PSHE is distinctive in the curriculum entitlement as it is an opportunity to consider seriously the values, attitudes, opinions and actions of others, and ourselves in a framework which expects no academic measures or outcomes, sets no homework and has no exams. 

The Beacon policy on Social, Spiritual, Moral and Cultural Aspects of a Child’s Education sets three aims within the context of the School’s Christian ethos:

• Lead pupils towards becoming confident and positive contributors to their community
• Enable pupils to gain insights into the origins and practices of our culture and those of the wider community
• Take steps to ensure pupils appreciate racial and cultural diversity and avoid and resist racism

The Purpose of PSHE

PSHE is a lifelong process for pupils of learning, refining and making sense of themselves as individuals, their relationships with others and the society in which they live. [See Skills for Life core manual (Tacade, 1994) pp 13 – 14].

It is a process within which pupils may learn to:

• Examine the values that underpin and inform their attitudes and behaviours
• Reflect upon past experiences and consider the choices for future action
• Identify areas for personal growth
• Acknowledge the positive aspects of themselves and challenge the negative
• Recognise the areas for personal growth

The Beacon aims to give pupils opportunities to identify their personal and social development needs beyond the taught curriculum by:

• Engaging in conversation in small groups
• Talking to a member of staff within tutorial provision
• Making collaborative decisions within the School Council

PSHE aims to enhance pupils’ development by making them aware of:

• The School’s values and social aims 
• The School’s Sex Education Policy
• Substance Misuse/Use 
• Citizenship issues in the UK
• Equal Opportunities –
  Gender
  Race
  Disability
  Sexuality
• Child Protection
  Confidentiality
  Bullying

Pupils are encouraged to reflect on their learning with reference to:

• Their contribution to the school and their own needs within that
• Their life outside school and the contribution this makes to their personal and social development
• Their own contribution to groups outside school.

KS1
Confidence – these can be recognised and managed positively; the acquisition of personal confidence and the setting of simple goals;
Health – proper choices for health, diet and cleanliness can be made, and parts of the body identified;
Keeping Safe – they know the significances of household products and medicines; they understand the ageing process;
Respect – children know that bullying is wrong and can understand how their behaviour affects others; they can identify and respect similarities and differences between people and the need for mutual care;
Citizenship – children can talk about some topical issues and about their own family and community; they can recognise right and wrong and the value of rules; they can recognise that others have needs as part of a community; they can recognise that everyone can have their say and take part in simple decision-making activities.

KS2
Confidence – children can recognise their own worth and that of others; they can be confident in listening, speaking, facing challenges and in growing up (puberty); they can recognise the need to acquire skills for jobs and to manage money well;
Health – as for KS1, but including the resistance of peer pressure, the importance of mental health and the avoidance of harmful substances;
Keeping Safe – they can recognise and respond responsibly to the risks in different situations;
Respect – as for KS1, but including the variety of relationships they may have and how to maintain effective relationships; stereotyping, aggression and intolerance can all be challenged properly;
Citizenship – as for KS1, but including the role of Parliament in the UK, how rules can be changed for fairness, the rights, duties and responsibilities applicable to children; they can recognise differing identities of people in the UK from elsewhere in the world; they can learn to debate issues effectively; they can make decisions about the allocation of scarce resources;

KS3 (as appropriate up to Y8)
Confidence – pupils can recognise and reflect on their own worth and achievements; they can recognise how to positively manage strong emotions; pupils can make targets for future progression and demonstrate competency in finance management;
Health – as for KS2, but including pupils understand how to stay healthy and can make informed choices which are beneficial and avoid negative and peer pressure; they can assess risk in lifestyles, travel, personal safety and finances;
Respect – pupils can recognise diversity and demonstrate some empathy with those of other lifestyles; they can challenge discrimination and prejudice; they can recognise the value of relationships in sexual activity and to marriage and family life; they know that relationships can change over time, and how to negotiate within relationships.

Elizabeth Coupe
Head of Religious Studies and PSHE