughout the year, students will have the PSHCE resources made available to them on Rainford connect and they will complete a quiz every half term on what has been studied.
Our PSHCE/RSHE programme make informed and sensible choices around relationships, their sexual health, their wider health and well-being, their futures and how to live successful in the wider world. We have used key supporting resources from the PSHE association as excellent practice. We believe every child matters and we will provide students with support to meet their needs and source external agency help when needed. By providing students with a high quality curriculum, we are striving to enable our children and young people to grow into well-prepared citizens of Britain so that they can succeed.
|Core Theme 1: Health and Well-being|
|1. how to manage transition|
|2. how to maintain physical, mental and emotional health and wellbeing;|
|3. how to make informed choices about health and wellbeing matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; mental and emotional health and wellbeing; and sexual health*|
|4. about parenthood and the consequences of teenage pregnancy*|
|5. how to assess and manage risks to health; and to keep themselves and others safe|
|6. how to identify and access help, advice and support|
|7. how to respond in an emergency, including administering first aid|
|8. the role and influence of the media on lifestyle
9. Education on FGM
|Core Theme 2: Relationships|
|1. how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills|
|2. how to recognise and manage emotions within a range of relationships|
|3. how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and|
|other violence and online encounters|
|4. about the concept of consent in a variety of contexts (including in sexual relationships)|
|5. about managing loss including bereavement, separation and divorce|
|6. to respect equality and be a productive member of a diverse community|
|7. how to identify and access appropriate advice and support|
|Living in the wider world|
|1. about rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy|
|2. how to make informed choices and be enterprising and ambitious|
|3. how to develop employability, team working and leadership skills and develop flexibility and resilience|
|4. about the economic and business environment|
|5. how personal financial choices can affect oneself and others and about rights and responsibilities as consumers|
Long Term Plan