PSHCE Policy (Elliott Hudson College)

Executive Principal: Sir J A Townsley BA (Hons) NPQH Chair of the Board: Mr D Morgan PSHCE Policy (Elliott Hudson College) Designated Teacher: Assistant Principal Reviewed by: Governors Policy Committee Date: July 2015 Fountain Street, Morley, Leeds LS27 0PD T 0113 253 2952 F 0113 253 1483 E info@morley.leeds.sch.uk W www.morley.leeds.sch.uk

PSHCE Policy Elliott Hudson College Document Status Date of Policy Creation Apr 2015 Author Izabella Atraszkiewicz Consultant Director Date of Policy adoption by Policy Committee 15/07/15 Responsibility Policy Committee Date of Policy adoption by Board of Governors Responsibility Board of Governors Date of Policy Implementation by Academy Principal Responsibility Academy Principal Author Policy Amendments As required Responsibility Name/Title/Department Date of next Policy Review 3 yearly Responsibility All/as above 1. AIMS 1.1. The National Curriculum does not cover key stage 5 and there are no programmes of study for PSHCE at key stage 5. However, Elliott Hudson College values PSHCE delivery at key stage 5 as part of a sixth form experience that supports young people for their present and future. 1.2. Through the delivery of a PSHCE curriculum, the college intends to meet the spiritual, moral, social and cultural (SMSC) development of all students. Furthermore, the college recognises that SMSC needs of students are met through every aspect of student experience and so considers these needs in other policies such as behaviour, admission, inclusion, curriculum, teaching and learning. 1.3. The values that the college will demonstrate through all aspects of its work, are in line with individual liberty, mutual respect, and tolerance of those with different faiths and beliefs, for example staff recruitment and student admissions. 1.4. As part of the college s general routines, in and out of the classroom, and the way in which individuals relate to each other, students will be encouraged to form their own attitudes and values. By building positive working relationships between

students and staff, all members of our college community will be valued as individuals. Students will learn to see the need for good manners, self-discipline and appropriate behaviour in whatever situation they find themselves in. 1.5. These working relationships will relate to our holistic approach to our students and include achievements in and out of college. 1.6. Following PSHCE experience at key stages 3 & 4, by now students will have skills and understanding of concepts in place. At key stage 5 there will be a shift from skills and concepts to content to ensure information is provided and understanding reinforced. 1.7. PSHE education in key stage 5 is the last opportunity to provide the learning that all students need but lies outside of the academic curriculum. Elliott Hudson College aims to ensure that by the time students have completed their A level courses, they have the knowledge understanding, feelings about themselves and others, are able to say and do, and understand their responsibilities to lead productive, independent, fulfilling and safe lives. 1.8. Through a variety of learning experiences the college helps each student: to think and act for him/her self acquire personal qualities and values take his/her place in a wide range of roles in preparation for adult life develop confidence/independence and personal responsibility value and respect him/her self respect and value others (Equality Act 2010) to know him/her self better and think well of him/her self to develop social skills prepare students for the challenges, choices and responsibilities of work and employment and lifelong learning value and respect belongings/living things/environment be able to share/co-operate empower students to participate in their communities as active citizens develop a global perspective. 2. CURRICULUM 2.1. The college will address the following key PSHCE elements: Healthy, safer lifestyle, including: alcohol and drugs (from an adult perspective thinking of themselves as drivers, employees, moving towards forming long-term relationships, parenthood etc),

Sexual Health, especially how to access support services; Relationships Economic Wellbeing and Being a Responsible Citizen and Careers-related work around university or employment applications. 2.2. Through the delivery of both the PSHCE and the wider curriculum students should develop confidence, responsibility, and a positive attitude towards making the most of their abilities. Students are taught to: Reflect on and assess their strengths in relation to personality, work and leisure Respect the differences between people as they develop their own sense of identity Recognise how others see them, and be able to give and receive constructive feedback and praise Recognise the stages of emotions and how to deal positively with the strength of their feelings in different situations Relate job opportunities to their personal qualifications and skills, and understand how the choices they will make at Key Stage 5 should be based not only on knowledge of their personal strengths and aptitudes, but also on the changing world of work Plan realistic targets for Key Stage 5, seeking out information and asking for help with career plans Recognise what influences how we spend or save money and how to become competent at managing personal money. 2.3. Through the Healthy, Safer lifestyle programme, students will be taught: To think about the alternatives and long- and short-term consequences when making decisions about personal health To use assertiveness skills to resist unhelpful pressure The causes, symptoms and treatments for stress and depression, and to identify strategies for prevention and management About the link between eating patterns and self-image, including eating disorders About the health risks of alcohol, tobacco and other drug use, early sexual activity and pregnancy, different food choices and sunbathing, and about safer choices they can make In the context of the importance of relationships, how different forms of contraception work, and where to get advice, in order to inform future choices

To seek professional advice confidently and find information about health To recognise and follow health and safety requirements and develop the skills to cope with emergency situations that require basic aid procedures, including resuscitation techniques. 2.4. Through the Relationships programme students will be taught: About the diversity of different ethnic groups and their traditions, and the power of prejudice To be aware of exploitation in relationships To challenge offending behaviour, prejudice, bullying, racism and discrimination assertively and take the initiative in giving and receiving support To work cooperatively with a range of people who are different from themselves To be able to talk about relationships and feelings To deal with changing relationships in a positive way, showing goodwill to others and using strategies to resolve disagreements peacefully About the nature and importance of marriage for family life and bringing up children About the role and responsibilities of a parent/carer, and the qualities of good parenting and its value to family life About the impact of separation, divorce and bereavement on families and how to adapt to changing circumstances To know about the statutory and voluntary organisations that support relationships in crisis To develop working relationships with a range of adults, including people they meet during work experience, personal guidance and community activities 2.5. Through the Economic Wellbeing and Being a Responsible Citizen programme students will be taught to: Take responsibility (for example, by representing the college to visitors and at outside events) Feel positive about themselves (for example, by gaining recognition for the role they play in college life, such as organising activities through the student union) Participate (for example in the Enrichment programme, in an initiative to improve their local community or in challenging activities involving physical performance, public performance or organised events outside the college)

Make real choices and decisions (for example, about their priorities, plans and use of time and/or about their AS/A level study, with regular review and support from their progression tutor) Meet and work with people (for example, through activities such as work experience) Develop relationships (for example, by discussing relationships in single and mixed sex groups) Consider social and moral dilemmas (for example, young parenthood, genetic engineering, attitudes to the Civil and Criminal Law of England) Find information and provide advice (for example, by providing peer support services to other students, research public institutions and services in England) Prepare for change (for example, in relation to progression to higher education and training) 2.6. Through the Careers-related work students will be taught: Take responsibility (for example, for carrying out tasks and meeting deadlines) To be aware of and assess their personal qualities, skills, achievements and potential, so that they can set personal goals To have a sense of their own identity and present themselves confidently in a range of situations To be aware of how others see them, manage praise and criticism, and success and failure in a positive way and learn from the experience To recognise influences, pressures and sources of help and respond to them appropriately To use a range of financial tools and services, including budgeting and saving, in managing personal money About the options open to after A level study at the college, including employment and continuing education and training, and about their financial implications To help them choose their next steps, negotiate and plan their post-a level plan with parents/carers and others, develop career management skills, and prepare and put into practice personal action plans. The college offers activities which will support each student s career choice and progression.

3. DELIVERING THE PSHCE CURRICULUM 3.1. The college recognises its role in delivering these programmes and will be sensitive to the content and style of delivery. It will at all times ensure that appropriate teaching practices relating to age, ability and cultural identity of the students are implemented. 3.2. The college will hold discussions with those parents/carers who feel that the subject matter is inappropriate for their child and will explore other options that enable age-appropriate learning and teaching to take place. 3.3. The college will use both direct and indirect teaching opportunities for students to learn and all subjects will be underpinned by PSHE, enabling the students to relate their educational experience with their life and the lives of others and recognise the correlation between them. 3.4. The college will give key stage 5 students a strong voice in determining the areas that are covered and ask them what they feel they need, around these three and any additional areas. 3.5. Students will be encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their college and the local community. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural (SMSC) issues that are part of growing up. 3.6. Students will also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities. They will learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning. 3.7. The college recognises the importance and value of parents/carers and families in helping their children to develop and make responsible decisions for themselves, based on informed choices. This will be reflected in the delivery of the PSHCE curriculum. 3.8. PSHCE programmes of learning will be delivered through themed drop-down days, half-termly tutorial group meetings, and an annual college PSHCE/SMSC week. 3.9. PSHCE will be taught by a wide range of staff drawing on their specialist areas of expertise. There will also be input from appropriate external agencies and professionals. 3.10. Citizenship will be delivered as part of assemblies, progression tutor meetings, and actual lessons which consider moral issues, careers, economic and industrial understanding, as well as vocational aspects. 3.11. The college will provide opportunities for personal and social development through a variety of strategies that include: Individual, peer groups, collaborative group work

Discussion and role-play Involvement in a range of problem solving activities Preparation and presentation of tasks for different audiences Positive self-assessment Positive marking, with verbal or written comments Enrichment activities 4. RESPONSIBILITIES 4.1. Principal 4.1.1. The Principal will work with the governing body to establish a college ethos that demonstrates values at the college. 4.1.2. The Principal will work with the Governing Body to agree a PSHCE policy for meeting the college s SMSC needs, taking student age range, student profiles and disabilities into account. 4.1.3. The Principal will oversee a full annual review of SMSC at the college. This will include all aspects of student experience across curriculum and pastoral provision. 4.2. Assistant Principal (Pastoral) 4.2.1. The Assistant Principal is responsible for the development of PSHCE Programmes of Learning: Healthy, safer lifestyle, including: alcohol and drugs (from an adult perspective thinking of themselves as drivers, employees, moving towards forming long-term relationships, parenthood etc), Sexual Health, especially how to access support services; Relationships Economic Wellbeing and Being a Responsible Citizen and Careers-related work around university or employment applications. 4.2.2. The Assistant Principal (Pastoral) will put the governing body's policy into practice and develop detailed procedures for the delivery of the programmes. 4.2.3. The Assistant Principal (Pastoral) will develop detailed procedures for monitoring and reviewing the effectiveness of the PHSCE delivery (including expectations of staff outlined below) and the impact on the SMSC development of all students.

4.2.4. The Assistant Principal (Pastoral) will co-ordinate and monitor student performance and the quality of learning and teaching in this area. 4.2.5. The Assistant Principal (Pastoral) will ensure that all staff are given current information and any changes to the PSHCE programme. 4.3. Teachers and other school staff 4.3.1. In planning the PSHCE curriculum teachers at the college will work to the clear, consistent framework of values in which to work and support all. This includes monitoring and assessing all resources to be used by staff, external agencies on-site, or external agencies off-site for balanced political content. All staff must preclude the use of any resources promoting unbalanced views. 4.3.2. All staff at the college will nurture supportive relationships between teacher and student and between students. 4.3.3. All staff will create a classroom climate which encourages all students to explore, and encourages a high level of interest. 4.3.4. All staff will be responsive to preclude any promotion of partisan political views during PSHCE all sessions and activities. 4.3.5. All staff will ensure that if any political views are brought to the attention of students they are offered a balanced presentation of opposing views. 4.3.6. All students at the college will have opportunities for development outside the classroom situation through responsibilities, extended learning activities, enrichment activities, and educational visits. 4.3.7. College staff will encourage positive approaches to behaviour and our Behaviour and Inclusion policy reflects this. It sets clear guidelines for parents/carers, staff and students. 5. ASSESSMENT 5.1. The college will use a range of methods to monitor each student s progress and development in PSHCE. 5.2. The college will assess the students learning in PSHCE by making informal judgements of their level of understanding as staff observe students during lessons, activities, and in their individual and group contributions to college life. 5.3. The college will work closely with other partner agencies and organisations to reinforce the key concepts and to access specialist expertise that will enhance and support consistency of delivery in the PSHCE programmes. 6. REVIEW AND MONITORING 6.1. The designated Assistant Principal will monitor the quality of learning and lessons throughout the year. This Assistant Principal will present a report annually to the

Local Governing Body on the quality of learning and, on all changes which have taken place in the programmes of learning in this area. 7. APPROVAL BY LOCAL GOVERNING BODY AND REVIEW DATE 7.1. This policy will be reviewed when there are changes in national guidelines, or in accordance with the schedule drawn up by the Principal and agreed by the Local Governing Body.

Annex A EHC PSHCE Programme of Study Planner PSHCE programme Topic EHC staff delivery External delivery Drop down day (date) Half-termly Tutorial (date) PSHCE week (date) Health, safer lifestyle Students will have the opportunity to learn: 1. to evaluate the extent to which their self-confidence and selfesteem are affected by the judgments of others 2. to make effective use of constructive feedback and differentiating between helpful feedback and unhelpful criticism 3. the characteristics of emotional and mental health and the causes, symptoms and treatments of some mental and emotional health disorders (including stress, anxiety and depression) 4. strategies for managing mental health including stress, anxiety, depression, self-harm and suicide, and sources of help and support 5. where and how to obtain health information, advice and support (including sexual health services) 6. to take increased responsibility for monitoring their own health

(including testicular and breast self-examination) 7. how lifestyle choices affect a foetus 8. about STIs, including HIV/AIDS, how to protect themselves and others from infection and how to respond if they feel they or others are at risk 9. to recognize and manage feelings about, and influences on, their body image including the media s portrayal of idealised and artificial body shapes 10. about health risks and issues related to this, including cosmetic procedures 11. how to recognise and follow health and safety procedures 12. how to find sources of emergency help and how to give basic and emergency first aid in appropriate contexts 13. about personal safety and protection, reducing risk and minimising harm in different settings (including social settings, the street, on roads and during travel) 14. the short and long-term consequences of substance use and misuse for the health and mental and emotional wellbeing of individuals, families and

communities, including the health risks related to second-hand smoke 15. understand the terms habit, dependence and addiction in relation to substance use and to whom to talk if they have concerns 16. the wider risks and consequences of legal and illegal substance use including on their personal safety, career, relationships and future lifestyle 17. about checking yourself for cancer and other illnesses, including knowing what to do if you are feeling unwell and checking for signs of illness; and how to overcome worries about seeking help and being an assertive user of the NHS Relationships Students will have the opportunity to learn: 1. strategies to manage strong emotions and feelings 2. the characteristics and benefits of positive, strong, supportive, equal relationships 3. that living together, marriage and civil partnerships are ways that people freely and without coercion, demonstrate their

commitment to each other 4. parenting skills and qualities and their central importance to family life (including the implications of young parenthood) 5. to recognise when a relationship is unhealthy or abusive (including the unacceptability of both emotional and physical abuse or violence including honour based violence, forced marriage and rape) and strategies to manage this or access support for self or others at risk. 6. managing changes in personal relationships including the ending of relationships 7. to develop an awareness of exploitation, bullying and harassment in relationships (including the unique challenges posed by online bullying and the unacceptability of physical, emotional, sexual abuse in all types of teenage relationships, including in group settings such as gangs) and how to respond 8. about the concept of consent in relevant, age-appropriate contexts building on Key Stage 3 9. about impact of domestic abuse (including sources of help and support)

10. the impact of separation, divorce and bereavement on families and the need to adapt to changing circumstances 11. about statutory and voluntary organisations that support relationships experiencing difficulties or in crisis, such as relationship breakdown, separation, divorce, or bereavement 12. how to access such organisations and other sources of information, advice and support 13. about diversity in sexual attraction and developing sexuality, including sources of support and reassurance and how to access them 14. to understand the role of sex in the media and its impact on sexuality (including pornography and related sexual ethics such as consent, negotiation, boundaries, respect, gender norms, sexual norms, trust, communication, pleasure, orgasms, rights, empowerment, sexism and feminism) 15. how to seek consent and to respect others right to give, not give or withdraw consent to engage in different degrees of sexual activity

16. to recognise when others are using manipulation, persuasion or coercion and how to respond 17. to understand the pernicious influence of gender double standards and victim-blaming 18. to recognise the impact of drugs and alcohol on choices and sexual behaviour 19. to manage unwanted attention in a variety of contexts (including harassment and stalking) 20. to understand and respect others faith and cultural expectations concerning relationships and sexual activity 21. to assess readiness for sex 22. about accessing and the correct use of contraception, negotiating condom use, reinforcing and building on learning in Key Stage 3 23. to understand the consequences of unintended pregnancy and of teenage parenthood (in the context of learning about parenting skills and qualities and their importance to family life) 24. the reasons why parents choose to adopt/foster or to place children for adoption/fostering 25. about abortion, including the

current legal position and the range of beliefs and opinions about it 26. the pathways available in the event of unintended pregnancy, the possible physical and emotional reactions and responses people may have to each option and who to talk to for accurate, impartial advice and support 27. that fertility levels can vary in different people; can be damaged by some sexually transmitted infections, decreases with age 28. about the options open to people who are not able to conceive 29. the role peers can play in supporting one another (including helping vulnerable friends to access reliable, accurate and appropriate support) Economic Wellbeing and Being a Responsible Citizen Students will have the opportunity to learn: 1. to evaluate their own personal strengths and areas for development and to use this to inform goal setting 2. about the unacceptability of all forms of discrimination, and the need to challenge it in the wider

community including the workplace 3. to think critically about extremism and intolerance in whatever forms they take (including the concept of shame and honour based violence) 4. to recognise the shared responsibility to protect the community from violent extremism and how to respond to anything that causes anxiety or concern 5. about harassment and how to manage this (including the workplace) 6. to recognise and manage the influences on their financial decisions, (including managing risk, planning for expenditure, understanding debt and gambling in all its forms) 7. to be a critical consumer of goods and services (including financial services) and recognise the wider impact of their purchasing choices 8. their consumer rights and how to seek redress Careers-related work around university or employment applications Students will have the opportunity

to learn: 1. how their strengths, interests, skills and qualities are changing and how these relate to future employability 2. about the information, advice and guidance available to them and how to access it 3. to further develop study and employability skills (including time management, self-organisation and presentation, project planning, team-working, networking and managing online presence) 4. about the range of opportunities available to them for career progression, including in education, training and employment 5. about changing patterns of employment (local, national, European and global) 6. to take full advantage of any opportunities for work experience that are available 7. about rights and responsibilities at work (including their roles as workers, and the roles and responsibilities of employers and unions) 8. about attitudes and values in relation to work and enterprise (including terms such as

customer service and protecting corporate or brand image ) 9. about confidentiality in the workplace, when it should be kept and when it might need to be broken 10. to develop their career identity, including how to maximise their chances when applying for education or employment opportunities

Policy Amendment Form To be used by all staff across the Trust, for amendment, insertion/deletion as required. Any amendments for submission are to be raised on this form and passed via the Principal for consideration, who will then arrange for the amendment to be presented to the Policy Board for their review, inclusion or rejection/re-submission within the Policy. 1 Copy the text for amendment into this section as per the Policy. 2 Re-type the text as amended, for review, inclusion or rejection, for Board consideration. 3 Reasons for amendment to be entered here in full. 4 Seen by Academy Principal. Date Comments Signature 5 Seen by Policy Board on: Date Signature Result Reject Include Reasons Remarks 6 To be included and amended into the Policy by: Date Appointment Responsible Signature