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Personal Social Health and Economic Education (PSHEE) and RSHE (Relationships, Sex & Health Education) at King’s Bruton, aims to prepare pupils to face the world ahead; they will need to be well equipped to deal with the stresses of modern life, be able to mix with people from all walks of life, and they will also need a global view of a world where boundaries and differences between people are constantly changing.
3rd to 5th Form pupils have a dedicated lesson of PSHEE fortnightly where lessons are delivered by teachers with a particular experience, expertise and interest in this area. Tutors are used to support the PSHEE & RSHE programme and some elements are also covered through other areas of the School’s curriculum, e.g. Religion, Science, English and History with 3rd Form.
There are also external lectures for the whole school and three whole school PSHEE days one of which focuses on Relationships. There is a Sixth Form Enrichment Programme focusing upon ‘lifestyle issues’ (drugs, eating disorders, disability, alcohol and sex, managing screen time dependency.)
The delivery of PSHEE is monitored by the Head of PSHEE, the PSHEE Governor, the Deputy Head (Pastoral), Deputy Head (Academic) and Deputy Head (Sixth Form). Pupils’ development in PSHEE is monitored by Tutors through discussion. The content is evaluated by pupil quizzes, questionnaires and teacher feedback.
Curriculum design and delivery of PSHEE is split into three separate core themes, although in reality there will always be extensive overlap.
PSHEE education addresses both pupils’ direct experience and preparation for their future. The PSHEE curriculum contains a number of elements of statutory Relationships and Sex Education RSE 2023 and Keeping Children safe in Education 2023.
The scheme of work has three core themes, the same for each key stage with a clear development between Key Stage 3 and 4. Each core theme is divided up into topic areas:
Core theme 1: Health and wellbeing Topic area
Core theme 2: Relationships Topic area
Core Theme 3: Living in the Wider World Topic areas
| Title of the course | Learning Outcomes - Pupils will learn | Content of Lessons |
| Safety | • About positive and safe ways to create content online and the opportunities this offers• about the law and illegal financial activities, including fraud and cybercrime• how to assess and manage risk and safety in new independent situations (e.g. personal safety in social situations and on the roads)• about registering with and accessing doctors, sexual health clinics, opticians and other health services | 1. Online Safety: protecting identity, distortion in Social media, social engineering & cybercrime. 2. Assessing risk: Festival & Parties, Driving, who to contact & Recovery position. Tips for dealing with an emergency. |
| Diversity | • About gender identity, expression and sexual orientation including sources of support and reassurance and how to access them• to recognise situations where they are being adversely influenced, or are at risk, due to being part of a particular group or gang; strategies to access appropriate help • the legal rights, responsibilities and protections provided by the Equality Act 2010• strategies to challenge all forms of prejudice and discrimination | 1. Diversity: What do we understand about gender, identity and sexual orientation? 2. Equality Act and why we need it. Support that is available to challenge prejudice and discrimination.. |
| Healthy Relationships | • The importance of stable, committed relationships, including the rights and protections provided within legally recognised marriages and civil partnerships and the legal status of other long-term relationships• about ‘honour based’ violence and forced marriage and how to safely access support• how to recognise and respond to extremism and radicalisation factors which contribute to young people becoming involved in serious organised crime, including cybercrime.• how to manage change, loss, grief and bereavement | 1.Core values and how to be inclusive: What are the different types of relationship? What is important to us in a relationship? Why is it important to reflect on our values and those of others? 2. Communities & Social influence: Different types of communities and what behaviour do they encourage. Other faiths and cultures and how their relationships differ |
| Finance | • How to effectively budget and evaluate savings options• how to prevent and manage debt, including understanding credit rating and pay day lending• how data is generated, collected, and shared, and the influence of targeted advertising. The rise in monetary scams and fraud especially during covid pandemic• how thinking errors, e.g. gambler’s fallacy, can increase susceptibility to gambling• strategies for managing influences related to gambling, including online• about the relationship between gambling and debt | 1.Saving & Using Money: Different sources and purposes of money. Assessing and managing risk in relation to financial decisions. Loans ranging from overdraft to mortgages. The role of a Loan shark and risk involved. 2.Gambling: Including online and its consequences. How to manage pressure or influence to gamble. |
| What next?(Careers) | • How to employability, including managing online presence and taking opportunities to broaden experience• about rights, responsibilities and challenges in relation to working part time whilst studying• how to maintain a positive personal presence online• how to manage work/life balance | 1.Employment: Value of part time work. Researching opportunities/CVs/How to look for and apply for positions. Assessing and improving online personal ‘brand’2.Pathways: A-levels, BTECs and Apprenticeships |
Head of Department
Mrs Emily Simper
This follows a 2 year cycle and is divided into the same 3 themes: Health & Wellbeing, Relationships & Living in the Wider World.
