Personal, Social, Health, Economic (PSHE) Education and Citizenship Policy 2020-2021 - Harry ...
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Personal, Social, Health, Economic (PSHE) Education and
Citizenship Policy
2020-2021
1Person responsible: Louise Hindmarch, Deputy Head Teacher
Rationale
Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic
outcomes for pupils, particularly the most vulnerable and disadvantaged. The DfE (2019) note that a whole-
school approach to the teaching and promotion of health and wellbeing has a potential positive impact on
behaviour and attainment. High-quality Citizenship education helps to prepare pupils to play a full and active
part in society, fostering a keen awareness and understanding of democracy, government and how laws are
made and upheld.
HArry Watts Academy places a high priority upon PSHE and Citizenship, recognising that they are subjects
through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and
safe, and prepare for life and work in modern Britain. It is essential for the whole school community to view
PSHE and Citizenship as important parts of our curriculum.
This policy was reviewed and developed in response to the following guidance:
• Keeping Children Safe in Education (DfE, 2019)
• Relationships Education, Relationships and Sex Education (RSE) and Health Education (DfE, 2019)
• Teaching about Mental Health and Emotional Well-being (PSHE Association, 2019)
• 16-19 Study Programmes Guidance (DfE/ESFA, 2019)
• The Independent School Standards Guidance for independent schools (DfE, 2019)
• Sexual violence and sexual harassment between children in schools and colleges (DfE, 2018)
• Preventing and tackling bullying (DfE, 2017)
• Sexting in Schools and Colleges: Responding to incidents and safeguarding young people
(UKCCIS, 2016)
• Special educational needs and disability code of practice: 0 to 25 years (DfE, 2015)
• Equality Act 2010: advice for schools (DfE, 2014)
• National Curriculum in England – Key Stages 1-4 (DfE, 2014)
• Citizenship programmes of study for key stages 1 and 2 (DfE, 2015)
• Programme Builders for PSHE Education – Thematic Model – Key Stages 1-4 (PSHE Association,
2020)
• Joint Strategic Needs Assessment (JSNA) for Sunderland (JSNA, 2019)
This policy should be read in conjunction with the following school policies:
• Child Protection Policy and Procedures
• Anti-Bullying Policy
• Positive Behaviour Support Policy
• SEN Policy
• Equal Opportunities Policy
• Curriculum Policy
• Relationships and Sex Education (RSE) Policy
• Science Policy
• RE Policy
• PE Policy
• Online Safety Policy
• IT Systems and Services Acceptable Use Policy
• SMSC and British Values Policy
• Careers Education Policy
2Aims and Intent
Harry Watts Academy is an special free Academy and part of Prosper Learning Trust. Our pupils come from a
wide range of backgrounds and personal circumstances and they also experience a range of challenges,
including those related to Autism. We carefully consider all of the above aspects when designing a PSHE and
Citizenship curriculum suitable for our pupils, along with national and local issues, events and trends which
may influence our pupils, either directly or indirectly.
At Harry Watts Academy, the over-arching aims for our PSHE and Citizenship Policy are as follows:
• To provide a PSHE and Citizenship curriculum which is both broad and needs-led, with clearly
defined end-points
• To deliver high-quality and age-appropriate PSHE and Citizenship lessons as part of our overall
planned school curriculum and ethos
• To fulfil our legal obligations related to PSHE and Citizenship (including RSE and Health Education),
whilst taking account of parental views
• To ensure pupils are provided with accurate information from reliable sources, supporting them
to become safe, healthy, independent and responsible members of society
• To use a range of appropriate resources matched to the strengths and needs of individual pupils
• To provide pupils with opportunities to engage positively in sensitive discussions and enable them
to have the confidence to ask questions to help address any misconceptions
• To encourage pupils to remember what they learn to support their ongoing preparation for the
future, helping them to successfully negotiate and self-direct their lives wherever possible
• To enable pupils to exercise choice, make decisions and meet challenges and to reduce stigma,
including those related to physical and mental health and well-being
• To promote a whole-school approach to health and well-being
• To promote pupils’ self-control and ability to self-regulate, and strategies for doing so
• To ensure that the development of key skills and attributes such as resilience, self-esteem, risk-
management, team-working, independence, interdependence and critical thinking underpin all
aspects of learning in PSHE and Citizenship
• To provide opportunities within PSHE and Citizenship for pupils to learn or experience the
different aspects of Social, Moral, Spiritual and Cultural (SMSC) Education, fundamental British
values and the protected characteristics of the Equality Act 2010
• To ensure pupils gain knowledge in all aspects of Careers and Citizenship education, including
democracy and how the UK is governed, the role of the law and the justice system in our society,
responsible activities including volunteering, money management, careers, the world of work and
alternatives
In order to achieve our aims, we continue to be committed to working in partnership with parents and carers,
with particular emphasis on our approach to the Relationships and Sex (RSE) aspect of PSHE. The statutory RSE
content is outlined in our separate RSE Policy, along with our approach to consulting parents and carers.
Our aims will also be achieved by planning and teach the statutory Health Education content set out by the
DfE and the Citizenship content of the National Curriculum. We will teach additional content recommended
by the PSHE Association and also that which is appropriate or bespoke to the needs of our pupils (eg. Social,
emotional and mental wellbeing, autism and identity). All statutory content to be taught in Health Education
is provided in Appendix 1 of this policy and the statutory and non-statutory content in Citizenship Education is
provided in Appendix 2 of this policy.
Legal Obligations
3The National Curriculum states that ‘all schools should make provision for personal, social, health and
economic education (PSHE), drawing on good practice'. PSHE education also contributes to a school’s statutory
duties outlined in the Education Act 2002, the Academies Act 2010 and Parts 1 and 2 of the Independent
School Standards.
The Health aspects of PSHE education is compulsory in all schools for pupils across the age-range from
September 2020 and there is no right for parents to withdraw their children from these lessons. Puberty
(including menstruation) is covered in Health Education and should, as far as possible, be addressed before
onset, helping all pupils to be prepared for the changes both they and their peers will experience.
Keeping Children Safe In Education (2019), explains that schools are to ensure that children are taught about
safeguarding, including online safety. The Relationships aspects of PSHE education is also compulsory in all
schools from September 2020 and there is no parental right to withdraw. Relationships and Sex Education
(RSE) is compulsory in all secondary schools from September 2020 and primary schools can choose whether
to teach ‘Sex Education’. Please refer to our RSE Policy for full details of our approach to Relationships and Sex
Education at Harry Watts Academy, including how we consult and engage with parents and parental rights to
withdraw their child from RSE.
Citizenship education is compulsory for all secondary-aged pupils but it is currently non-statutory for primary-
aged pupils. At Harry Watts Academy, we recognise that teaching Citizenship education at Key Stages 1 and 2
helps to prepare pupils for statutory learning in this subject at Key Stages 3 and 4 and so we will offer this as
part of our PSHE and Citizenship Curriculum for our primary-aged pupils.
At Post 16, we will continue to offer PSHE and Citizenship education to our pupils (including RSE) as part of
their non-qualification activities linked to the development of character, broader skills, attitudes and
confidence and in preparation for transition to life beyond school.
Roles and Responsibilities
At Harry Watts Academy, the Headteacher (Derek Cogle), assumes overall responsibility for ensuring that the
organisation and delivery of PSHE and Citizenship lessons is carried out by staff who have an appropriate level
of expertise and knowledge and that all pupils make progress in achieving the expected outcomes.
Louise Hindmarch (Deputy Head Teacher) will take the lead on PSHE and Citizenship across the Academy and
is responsible for ensuring that the curriculum in these subjects are well-planned and sequenced, both as part
of an overall long-term plan and specific schemes of work. They are also responsible for ensuring that PSHE
and Citizenship are taught consistently well across the school, with a range of suitable resources across the
age-range. The PSHE/Citizenship Lead will support colleagues in the teaching of PSHE and Citizenship by giving
information about current developments in these subjects and by providing a strategic lead and direction for
the subjects in school. This may include liaising with and supporting other staff members/external
professionals who deliver some/all of the PSHE and Citizenship lessons at our school. The PSHE/Citizenship
Lead is expected to work closely with the Designated Safeguarding Lead (DSL) as well as colleagues in related
curriculum areas to ensure the curriculum is suitable for individual pupils and complements content covered
in National Curriculum subjects.
Teachers who are given responsibility for delivering PSHE and Citizenship lessons must recognise the
importance of these subjects for our pupils. They must seek support and advice wherever necessary to ensure
that teaching continues to be well-prepared and of a high standard at all times.
The governance structure provided by Propser Learning Trust will ensure that the school complies with the
provisions of this policy and that legal obligations as related to PSHE (including RSE and Health Education) and
Citizenship are fulfilled.
Implementation (Organisation and Delivery)
4At Harry Watts Academy, PSHE and Citizenship lessons are taught by the all teachers with an appropriate level
of expertise. At Harry Watts Academy, PSHE/Citizenship lessons are given a high priority and are timetabled
every week for all Key Stages.
Additional teaching may also take place within assemblies, Science lessons, RE lessons, life skills/ASDAN,
Enrichment, Social Communication, Enrichment visits to the community etc) All aspects are part of our
carefully planned overall approach to PSHE and Citizenship.
Although the curriculum is needs-led and therefore tailored to the needs of pupils, broad coverage of statutory
and supplementary topics is ensured through use of a whole-school long-term plan (Please see Appendix 3 of
this policy for full details).
The Long-Term Plan provides coverage and balance across three core themes, as recommended by the PSHE
Association:
1.Health and wellbeing (including Growing and Changing, Keeping Safe and Physical/Mental Health)
2.Relationships (including Relationships and Sex Education – see separate RSE Policy)
3.Living in the wider world (including Financial Education, Citizenship and Careers Education – see separate
Careers Policy).
Topics are underpinned by the various aspects of Social, Moral, Spiritual and Cultural (SMSC) Education,
Fundamental British Values and the teaching of the legally protected characteristics of age, disability, gender
reassignment, marriage/civil partnership, pregnancy/maternity, race, religion/belief, sex and sexual
orientation, outlined in the Equality Act (2010). Steps will be taken to foster healthy and respectful peer-to-
peer communication and provide an environment which challenges perceived limits on pupils, based on any
protected characteristic, including ‘extremist’ views, stereotypes and misconceptions. Teaching and learning
related to Health Education are supported by the school’s wider education on healthy lifestyles through
physical education (PE),sport, food technology, science, extra-curricular activity and school food.
The sequencing of themes and topics has been considered carefully in order for topics to link with key calendar
events such as Safer Internet Day and Anti-Bullying Week, which we find supports pupils being immersed in a
topic, encouraging retention of knowledge and skills. The long-term plan indicates key end-points and allows
for the re-visiting of themes and topics regularly and at a greater depth. As supported by the DfE, this approach
allows for flexibility where necessary. We recognise this is important, as it allows us to respond to national and
local public health issues or meet the needs of our community as appropriate. Our approach also provides
pupils who join us at various times during the school year with opportunities to fill gaps as early as possible,
supporting all pupils to know more and remember more.
Specific PSHE and Citizenship learning outcomes and activities for individual pupils feature in our Medium
Term Planning documents and will link to the key end-points outlined on the Long-Term Plan. Pupils access
learning experiences commensurate with their age, physical and emotional development. Differentiation and
personalisation is carefully considered, including additional stretch and challenge for some pupils and
additional support for others. As appropriate, discrete PSHE interventions may be provided for some pupils in
addition to the planned curriculum, if felt to be necessary and appropriate for individual needs. Key skills and
attributes such as resilience, self-esteem, risk-management, team-working, independence, interdependence
and critical thinking are addressed within all learning experiences, wherever possible.
Teachers will ensure that pupils’ views are listened to and will encourage them to ask questions and engage
in discussion. Teachers will create an atmosphere that encourages openness, particularly as related to health
issues. This will mean that pupils feel they can check their understanding and seek any necessary help and
advice as they gain knowledge about how to promote good health and wellbeing. Eating disorders and extreme
5weight loss are specialised areas and teachers will always use qualified support or advice to inform any related
planned discussions/teaching.
Teaching in PSHE and Citizenship includes sufficient and well-chosen opportunities and contexts for pupils to
embed new knowledge so that it can be used confidently in real-life situations. Care will be taken to ensure
that there is no stigmatisation of any pupil based on their home circumstances and needs, to reflect sensitively
that some children may have a different structure of support around them; e.g. children in care or young
carers. All resources and teaching strategies will be selected carefully, appealing to the range of strengths,
needs and learning styles of our pupils.
As recommended by the PSHE Association, ‘Ground Rules’ will be developed and shared with pupils as part of
best practice. Ground rules help to ensure discussions and personal questions/comments are managed
appropriately and sensitively, along with those questions which are more challenging. Approaches such as
distancing techniques and use of classroom question boxes (encouraging pupils to use their names) will allow
pupils to raise issues or ask questions which they may find embarrassing.
Some additional approaches we may use include:
• Revisiting and checking prior learning
• Practical activities, including card sorts and games
• Learning outside of the classroom experiences
• Tasks aimed at incorporating special interests
• Drama, role-play or speaking and listening activities
• Exploration of ambiguous language to aid understanding
• Templates/scaffolding and examples of expected outcomes
• Individualised worksheets and other tasks
• Linking skills/information to functional and real-life situations
• Mind-mapping
• Community, vocational and work-related learning
• Differentiated use of language and tasks
• Incorporation of movement breaks and short ‘chunked’ learning activities
Where appropriate for individual pupils, accreditation linked to AQA Unit Awards, ASDAN, NCFE Level 1 awards
in Sexual Health awareness, Substance misuse awareness, Alcohol misuse awareness, Mental Health
awareness, CV writing will be offered at KS4, but this would be supplemented with other key and statutory
content as outlined in our Long Term Plan
Working with other professionals
Working with external agencies can sometimes enhance our delivery of some aspects of PSHE and Citizenship,
bringing in specialist knowledge and different ways of engaging pupils. Examples might include a School Nurse
or a representative from the NSPCC Speak Out/Stay Safe Programme. Schools may consider accessing support
from the NHS or local specialist services who may be able to provide advice and CPD for teachers. The school
would only use visitors to enhance teaching provided by our school staff, not to replace it. Staff employed by
the school will be present during any PSHE and Citizenship session delivered by an external visitor
commissioned by the school. It will be agreed with any visitor how confidentiality will work in any lesson and
how safeguarding reports are to be dealt with in line with the school Child Protection Policy and Procedures.
Where external experts are invited to assist from time-to-time with the delivery of PSHE and Citizenship, they
will be expected to comply with the provisions of this policy and any related policies (eg. the RSE Policy, the
Careers Policy). In line with the usual procedures and policies of our school, we will check the credentials of all
external agencies and we will ensure the teaching delivered by any external experts fits with the planned
curriculum and provisions of this policy. The school will discuss with the visitor the details of how they intend
6to deliver their sessions and ensure that content is age-appropriate and accessible for all pupils. The school
will request copies of the materials and lesson plans the visitor will use, to ensure it meets the full range of
pupils’ needs.
Where a pupil has involvement from specialist external agencies, discussions between those agencies and
appropriate senior staff in school, including the school’s Designated Safeguarding Lead (DSL), are important in
order to ensure that PSHE and Citizenship lessons are delivered in a way that is most appropriate for the
individual child.
Safeguarding and confidentiality
At Harry Watts Academy, there is a focus on keeping our pupils safe, and the PSHE and Citizenship curriculum
plays an important role in our preventative education. All pupils are taught about keeping themselves safe,
including how to stay safe online and how to stay safe within the community, as part of our over-arching
curriculum. Teachers will be made aware of common ‘adverse childhood experiences’ or ACEs (such as family
breakdown, bereavement and exposure to domestic violence). Teachers should understand that pupils who
have experienced problems at home may depend more on schools for support.
The PSHE/Citizenship Lead will liaise with the school’s Designated Safeguarding Lead (DSL) in anything that is
safeguarding-related within the context of PSHE and Citizenship, including RSE and keeping safe. The DSL is
likely to have knowledge of trusted, high quality local resources that could be engaged, as well as knowledge
of any particular local issues which may be appropriate to address in lessons.
The DSL will liaise with the PSHE and Citizenship Lead about the circumstances of individual pupils if felt to be
required, including when and how adverse childhood experiences may be affecting any individual pupil and so
may be influencing how they experience these subjects. Additional professional advice will be sought if
needed as related to those pupils, including support and advice from our on-site clinical services staff.
Our good practice allows pupils to have an open forum to discuss potentially sensitive issues and it is
recognised that such discussions could lead to increased safeguarding reports. The school’s Child Protection
Policy and Procedures must be adhered to at all times and without exception, concerns or disclosures made
within or as a result of PSHE and Citizenship lessons must be shared with the Designated Safeguarding Lead
(DSL). Pupils are made aware of how to raise their concerns or make a report and how any report will be
handled. This includes processes when they have a concern about a friend or peer. Staff will never promise a
child that they will not tell anyone about a report of abuse, as this may ultimately not be in the best interests
of the child.
Managing difficult questions
At Harry Watts Academy, the PSHE and Citizenship Lead will provide advice on the type of questions which are
appropriate and inappropriate to ask and answer within a whole-class setting and the use of Ground Rules
with pupils will support this process. Depending on the nature of the questions asked, staff will use their skill
and discretion to determine whether a question will be answered at the time. They may decide to explain to
a pupil that their question will be returned to at a later time and they may decide to discuss possible responses
to questions with a parent/carer, the PSHE and Citizenship Lead, the DSL or a member of the Senior Leadership
Team. Answers to questions may then be followed-up with individuals, small groups or a whole class as
deemed to be appropriate.
Impact and Assessment
Harry Watts Academy supports the views of the PSHE Association in that the personal nature of PSHE
education means that it cannot always be assessed in the same way as other subjects and it would be
inappropriate for assessment in PSHE education to imply passing or failing ‘as a person’. It is however possible
to recognise and evidence progress and attainment in the knowledge, understanding, skills and attributes
7PSHE strives to develop and this also the case for Citizenship. Our assessments are used to sensitively identify
where pupils need extra support, intervention or additional challenge. Teachers will assess against the planned
outcomes to capture progress. Strategies include additional tests/quizzes, written assignments, self/peer
evaluations, use of structured questioning, presentations/role-play, pupil interviews, learning portfolios, mind-
maps at the start/end of a topic and measurement against our own set of criteria. Sensitive consideration will
be given to methods chosen and matched to the pupils and the content being taught.
Harry Watts Academy has the same high expectations of the quality of pupils’ work in PSHE and Citizenship as
for other curriculum areas. Our curriculum builds on the knowledge pupils have previously acquired, including
in other subjects, with regular feedback provided on pupil progress.
As an aim of our PSHE and Citizenship curriculum is to ensure pupils have the ability to negotiate their
professional and personal lives successfully, pupils need to acquire life-longs skills to enable them to do this.
We recognise that impact of teaching and learning in PSHE and Citizenship may not ever be observed in school
or indeed until adulthood, but every effort will be made to track destination data which will provide us with
some impact information. We will also make efforts to find out if pupils have been able to apply learning in
the community or at home as appropriate eg. through discussions with parents, carers and other professionals.
Monitoring and Evaluation
Supported by the wider Senior Leadership Team, the PSHE and Citizenship Lead is responsible for monitoring
the quality of teaching and learning in PSHE and Citizenship.
The quality of provision is subject to regular and effective self-evaluation, taking the form of an annual subject
report for PSHE and Citizenship (inclusive of RSE – see separate RSE Policy). Information to be taken into
account includes feedback from lesson visits and learning walks, planning and work scrutiny, pupil and parent
feedback and pupil progress.
Other factors to be considered as part of this process are outlined below:
• Is the curriculum effectively managed and are staff teaching PSHE and Citizenship suitably skilled and
knowledgeable?
• Does the PSHE and Citizenship curriculum reflect national guidance, local priorities and pupils’ needs?
• Are all pupils being taught the curriculum as intended?
• Is the quality of teaching consistent across all classes and does it exemplify best practice?
• Are the PSHE and Citizenship resources used suitable and accessible?
Policy Review
This policy will be reviewed by the PSHE and Citizenship Lead on an annual basis. Parents and carers will be
consulted about the school’s related RSE policy and will have an opportunity to share their views.
The next scheduled review date for this policy is September 2021.
APPENDIX 1
8The key content for Health Education is outlined below and is provided within the DfE’s 2019 statutory
guidance ‘Relationships Education, Relationships and Sex Education and Health Education’. This does not
include related content taught as part of the National Curriculum for Science. Please see the school’s RSE Policy
for related content taught as part of RSE.
By the end of primary school, pupils should know:
Mental Well-Being
• that mental wellbeing is a normal part of daily life, in the same way as physical health.
• that there is a normal range of emotions (e.g. happiness, sadness, anger, fear, surprise, nervousness)
and scale of emotions that all humans experience in relation to different experiences and situations.
• how to recognise and talk about their emotions, including having a varied vocabulary of words to use
when talking about their own and others’ feelings.
• how to judge whether what they are feeling and how they are behaving is appropriate and
proportionate.
• the benefits of physical exercise, time outdoors, community participation, voluntary and service-based
activity on mental wellbeing and happiness.
• simple self-care techniques, including the importance of rest, time spent with friends and family and
the benefits of hobbies and interests.
• isolation and loneliness can affect children and that it is very important for children to discuss their
feelings with an adult and seek support.
• that bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing.
• where and how to seek support (including recognising the triggers for seeking support), including
whom in school they should speak to if they are worried about their own or someone else’s mental
wellbeing or ability to control their emotions (including issues arising online).
• it is common for people to experience mental ill health. For many people who do, the problems can
be resolved if the right support is made available, especially if accessed early enough.
Internet safety and harms
• that for most people the internet is an integral part of life and has many benefits.
• about the benefits of rationing time spent online, the risks of excessive time spent on electronic
devices and the impact of positive and negative content online on their own and others’ mental and
physical wellbeing.
• how to consider the effect of their online actions on others and know how to recognise and display
respectful behaviour online and the importance of keeping personal information private.
• why social media, some computer games and online gaming, for example, are age restricted.
• that the internet can also be a negative place where online abuse, trolling, bullying and harassment
can take place, which can have a negative impact on mental health.
• how to be a discerning consumer of information online including understanding that information,
including that from search engines, is ranked, selected and targeted.
• where and how to report concerns and get support with issues online.
Physical health and fitness
• the characteristics and mental and physical benefits of an active lifestyle.
• the importance of building regular exercise into daily and weekly routines and how to achieve this; for
example walking or cycling to school, a daily active mile or other forms of regular, vigorous exercise.
• the risks associated with an inactive lifestyle (including obesity).
• how and when to seek support including which adults to speak to in school if they are worried about
their health.
9Healthy Eating
• what constitutes a healthy diet (including understanding calories and other nutritional content).
• the principles of planning and preparing a range of healthy meals.
• the characteristics of a poor diet and risks associated with unhealthy eating (including, for example,
obesity and tooth decay) and other behaviours (e.g. the impact of alcohol on diet or health).
Eating disorders and extreme weight loss are specialised areas and teachers will always use qualified support
or advice to inform any related planned discussions/teaching.
Drugs, Alcohol and Tobacco
• the facts about legal and illegal harmful substances and associated risks, including smoking, alcohol
use and drug-taking.
Health and Prevention
• how to recognise early signs of physical illness, such as weight loss, or unexplained changes to the
body.
• about safe and unsafe exposure to the sun, and how to reduce the risk of sun damage, including skin
cancer.
• the importance of sufficient good quality sleep for good health and that a lack of sleep can affect
weight, mood and ability to learn.
• about dental health and the benefits of good oral hygiene and dental flossing, including regular check-
ups at the dentist.
• about personal hygiene and germs including bacteria, viruses, how they are spread and treated, and
the importance of handwashing.
• the facts and science relating to allergies, immunisation and vaccination.
Basic First-Aid
• how to make a clear and efficient call to emergency services if necessary.
• concepts of basic first-aid, for example dealing with common injuries, including head injuries.
Changing Adolescent Body
• key facts about puberty and the changing adolescent body, particularly from age 9 through to age 11,
including physical and emotional changes.
• about menstrual wellbeing including the key facts about the menstrual cycle.
Schools should continue to develop knowledge on topics specified for primary-aged pupils as required. In
addition, by the end of secondary school, pupils should know:
Mental Well-Being
• how to talk about their emotions accurately and sensitively, using appropriate vocabulary.
• that happiness is linked to being connected to others (for many people).
• how to recognise the early signs of mental wellbeing concerns.
• common types of mental ill health (e.g. anxiety and depression).
• how to critically evaluate when something they do or are involved in has a positive or negative effect
on their own or others’ mental health.
• the benefits and importance of physical exercise, time outdoors, community participation and
voluntary and service-based activities on mental wellbeing and happiness.
Internet safety and harms
10• the similarities and differences between the online world and the physical world, including: the impact
of unhealthy or obsessive comparison with others online (including through setting unrealistic
expectations for body image), how people may curate a specific image of their life online, over-reliance
on online relationships including social media, the risks related to online gambling including the
accumulation of debt, how advertising and information is targeted at them and how to be a discerning
consumer of information online.
• how to identify harmful behaviours online (including bullying, abuse or harassment) and how to
report, or find support, if they have been affected by those behaviours.
Physical Health and Fitness
• the positive associations between physical activity and promotion of mental wellbeing, including as an
approach to combat stress.
• the characteristics and evidence of what constitutes a healthy lifestyle, maintaining a healthy weight,
including the links between an inactive lifestyle and ill health, including cancer and cardio-vascular ill-
health.
• about the science relating to blood, organ and stem cell donation.
Healthy Eating
• how to maintain healthy eating and the links between a poor diet and health risks, including tooth
decay and cancer.
Eating disorders and extreme weight loss are specialised areas and teachers will always use qualified support
or advice to inform any related planned discussions/teaching.
Drugs, Alcohol and Tobacco
• the facts about legal and illegal drugs and their associated risks, including the link between drug use,
and the associated risks, including the link to serious mental health conditions.
• the law relating to the supply and possession of illegal substances.
• the physical and psychological risks associated with alcohol consumption and what constitutes low
risk alcohol consumption in adulthood.
• the physical and psychological consequences of addiction, including alcohol dependency.
• awareness of the dangers of drugs which are prescribed but still present serious health risks.
• the facts about the harms from smoking tobacco (particularly the link to lung cancer), the benefits of
quitting and how to access support to do so.
Health and Prevention
• about personal hygiene, germs including bacteria, viruses, how they are spread, treatment and
prevention of infection, and about antibiotics.
• about dental health and the benefits of good oral hygiene and dental flossing, including healthy eating
and regular check-ups at the dentist.
• (late secondary) the benefits of regular self-examination and screening.
• the facts and science relating to immunisation and vaccination.
• the importance of sufficient good quality sleep for good health and how a lack of sleep can affect
weight, mood and ability to learn.
Basic First-Aid
• basic treatment for common injuries.
• life-saving skills, including how to administer CPR
• the purpose of defibrillators and when one might be needed.
11Changing Adolescent Body
• key facts about puberty, the changing adolescent body and menstrual wellbeing.
• the main changes which take place in males and females, and the implications for emotional and
physical health.
APPENDIX 2
The recommended content for Citizenship Education provided by the DfE for Key Stage 1 and 2 and the
compulsory content for Citizenship Education for Key Stages 3 and 4 are outlined below:
Key stage 1
12Developing confidence, responsibility and making the most of your abilities
a. to recognise what they like and dislike, what is fair and unfair, and what is right and wrong;
b. to share their opinions on things that matter to them and explain their views;
c. to recognise, name and deal with their feelings in a positive way;
d. to think about themselves, learn from their experiences and recognise what they are good at;
e. how to set simple goals.
Preparing to play an active role as citizens
a. to take part in discussions with one other person and the whole class;
b. to take part in a simple debate about topical issues;
c. to recognise choices they can make, and recognise the difference between right and wrong;
d. to agree and follow rules for their group and classroom, and understand how rules help them;
e. to realise that people and other living things have needs, and that they have responsibilities to meet them;
f. that they belong to various groups and communities, such as family and school;
g. what improves and harms their local, natural and built environments and about some of the ways people
look after them;
h. to contribute to the life of the class and school;
i. to realise that money comes from different sources and can be used for different purposes.
Developing a healthy, safer lifestyle
a. how to make simple choices that improve their health and wellbeing;
b. to maintain personal hygiene;
c. how some diseases spread and can be controlled;
d. about the process of growing from young to old and how people's needs change;
e. the names of the main parts of the body;
f. that all household products, including medicines, can be harmful if not used properly;
g. rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to
stay safe.
Developing good relationships and respecting the differences between people
a. to recognise how their behaviour affects other people;
b. to listen to other people, and play and work cooperatively;
c. to identify and respect the differences and similarities between people;
d. that family and friends should care for each other;
e. that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal
with bullying.
13Breadth of opportunities
a. take and share responsibility (for example, for their own behaviour; by helping to make classroom rules and
following them; by looking after pets well);
b. feel positive about themselves (for example, by having their achievements recognised and by being given
positive feedback about themselves);
c. take part in discussions (for example, talking about topics of school, local, national, European,
Commonwealth and global concern, such as 'where our food and raw materials for industry come from');
d. make real choices (for example, between healthy options in school meals, what to watch on television, what
games to play, how to spend and save money sensibly);
e. meet and talk with people (for example, with outside visitors such as religious leaders, police officers, the
school nurse);
f. develop relationships through work and play (for example, by sharing equipment with other pupils or their
friends in a group task);
g. consider social and moral dilemmas that they come across in everyday life (for example, aggressive
behaviour, questions of fairness, right and wrong, simple political issues, use of money, simple environmental
issues);
h. ask for help (for example, from family and friends, midday supervisors, older pupils, the police.)
Key stage 2
Developing confidence and responsibility and making the most of their abilities
a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society;
b. to recognise their worth as individuals by identifying positive things about themselves and their
achievements, seeing their mistakes, making amends and setting personal goals;
c. to face new challenges positively by collecting information, looking for help, making responsible choices,
and taking action;
d. to recognise, as they approach puberty, how people's emotions change at that time and how to deal with
their feelings towards themselves, their family and others in a positive way;
e. about the range of jobs carried out by people they know, and to understand how they can develop skills to
make their own contribution in the future;
f. to look after their money and realise that future wants and needs may be met through saving.
Preparing to play an active role as citizens
a. to research, discuss and debate topical issues, problems and events;
b. why and how rules and laws are made and enforced, why different rules are needed in different situations
and how to take part in making and changing rules;
c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on
individuals and communities;
d. that there are different kinds of responsibilities, rights and duties at home, at school and in the community,
and that these can sometimes conflict with each other;
14e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's
experiences;
f. to resolve differences by looking at alternatives, making decisions and explaining choices;
g. what democracy is, and about the basic institutions that support it locally and nationally;
h. to recognise the role of voluntary, community and pressure groups;
i. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom;
j. that resources can be allocated in different ways and that these economic choices affect individuals,
communities and the sustainability of the environment;
k. to explore how the media present information.
Developing a healthy, safer lifestyle
a. what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental
health, and how to make informed choices;
b. that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread;
c. about how the body changes as they approach puberty;
d. which commonly available substances and drugs are legal and illegal, their effects and risks;
e. to recognise the different risks in different situations and then decide how to behave responsibly, including
sensible road use, and judging what kind of physical contact is acceptable or unacceptable;
f. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people
they know, and how to ask for help and use basic techniques for resisting pressure to do wrong;
g. school rules about health and safety, basic emergency aid procedures and where to get help.
Developing good relationships and respecting the differences between people
a. that their actions affect themselves and others, to care about other people's feelings and to try to see things
from their points of view;
b. to think about the lives of people living in other places and times, and people with different values and
customs;
c. to be aware of different types of relationship, including marriage and those between friends and families,
and to develop the skills to be effective in relationships;
d. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to
respond to them and ask for help;
e. to recognise and challenge stereotypes;
f. that differences and similarities between people arise from a number of factors, including cultural, ethnic,
racial and religious diversity, gender and disability;
g. where individuals, families and groups can get help and support.
Breadth of opportunities
a. take responsibility (for example, for planning and looking after the school environment; for the needs of
others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils;
15for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning
their journey to school);
b. feel positive about themselves (for example, by producing personal diaries, profiles and portfolios of
achievements; by having opportunities to show what they can do and how much responsibility they can take);
c. participate (for example, in the school's decision-making process, relating it to democratic structures and
processes such as councils, parliaments, government and voting);
d. make real choices and decisions (for example, about issues affecting their health and wellbeing such as
smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to
charities);
e. meet and talk with people (for example, people who contribute to society through environmental pressure
groups or international aid organisations; people who work in the school and the neighbourhood, such as
religious leaders, community police officers);
f. develop relationships through work and play (for example, taking part in activities with groups that have
particular needs, such as children with special needs and the elderly; communicating with children in other
countries by satellite, email or letters);
g. consider social and moral dilemmas that they come across in life (for example, encouraging respect and
understanding between different races and dealing with harassment);
h. find information and advice (for example, through helplines; by understanding about welfare systems in
society);
i. prepare for change (for example, transferring to secondary school.)
Key Stage 3
a.the development of the political system of democratic government in the United Kingdom, including the
roles of citizens, Parliament and the monarch
b.the operation of Parliament, including voting and elections, and the role of political parties
c.the precious liberties enjoyed by the citizens of the United Kingdom
d.the nature of rules and laws and the justice system, including the role of the police and the operation of
courts and tribunals
e.the roles played by public institutions and voluntary groups in society, and the ways in which citizens work
together to improve their communities, including opportunities to participate in school-based activities
f.the functions and uses of money, the importance and practice of budgeting, and managing risk.
Key Stage 4
a.parliamentary democracy and the key elements of the constitution of the United Kingdom, including the
power of government, the role of citizens and Parliament in holding those in power to account, and the
different roles of the executive, legislature and judiciary and a free press
b.the different electoral systems used in and beyond the United Kingdom and actions citizens can take in
democratic and electoral processes to influence decisions locally, nationally and beyond
c.other systems and forms of government, both democratic and non-democratic, beyond the United Kingdom
16d.local, regional and international governance and the United Kingdom’s relations with the rest of Europe, the
Commonwealth, the United Nations and the wider world
e.human rights and international law
f.the legal system in the UK, different sources of law and how the law helps society deal with complex problems
g.diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual
respect and understanding
h.the different ways in which a citizen can contribute to the improvement of his or her community, to include
the opportunity to participate actively in community volunteering, as well as other forms of responsible activity
i.income and expenditure, credit and debt, insurance, savings and pensions, financial products and services,
and how public money is raised and spent.
17APPENDIX 3
Long term plan
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
TEAM Britain It’s my body Be yourself Aiming high Money matters
• Together • My school • My body, my • Marvellous me • Star qualities • Money
everyone • My community business • Feelings • Positive learners • Keep it safe
achieves more • My • Active and asleep • Things I like • Bright futures • Save or spend?
• Listening neighbourhood • Happy healthy • Uncomfortable • Jobs for all • Want or need?
• Being kind • My country food feelings • Going for goals • Look after it
• Bullying and • British people • Clean as a whistle • Changes • Looking forward • Going shopping
teasing • What makes me • Can I eat it? • Speak up!
• Brilliant brains proud of Britain? • I can choose
KS1 • Making good
choices
Growing up Think positive One world Safety first VIP’s Respecting rights
• Our bodies • Think happy, feel • Families • Keeping safe • Who are your • Rights
• Is it ok? happy • Homes • Staying safe at VIP’s • Protecting our
• Pink and blue • Its your choice • Schools home • Families rights
• Look at me now! • Go-getters • Environments • Staying safe outside • Friends • Respecting others
• Getting older • Let it out • Resources • Staying safe online • Falling out • Everybody’s
• Changes • Be thankful • Planet Protectors • The underwear rule • Working together different
• Be mindful • People who can • Showing you care • Is it fair?
help • Taking part
TEAM Britain Be yourself One world Aiming high It’s my body
• Together we • Identities • you are unique • Global citizens • Achievements • My body, my
achieve more • Communities • let it out • Global warming • Goals choice
KS2 • Communicate • Respecting the law • uncomfortable • energy • Always learning • Fit as a fiddle
• Collaborate • Local government feelings • Water • Jobs and skills • Good night, good
• Compromise • National • confidence trick • Biodiversity • No limit day
• Care government • do the right thing • In our hands • When I grow up • Cough, splutter,
making amends sneeze!
18• Shared • Making a • Drugs: Healing or
responsibilities difference harmful?
• Choices
everywhere
Respecting rights Thinking positive VIP’s One world Growing up Safety first
• Rights • Happy minds, • Making friends • Chiwa and Kwende • Human • New
• Are all rights happy people • Staying friends • Chiwa’s dilemma reproduction responsibilities
equal • Thoughts and • Is this a good • Chiwa’s dilemma 2 • Changes in boys • Risks, hazards
• Rules feelings friend? • Chiwa’s sugar • Changes in girls and danger
• Rights without • Changes • Falling out • Chiwa’s world • Changing • Under pressure
responsibilities • Keep calm and • Bullying • Charity for Chiwa emotions • Road safety
• Respect relax • Anti-bullying • Relationships and • Dangerous
• Are we so • You’re the boss families substances
different? • Always learning • Where do I come • Stay safe online
from?
Health and wellbeing Health and wellbeing - Living in the wider Living in the wider world Relationships and RSE Relationships and RSE
- • Mental health world • Budgeting money • Keeping good
• What do we depression • Aspirational • Personal budgeting friendships
mean by a • How do we students • Savings, loans and • Family
healthy lifestyle manage anger • Self esteem interest rates relationships
• Health food • Puberty • Wants and needs • Financial products • Falling in love
groups • Periods • Prejudice and • Financial • Bullying or banter
• Labels and • FGM discrimination transactions • Cyberbullying
KS3
nutrition racism • Resilience • Keeping safe and
• Consequences of • Social media positive
not eating • Shopping ethically relationships
healthy • Personal identity
• What’s the big British values
deal about • Radicalisation and
energy drinks extremism
• Healthy living
exercise
• Dangers of
smoking and
19second hand
smoking
• Drugs
Health and wellbeing Health and wellbeing Living in the wider Living in the wider world Relationships and RSE Relationships and RSE
• Cancer • Self confidence world • Prejudice, • Consent • British values
awareness • Personal • Finance, income stereotypes and • Contraception • Extremism
• Personal safety development and expenditure disability • Dangers of • Preventing
• Teen pregnancy • Managing my • Tax and NI • Homophobia pornography radicalisation
• Vaping, nicotine behaviour to • How tax is spent • Discrimination - • Sexting and image • Extreme leaders
and addiction achieve • Budgeting an teenagers sharing dangers • Prejudice and
• Emotional literacy saving • Internet safety – • STIs Body image – discrimination
and self- • Careers: online grooming male focus • Where does
awareness Entrepreneurs • How we can care for • Domestic conflict extremism come
• Mindfulness • Teamwork the environment come from
• Communication • Extreme groups
skills
Health and wellbeing Health and wellbeing Living in the wider Living in the wider world Relationships and RSE Relationships and RSE
(inc NCFE Alcohol (inc NCFE Alcohol world (inc NCFE (inc NCFE Employability) • Body image – girl • Knife crime
awareness) awareness) Employability) • Enterprising focus • Law and young
• Alcohol • Behaving to • Employability – qualities • Body image in offenders
awareness achieve – rules applying and • Self-discipline to media and eating • Human rights
• Drugs and the • Developing preparing achieve disorders UNICEF
law interpersonal skills • How can I avoid • Workplace skills • British • Genocide and
• Vaccinations, • Discrimination and debt • Work skills – community, trafficking
organ blood the equality act • Navigating entrepreneurs religion and • Is sending aid the
donation 2010 financial culture answer?
• What are acid • Growth mindset to institutions • DV and abusive • Sustainability for
attacks achieve • Our rights as relationships all
• Why do people • How can we consumers • How can we deal
self-harm manage anxiety with pressure
• • How do we cope • How does CSE
with stress happen
20• Why are people • Immigration, the
selfie obsessed UK and diverse
• Why can’t some communities
people access • Who are the LGBT
education community
Health and wellbeing Health and wellbeing Living in the wider Living in the wider world Relationships and RSE Relationships and RSE
(inc NCFE Mental (inc NCFE Mental world (inc CV writing) (inc NCFE Sexual (inc NCFE Sexual
Health Awareness) Health Awareness) (inc CV writing) • Criminal justice Health awareness) Health awareness)
• Managing grief • Managing time • Right career for system • Conflict • Same sex
and bereavement effectively me • Anti-social management relationships
• Why do people • Living sustainably • What employers behaviour • Forced and • Gender and
commit suicide • Homelessness look for in a CV • Crime, gangs and arranged trans identity
• Managing social • Hate crime • Why pursue a county lines marriages • Community
anxiety • Tattoos and STEM career • Money laundering • Harassment and cohesion
• Social media and piercings • Preparing for work • Why people become stalking • Sexism and
self esteem • How harmful is experience extremists • Revenge porn gender
• Screen time binge drinking • Rights and • Racism • Relationships with prejudice
responsibility in • Fake news role models • Parenting
the workplace
KS4
• Why we need
international
women’s day
Health and wellbeing Health and wellbeing Living in the wider Living in the wider world Relationships and RSE Relationships and RSE
(inc NCFE Drug (inc NCFE Drug Misuse world • Animal rights and • Bullying body
Misuse awareness) awareness) • Applying to college sustainability shaming
• How does • Digital footprints and university • Cybercrime and • Consent rape and
privilege • Gambling and • GCSE revision and online fraud sexual abuse
affect us online gaming study skills • Extremism • Happiness and
• Identity and • Perseverance and • Health and safety • Globalisation positivity
diversity procrastination at work • Internet safety and • Relationship break
• Fertility and • Personal safety • Trade unions dark web ups
reproductive wider world • Preparing for job • Multiculturalism • Safe sex and chem
health • The importance of interviews sex
• First aid CPR sleep • Independent living
21• Obesity and • Why do we take • Pollution, plastic • Types of
body risks and our relationships
positivity environment • What is good sex
• Why is PSHE
important
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