PHSE Documentation
►General
►Aims
►Objectives
►Teaching Methods
►Assessment Procedures
►Year 7 Scheme of Work
►Year 8 Scheme of Work
►Year 9 Scheme of Work
►Year 10 Scheme of Work
►General
PHSE is a compulsory subject taught to pupils from years 7 to 11. It is a lifeskills course which aims to provide pupils with those qualities necessary to complement both academic and social development.The subject is taught in an active way and makes full use of outside agencies offering a wide variety of information and support. The programme seeks to develop in its pupils self confidence and esteem and self-worth. It gives them the opportunity to voice their opinions and to listen to and have respect for the views of others. PHSE culminates in year 11 with a comprehensive and forward-looking careers programme which prepares pupils for the challenges of adulthood.
Willowgarth High School offers a comprehensive and impartial Careers Guidance Programme. The school holds 4 out of the 5 Quality Awards for Careers Education. We have strong links with Barnsley College and have the added advantage of a Careers Officer from Lifetime Careers based on site.
Speakers from College and other occupational areas regularly visit school to widen students' perspective of the opportunities available at 16+.
The school also provides all students with the opportunity of a three week Work Experience organised by Project Trident.
Work Experience combined with the personal challenge and some community work gives the opportunity for students to achieve a 'Trident Gold' Certificate for their Record of Achievement.
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►Aims
1. To prepare pupils for life outside the relatively sheltered and structured environment of their educational establishments.2. To develop personal qualities that will enable them to cope with a world of transition and change; living their lives to the full.
3. To develop respect for themselves, their families, the school and the community.
4. To develop self-awareness, self-reliance, self-discipline and self-confidence.
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►Objectives
In order to fulfill the above aims it is crucial that any effective P.H.S.E. course shoulda) encourage independence of mind
b) develop consideration of others
c) encourage respect for those whose lives, ideas and opinions are different from their own
d) develop a sense of fairness together with respect for the process of law and for the legal rights of others.
e) gain knowledge of the ways of life that promote mental and physical health.
From an early age, pupils should be developing a range of personal and social abilities and skills including how to
· be competent in the skills required for every day living
· listen to, and see others points of view
· make choices sensibly in the light of available evidence
· cope confidently and effectively with unfamiliar people and situations learn from personal mistakes
· make moral judgements about what to do in actual situations, justify them and put them into practice as necessary.
· take the initiative and act responsibly on issues affecting the individual, members of the family, school or the wider community.
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►Teaching Methods
In anv effective PHSE. programme pupils are encouraged to take responsibility for their own learning. This can be achieved through a repertoire of learning activities:· eg ----- group work ----- either small group work, or the whole group approach.
· brainstorming
· debates
· role play games and simulations
· lectures
· individual learning
· stimulus learning --- the use of films videos etc.
All pupils should be allowed to develop at their own pace.
Good teachers of PHSE should note that teaching and learning takes place in an environment which:
· looks good and feels good
· is warm welcoming and secure
· is stimulating, interesting challenging and usually exciting and informative
· presents the work of students in a sensitive positive and informative way
· is cared for by all users
· has furniture arranged for collaboration and not division
· has areas and zones that invite relaxation , conversation and silence
· positively demonstrates a code of practice sensitive to the needs of all users.
· recognises the achievement of students, of all abilities
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►Assessment Procedures
It must be noted that written assignments are not the most vital part of the course. The dept. promotes oracy and encourages students to develop self-confidence, self-esteem and self-assertiveness skills whenever and wherever possible. Students monitor their progress in P.H.S.E. through the D.F.L. system and by means of interim reports. Students are regularly required to assess the value, interest and relevance of their lessons by use of evaluation forms.Target-setting and action-planning are used to monitor progress and the dept. greatly contributes to the R.O.A. in year 11.
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►Year 7 Scheme of Work
TERM 11. MY SELF AS I AM.
2. ME AND MY FRIENDS.
3. ME AND OTHERS.
a) This involves looking at the pupil as an individual --raising self-awareness, and self esteem The topic includes work on appearance, personal qualities, interests hobbies and team work. Ref: Nat. Curr. Guidance 5 = Health Education.)
b) To include work on friendships, 'put-downs' , peer group pressure, bullying truancy and moods and emotions. Ref.: Nat. Guidance 8 Citizenship)
c) Looking at relations with others; parents, other siblings teachers the disabled the elderly and the general public at large (Ref : Nat. Guidance 5 Health Edu.)
TERM 2.
RIDE PROJECT.
The dept. from 1998, will pilot the Resistance In Drug Education Project. This will be carried out in conjunction with officers from South Yorkshire Police, the Health Service and the School Nursing Service.
The pilot aims to cover such topics as positive image, peer-group pressure, assertiveness, stereotyping, advertising. It will also provide factual information on drugs, their use and misuse, and the realities of the law as pertaining to the illegal use and supply of drugs.
These sessions will be as informal as is possible with all outside agencies employing the flexible learning techniques of the dept. This element of the programme will continue in forthcoming years regardless of the success of the R.I.D.E. Project.
TERM 3.
MYSELF AND MY BODY
A comprehensive sex education package delivered in conjunction with the School Nursing Service and the Teenage Youth Worker.
This package will consider body image, puberty, feelings and emotions and attitudes and values. It will examine conception and contraception. The programme will include video material wherever this is felt to be relevant and/or appropriate.
The School has a clear and comprehensive sex education policy which has approval of the Governing Body.
Parents of year 7 students, are notified by letter when the sex education programme is about to commence. All parents are welcome at any of these lessons.
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►Year 8 Scheme of Work
1. Each student to complete a 'refresher' slot on listening, communication and co-operation skills.2. THE ENVIRONMENT
To consider the effects of vandalism on the school, community and society as a whole.
To discuss why vandalism takes place and who is responsible for it.
To suggest ways in which these issues may be tackled and to consider how students may make a positive contribution to the well- being of the school e.g. the 'Green Team'.
To produce posters and slogans to promote a positive image of the environment.
3. LOOKNG AFTER MYSELF: FOOD
To consider:
Food and Nutrition
Eating Habits and Junk Food
Food Hygiene
Marketing Of Food
Eating Disorders and Positive Body Image.
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►Year 9 Scheme of Work
1. Prejudice and Stereotyping.As well as the subjects covered in the title, this section covers areas such as sexism, racism, discrimination and death It is taught through the use of videos discussion and simulations.
Ref: Nat.. Doc 5: Nat. Doc. 8.
2. Careers Education
· To prepare yr. 9 for an introduction to careers educ. and guidance.
· To introduce careers officer and to explain her role in the guidance process.
· To examine decision making skills in preparation for choosing 'Options'.
· To introduce the careers library and to guide pupils in their search for appropriate and relevant information.
· To familiarise pupils with the careers 'software' material in an effort to encourage action-planning and target-setting
· To consider the issue of 'equal opportunities' through the Equal Opps' Conference'.
· To study local labour market info. to raise awareness of opportunity.
· To include parents and outside agencies wherever possible to widen pupil horizons.
3. Substance Abuse.
This introduces pupils to the area of substance abuse covering such areas as smoking ; alcohol ; 'hard drugs', and the new 'designer' drugs . Again, the package is taught through the use of discussion worksheets role-play and videos. Outside agencies will hopefully join with teaching staff to make this programme an interesting and thought- provoking one. Assertiveness, positive self- image and the use of effective decision-making skills will play a major part in this programme.
(Ref.: Nat. Doc 5 Nat.. Doc. 8.)
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►Year 10 Scheme of Work
Students rotate around three members of staff each covering different subject material.Sex/Health Education Revisited.
1. Puberty: studying parts of the body.
2. Contraception: examining different forms of relationships agencies to visit should pregnancy occur. Consequences of pregnancy.
3. Sexually Transmitted Diseases: -- different types of; agencies to visit for treatment, signs and symptoms.
4. H. I.V. / A.I.D.S: contraction of virus, drugs available, stigma, brief on homosexuality, bisexuality, heterosexuality, lesbianism. Who to visit when signs and symptoms indicate the contraction of the virus.
'The programme relies heavily on teacher/pupil working groups on discussing the various topics. Supplementary work includes :quiz papers, role play videos ref. material and case study evaluation. The Teenage Youth Worker plays a large part in this programme and along with the school nurses offers a confidential support service run over one lunch-time a week.
(Ref Nat Curr. 5. Health Edu.)
2. Careers Module
See independent scheme of work for yr. 10 careers educ. and guidance programme. (Ref Nat Curr. 6.)
4. Young People with Problems.
This module includes work on the stresses and anxieties facing young people. Issues are explored by means of brainstorming and groupwork. From lists compiled by students various topics are explored in more detail.
e.g.
· body image.
· bullying.
· relationships with parents
· teenage pregnancies
· rules and regulations
· teenage runaways.
These topics are covered through worksheets, videos, role-play and play reading sessions
(ref Nat Curr. Doc 5 Nat Curr. Doc 8.)
YR10 also includes a section on choosing for work experience. This is done in conjunction with the 'TECHNOLOGY DEPT. to enable pupils to assess the network when making choices relating to the world of work. Back to top
