Life Skills

PSHEE Staff

Mrs A Farnan

Life Skills Co-ordinator, Leader of Student Support Year 8 and 9

Mr K Moore

Life Skills, Assistant Headteacher

Key Stage 3 - Yrs 7 - 9

Year 7

Module 1 – Personal identity: My life now and in the future
September – November
Aims of the unit – for all students
2.1 Friendship
  • To understand what qualities are needed to be a good friend
2.2 Conflict
  • To understand how to be resolve conflict
  • To understand the importance of compromise
2.3 Self esteem
  • To understand and recognise high self esteem and low self esteem  
2.4 Bullying
  • To be aware of the different forms of bullying
  • To understand the motivation behind bullying
  • To know how to deal with bullying
2.5 My life now
  • To reflect on the positive elements of our lives
2.6 My life in the future
  • To be able to set goals for the future
  • To have an understanding of opportunities available to us after leaving school

Module 2 – Healthy Lifestyles
November - January
Aims of the unit – for all students
1.1. Healthy lifestyles
  • To understand what being healthy can mean
  • To understand the importance of healthy routines in life
1.2 Healthy diet
  • To understand the benefits of a balanced healthy diet
  • To understand how an unbalanced diet can lead to an unhealthy lifestyle
1.3 Exercise
  • To understand the benefits of regular exercise
1.4 Emotional, mental and social health
  • To know how a range of factors can lead to a healthy or an unhealthy lifestyle
1.5 Risk and staying safe
  • To understand how the ability to access and manage risk is important to our safety
1.6 Personal hygiene
  • To recognise how and why hygiene is important to a healthy lifestyle

Year 8

Module 1 –Money and finance
September - November
Aims of the unit – for all students
1.1 Functions of money
  •  To understand the functions and uses of money
1.2 How to be enterprising
  • To know what is meant by ‘enterprise’ and ‘employability’
  • To have an understanding of how the skills they have would be useful to employers
1.3 Financial decisions and risk
  • To understand dilemmas I may face with the use of money
  • To have learned how to manage money and finances effectively
  • To  understand how to manage risk
  • To understand how to prioritise my finances
1.4 Career choices
  • To understand the term ‘career’
1.5 Disposable income
  • To understand the term ‘disposable income’
1.6 Personal banking
  • To know how to write a cheque
  • To be able to read a bank statement effectively

Module 2 – Coping with change, puberty and sexual activity
November – January
Aims of the unit – for all students
1.1 Growing up
  • To understand the changes that occur as part of growing up
1.2 Boys and girls at puberty
  • To be aware of the changes that happen to both boys and girls during puberty
1.3 How to cope with change
  • To understand how to cope with change
1.4 Sexual activity
  • To be aware how factors can influence first time sex

Year 7 and Year 8 PSHE
Resources
Books
  • PSHE Education Book 1     Lesley de Meza    2008         Hodder Education
  • PSHE Education Book 2     Lesley de Meza    2009         Hodder Education
  • Inspirational ideas PSHE and Citizenship Molly Potter 2008 A and C Black
  • 4boys 4girls Talking with young people about sex and relationships fpa Comic Company 2009

Websites
Healthy lifestyles
  • www.fruitsandveggiesmorematters.org
  • www.eatwell.gov.uk
  • www.nhs.uk/Livewell
  • www.bbc.co.uk/health/healthy_living/your_plan
  • www.teenagehealthfreak.com
  • www.nhs.uk/change4life
Money and finance
  • www.pfeg.org
  • www.moneymadeclear.org.uk
  • www.moneymatterstome.com
  • www.financialglossary.com

How you can help

  • Discuss PSHE lessons with students
  • Encourage students to apply the knowledge and skills learned in PSHE lessons at home
  • Check homework diary to see if any homework has been set
  • Ensure students have the appropriate equipment for the lesson

Equipment needed

  • Pen
  • Pencil
  • Rubber
  • Ruler

Assessment

  • Students are not examined in PSHE and are not given a National Curriculum level
  • Assessment will take place through set tasks and challenges throughout each unit
  • Assessment will take place through self assessment, peer assessment and teacher assessment
  • Assessment tasks will include group presentations, contributions to class discussions, small projects and written assignments
  • For each unit students will be assessed against set criteria using the following phrases ‘working towards’ ‘achieving’ ‘working beyond’ ‘outstanding performance’.

Year 9

During PSHE in year 9 students’ work towards an ASDAN qualification in Personal and Social Development (PSD), the qualification is completed in year 10.
The PSD qualification is delivered at two different levels –

ENTRY LEVEL 3 – (Year 9 Set 3)
LEVEL 2 – (Year 9 Sets 1, 2a and 2B)

Module 1 – Managing Social Relationships
Aims of the unit – for all students

  • To understand how to interact with others in social situations
  • To demonstrate how to interact with others in a range of social situations

Resources

  • PSD Student book
  • www.unicef.org.uk/tz/resources
  • www.thesite.org


Module 2 – Community Action
Aims of the unit – for all students to

  • Demonstrate an understanding of the role that community groups play
  • Demonstrate their involvement in community activities

Resources

  • PSD Student book
  • www.communtities.gov.uk
  • www.jrf.org.uk

Module 3 – Healthy Living
Aims of the unit – for all students

  • Understand the importance of leading a healthy lifestyle
  • Demonstrate the importance of leading a healthy lifestyle
  • Demonstrate how they contribute to their own healthy lifestyle
  • Review the activities undertaken to maintain a healthy lifestyle

Resources

  • PSD student book
  • www.fruitsandveggiesmorematters.org
  • www.eatwell.gov.uk
  • www.nhs.uk/Livewell
  • www.bbc.co.uk/health/healthy_living/your_plan
  • www.teenagehealthfreak.com
  • www.nhs.uk/change4life
  • www.alcoholsupport.co.uk
  • www.homeoffice.gov.uk/drugs
  • www.handbag.com
  • www.talktofrank.com

Module 4 – Your money in the future
Aims of the unit – for all students to

  • Understand the benefits of saving
  • Understand the impact of major life decisions on finance
  • Understand how decisions about managing their money affects longer term financial security

Resources

  • PSD Student book
  • www.pfeg.org
  • www.moneymadeclear.org.uk
  • www.moneymatterstome.com
  • www.financialglossary.com


How you can help

  • Read through the PSD student book with students
  • Help students to keep their portfolio of evidence organised
  • Assist students to complete the challenges set
  • Discuss PSHE lessons with students
  • Encourage students to apply the knowledge and skills learned in PSHE lessons at home
  • Check homework diary to see if any homework has been set
  • Ensure students have the appropriate equipment for the lesson

Equipment needed

  • PSD student book
  • Portfolio of evidence folder (given out at school)
  • Pen
  • Pencil
  • Rubber
  • Ruler

Assessment
Assessment for the PSD qualification will include the completion of set challenges to achieve a set assessment criteria
Evidence must be compiled and kept in a ‘portfolio of evidence’
Evidence may include the following –

  • Activity logs
  • Scripts for role plays
  • Diary entries
  • Spider diagrams
  • Posters
  • Action plans
  • Booklets
  • Interview question and answers
  • Power point slides
  • Witness statements

Key Stage 4

RELIGIOUS EDUCATION

All students, regardless of their faith or belief, have a statutory entitlement to religious education.  At Key Stage 4, this is taught as a compulsory component of the school curriculum.  All students follow Religious Education as part of the Life Skills Programme.  Lessons are interspersed with PSCHE lessons so students may be preparing for Work Experience or Mock Interviews (see below), then follow part of their RE work.

 For Years 10 & 11 students follow a Religion and Morality course in which the focus is on a topic, where students look at the issues and attitudes surrounding the topic, then study the attitudes of the six main religions already studied. The topics are: Attitudes to World Poverty, Attitudes to the Elderly & Death, Attitudes to Matters of Life (ie genetic engineering), and Attitudes to the Rich and Poor in British Society. The 6 main religions are : Christianity, Islam, Hinduism, Sikhism, Buddhism, Judaism.

 In all years, but particularly for Years 10 & 11, students are expected to contribute to the many class discussions that will arise from the issues discussed. They are also expected to listen to, and respect, the views of others. By so doing, the school aims to teach students to respect different cultures and beliefs whilst maintaining their own identity. By focusing on morality, students get a greater understanding of the problems and issues that people face living in Britain, regardless of religious or ethnic background.

 We no longer offer a GCSE course for Year 11 as we prefer to focus on issues that are more relevant to our students. Because we are not constricted by topics it also allows us to diverge and discuss issues that come up in the news, allowing students to respond to, and reflect on those issues.