Citizenship & Guidance
Core theme 1. Health and Wellbeing
Core theme 2. Relationships
Core theme 3. Living in the Wider World
Links to Sex and Relationships Policy, Equality objectives/mission statement, safeguarding policy, e-safety policy (online safety), drugs and solvents policy, behaviour policy, anti-bullying policy, SMSC policy (draft) and our careers programme.
A full and varied programme:
- promotes children and young people’s personal and economic well-being, and:
- offers sex and relationships education
- helps develop students’ good Spiritual, Moral, Social and Cultural development (SMSC) including British values and ensures students are properly safeguarded
- encourages listening to the views of others, discussion and critical thinking
- promotes the mental and physical development of students
- prepares students for the opportunities, responsibilities and experiences of later life and
- develops students into well-rounded individuals.
Citizenship and Guidance in KS3 and 4
This is broken down into several key areas; economic wellbeing, self, health and safety, relationships and sex education, finance, citizenship, values, rights and responsibilities, Government and Politics and work related learning. The PSHE curriculum helps students to protect themselves from among other things; drug and alcohol abuse, eating disorders, gang culture, child sexual exploitation, extremism, female genital mutilation and forced marriage. This includes the compulsory safeguarding element of learning about HIV/AIDS and other sexually transmitted infections alongside the sex education in national curriculum science at Key Stage 3 and relationships and sex education throughout their time at NSB which fully encompasses LGBTQ matters.
Citizenship and Guidance in KS5
At KS5 the C&G programme is an important aspect of 6th Form life alongside the co-curriculum in order to prepare students for life post-18.
This includes Sexual Health and Healthy Relationships, Road Safety and Legislation, Drugs & Alcohol and Online Safety.
Looking at becoming more financially aware and astute – this would also involve talks about UCAS which gives information on student finance procedures. As well as this we make students aware of other opportunities and help that the school offers, such as the Martin Travel Awards and the 16-19 Bursary Scheme.
To explore opportunities for young people to get involved in the wider community and to foster interest into the roles and responsibilities of young citizens within the United Kingdom and also to raise political and social awareness amongst young people.
Mental Wellbeing focuses on mental health awareness as well as advice and guidance regarding supporting others with mental health issues. Most focus is given to depression and anxiety as this tends to be one of the more common issues however OCD and Eating Disorders are explored. The goal is to educate young people, remove stigma and encourage talking. It will point you to who to talk to and where to seek support about any issues you have. In Year 13 exam stress and ways of dealing with it are looked at with a focus on signs and symptoms.
Another aspect is Growth Mindset which encourages you to see things as challenges to overcome and remove the “this will do” attitude.
In Year 12 the focus will be on job applications and the interview process. In Year 13 there you will develop an understanding of your role within the economy with a focus on work, taxation and finance.
During Year 12 and Year 13 students will be introduced to post-18 choices with a variety of assemblies on the UCAS process including personal statements and finance as well as other opportunities after A Levels such as apprenticeships.
‘Anything that involves students in doing things, discussing things and thinking critically’
- Varied Learning Styles – group co-operative work with active skills based learning including role play, small group discussions and interactive technology and team games.
- ‘SAFE’ principles of effective social and emotional learning, which outline how these skills can be developed. Effective programmes emphasise the need for explicit learning goals and a sequenced approach which breaks down skills into smaller steps which are sequentially mastered.
- A focus on psychosocial aspects of safety is also important – which includes developing confidence, resilience, self-esteem and self-efficacy.
- Addresses risks, attitudes, values and perceived norms.
- Builds those vital communication skills such as advocacy, negotiation and persuasion that would enable them to manage risk effectively,
- Developmental – step by step learning. Identify starting points and encouraging critical thinking.
- SEND - active learning methods, including modelling, role play, rehearsal and practice skills, as useful for improving skills.
- SMSC, safeguarding and safety
- Inclusive of difference and socio-culturally relevant - relevant to the communities in which they are delivered as well as to diversity in relation to culture, ethnicity, faith, disability, sexuality and gender identity. Must consider youth culture.
- Confident, trained teachers.
- Clear goals and outcomes, with effective monitoring and evaluation within our QA programme.
- Student assessment and reflection.
- Part of the Data Report and commented on in FT reports.
- Updated annually.
- Avoid scare tactics and encourage student participation in the creation of schemes.
- Part of our C&G programme in each Year Group will include Work Related Learning.
PSHE is not only linked to the development of good personal, social and moral outcomes in children and young people but to good academic outcomes too.
The aim for PSHE education is to provide students with:
- accurate, balanced and relevant knowledge
- opportunities to turn that knowledge into personal understanding
- opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
- the skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives
- opportunities to develop positive personal attributes such as resilience, self-confidence, self-esteem, and empathy
Weekly Year Group assemblies, special assemblies, House Assemblies, Tuesday Lesson 3 Citizenship and Guidance, Role Model Visits, Enterprise Week, registration, planners, Thought of the Week, student registration notices, displays, charity week, awareness days/weeks/months, trips, Equality groups, LGBTQ/Straight Allies Group, the debating society, extra-curricular activities...
From PSHE Association
Overarching concepts developed through the Programme of Study
- 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)
- A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices)
- 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)
Essential Skills and Attributes developed through the Programme of Study
Firstly, Personal effectiveness
- Self-improvement (including through constructive self-reflection, seeking and utilising constructive feedback and effective goal-setting)
- Identifying unhelpful ‘thinking traps’ (e.g. generalisation and stereotyping)
- Resilience (including self-motivation, perseverance and adaptability)
- Self-regulation (including promotion of a positive, growth mind-set1 and managing strong emotions and impulses)
- Recognising and managing peer influence and the need for peer approval, including evaluating perceived social norms
- Self-organisation (including time management)
- Strategies for identifying and accessing appropriate help and support
- Clarifying own values (including reflection on the origins of personal values and beliefs) and re-evaluating values and beliefs in the light of new learning, experiences and evidence
- Recalling and applying knowledge creatively and in new situations
- Developing and maintaining a healthy self-concept (including self-confidence, realistic self-image, self-worth, assertiveness, self-advocacy and self-respect)
Secondly, Interpersonal and social effectiveness
- Empathy and compassion (including impact on decision-making and behaviour)
- Respect for others’ right to their own beliefs, values and opinions
- Discernment in evaluating the arguments and opinions of others (including challenging ‘group think’)
- Skills for employability, including
- Active listening and communication (including assertiveness skills)
- Team working
- Negotiation (including flexibility, self-advocacy and compromise within an awareness of personal boundaries)
- Leadership skills
- Presentation skills
- Enterprise skills and attributes (e.g. aspiration, creativity, goal setting, identifying opportunities, taking positive risks)
- Recognising, evaluating and utilising strategies for managing influence
- Valuing and respecting diversity
- Using these skills and attributes to build and maintain healthy relationships of all kinds
Managing risk and decision-making (integral to all of the above)
- Identification, assessment (including prediction) and management of positive and negative risk to self and others
- Formulating questions (as part of an enquiring approach to learning and to assess the value of information)
- Analysis (including separating fact and reasoned argument from rumour, speculation and opinion)
- Assessing the validity and reliability of information
- Identify links between values and beliefs, decisions and actions
- Making decisions
Please contact the school if you would like to find out more about the curriculum.