PSHE

Personal, Social and Health Education (PSHE) at Key Stage 3, 4 and 5 endeavours to help pupils to lead confident, healthy and responsible lives as individuals and members of society. Through work in lessons and a range of activities across and beyond the curriculum, pupils gain practical knowledge and skills to help them live healthily and deal with the spiritual, moral, social and cultural issues they may face as they approach adulthood. PSHE gives pupils opportunities to reflect on their experiences and how they are developing. It helps them to understand and manage responsibly a wider range of relationships as they mature and to show respect for the diversity of and differences between people.  It also develops pupils’ well-being and self-esteem encouraging belief in their ability to succeed and enabling them to take responsibility for their learning and future choice of courses and career. PSHE is at the heart of the curriculum and wider aspects of life at The Royal School. The Academy aims to generate an environment that is informed, accepting and understanding of the needs, attitudes and beliefs of other members of the community. PSHE is a vital component in nurturing and developing a secure learning environment where students and staff feel safe and are respectful, caring, confident, conscientious and happy. Such an environment will contribute to high standards of achievement. 

PSHE at Key Stage 3 and 4 builds on the pupils own experiences and work done in Key Stage 1 and 2. It also compliments Life lessons on the school curriculum covering areas such as issues in politics, the law, family, the environment, relationships, British Values, e-safety, self-awareness and the media.  PSHE at Key Stage 5 focuses upon RSE, UCAS and preparation for life after compulsory education.

Aims of the PSHE Programme

• To enable all pupils to develop as fully as possible their interests, abilities and aptitudes and to make additional provision for those who are in any way disadvantaged. 
• To allow pupils to develop lively, enquiring minds so that they can be capable of independent thought and formulate their own opinions. 
• To experience enjoyment of learning so that they may be encouraged to take advantage of educational opportunities later in life. 
• To develop appropriate skills in literacy and numeracy. 
• To develop programmes of study and experiences which will enhance pupils self-respect and confidence and encourage them to take responsibility for themselves and their actions. 
• To provide pupils with the necessary skills to respond effectively to social, economic and political changes as well as changing patterns of work. 
• To develop social skills that are necessary to work successfully with other people both inside and outside of the school environment. 
•  To equip pupils for their adult roles in society and help them to understand the responsibilities of being parents, citizens and consumers. 
• To encourage appreciation of, and concern for, the environment. 
• To develop interests and skills that will continue to give personal satisfaction in the use of leisure time. 
• To establish partnerships between the school and the community it serves and help to develop an understanding of the wider community and the ways in which individuals and school relate. 
• To develop a curriculum which enhances pupil’s knowledge and experience and allows them to learn about themselves and the society in which they live, through a variety of social and moral issues. 
• To provide pupils with the experience of school as a caring, supportive community where life is enjoyable and there is equal provision of opportunity, regardless of gender, race, culture or ability. 
• To enable pupils to make informed choices when considering the development of a healthy and safer lifestyle. 
• To give students the confidence to discuss difficult issues by encouraging non-judgemental participation by students and staff. 
• Allow students to embrace the challenges of creating a happy and successful adult life to do this pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. 
• Encorage pupils to put knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. 
• Support young people to develop resilience, to know how and when to ask for help, and to know where to access support.
• Provide a high quality, evidence-based and age-appropriate teaching of these subjects can help prepare pupils for the opportunities, responsibilities and experiences of adult life. 
• Promote the spiritual, moral, social, cultural, mental and physical development of pupils, at school and in society.
• To give young people the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships.