The Personal, Social and Health Education curriculum at The Lakes School is designed to help you develop and grow in to a young adult.
During your time at The Lakes School, you will think about yourself, your friends and developing friendships, your family and your plans for the future.
You will also spend time learning about drugs and substance misuse, relationships and sexual and mental health.
We are also a local hub for Global Learning which is an important part of learning about being a citizen of the world and considering the impact you have on people across the world. Click on the Global Learning icon below to read about our pioneering work.
The details below provide more information about the topics you will study.
Citizenship and Fundamental British Values
Developing as a citizen-all year groups will follow this outline and develop an understanding of what citizenship is and how it affects them in their daily lives.
These units aim to develop your knowledge and understanding of the world around you, and to develop the skills that you will require as an active citizen in Britain.
You and your responsibilities
Beliefs, customs and festivals (Citizenship .1.3b 3i)
You and your values
Right and wrong (Citizenship 2.1a 2.2a)
You and the law
Children’s rights (Citizenship 1.2a b 3a b)
You and the community
Being a good neighbour (Citizenship 2.3b 3e 4a d f)
You as a citizen
Britain’s government (Citizenship 1.1a b d 3a b c h)
You and the media
The power of television (Citizenship 2.1a 3d)
You and your opinions
How to express your ideas (Citizenship 2.1a b 2.2a b c d 4a)
You and global issues
Resources, waste and recycling (Citizenship 2.1a 2.3a b c d 3e)
You and the community
Taking action: raising money for a charity (Citizenship 2.3a b c d 4a c d)
These units are also linked to the Global Learning Programme.
Personal, Social, Health and Careers Programme Key Stage 4, Years 10-11
Key Stage 4, Years 10-11, will follow the outline below and build a portfolio of evidence to show understanding in each of the 11 key topics.
Unit 1: The Media and Young People;
Body Image, The Cult of Celebrity, Health, Reporting on Young People
Unit 2: Healthy Choices;
Taking Responsibility for your health, Sex and Relationships, Drugs and alcohol, Making informed choices.
Unit 3: Emotional and Mental Health;
Recognising and balancing emotions, stress, money, work-life balance, facing challenges, Bereavement
Unit 4: Relationships;
Relating to others, parenting skills and family life, when relationships go wrong, where to turn to for help and support.
Unit 5: Diversity;
Shared identity-shared experiences, challenging discrimination, discrimination through invisibility
Unit 6: Values;
Individual, family and community values, diverse and conflicting values
Unit 7: Consumerism;
Responsible consumerism, Ethical consumerism, consumerism and giving.
Unit 8: Personal Finance:
Budgeting, credit and debt
Unit 9: The Future;
Planning for the future, at what age can I…? Moving on, study or employment…what’s out there?
Unit 10: Employability;
Types of employment, and employment trends, Creating a CV, Skills and qualities needed for employment, rights and responsibilities at work, opportunities.
Unit 11: Business and Enterprise;
Business structure and organisation, the world of business, the how and why of business financing, entrepreneurship and risk.
The key concepts for PSHCE at The Lakes School are to develop and support personal identities, relationships, healthy lifestyles, understanding of risk and diversity. The key processes involve critical reflection, decision making and managing risk and developing relationships and working with others
Personal, Social, Health and Economic Education Key Stage 3
UNDERSTANDING YOURSELF & HANDLING RELATIONSHIPS These units concentrate on developing your self-knowledge and your ability to manage your emotions and how to handle your relationships. You and your feelings-Year 7
Anxieties and worries (Personal wellbeing 2.1e) You and your time-Year 7
Managing your time (Personal wellbeing 2.1b) You and your family-Year- 7
Getting on with others (Personal wellbeing 1.4a c 2.3a b c 3j) You and other people-Year-8
Bullying (Personal wellbeing 1.2 1.5b 3m) You and other people-Year-8
People with disabilities (Personal wellbeing 1.5a b 2.3d 3m) You and your achievements-Year-9
Reviewing your progress (Personal wellbeing 2.1b d 3b 4f
Economic wellbeing and financial capability 2.1d 3d) PERSONAL WELLBEING – KEEPING HEALTHY
These units are designed to complement the work on healthy living that you are doing elsewhere in the curriculum. You and your body-Year-7
Growing and changing (Personal wellbeing 1.2c 3c) You and your body-Year-8
Smoking(Personal wellbeing 2.2a b c d 3e) You and your body-Year 8
Eating and exercise (Personal wellbeing 1.2a b 2.2a 3f) You and your body-Year-9
Drugs and drug taking (Personal wellbeing 1.2a 1.3a b 3e) ECONOMIC WELLBEING & FINANCIAL CAPACITY These units aim to help you to manage your money effectively, to learn about the world of work and to practise the skills involved in being enterprising. You and your money-Year 8
Pocket money, budgeting and saving
(Economic wellbeing and financial capability 1.2b 2.4a 3g) You and the world of work-Year 8/9
Attitudes to work (Economic wellbeing and financial capability 2.1a c 3a) You and your money-Year 8/9
You as a consumer
(Economic wellbeing and financial capability 1.2b d 2.4a 3g) You and the world of work-Year 9
Developing a product
(Economic wellbeing and financial capability 1.2a 1.3a 2.3e f 4a b)
PERSONAL WELLBEING UNDERSTANDING YOURSELF & HANDLING RELATIONSHIPS
These units concentrate on developing your self-knowledge and your ability to manage your emotions and how to handle your relationships.
You and your feelings-Year 7 Anxieties and worries (Personal wellbeing 2.1e)
You and your time-Year 7 Managing your time (Personal wellbeing 2.1b)
You and your family-Year- 7 Getting on with others (Personal wellbeing 1.4a c 2.3a b c 3j)
You and other people-Year-8 Bullying (Personal wellbeing 1.2 1.5b 3m)
You and other people-Year-8 People with disabilities (Personal wellbeing 1.5a b 2.3d 3m)
You and your achievements-Year-9 Reviewing your progress (Personal wellbeing 2.1b d 3b 4f Economic wellbeing and financial capability 2.1d 3d)
PERSONAL WELLBEING – KEEPING HEALTHY These units are designed to complement the work on healthy living that you are doing elsewhere in the curriculum.
You and your body-Year-7 Growing and changing (Personal wellbeing 1.2c 3c)
You and your body-Year-8 Smoking(Personal wellbeing 2.2a b c d 3e)
You and your body-Year 8 Eating and exercise (Personal wellbeing 1.2a b 2.2a 3f)
You and your body-Year-9 Drugs and drug taking (Personal wellbeing 1.2a 1.3a b 3e)
ECONOMIC WELLBEING & FINANCIAL CAPACITY
These units aim to help you to manage your money effectively, to learn about the world of work and to practise the skills involved in being enterprising.
You and your money-Year 8 Pocket money, budgeting and saving (Economic wellbeing and financial capability 1.2b 2.4a 3g)
You and the world of work-Year 8/9 Attitudes to work (Economic wellbeing and financial capability 2.1a c 3a)
You and your money-Year 8/9 You as a consumer (Economic wellbeing and financial capability 1.2b d 2.4a 3g)
You and the world of work-Year 9 Developing a product (Economic wellbeing and financial capability 1.2a 1.3a 2.3e f 4a b)
The Lakes School Collective Worship Policy
The Collective Worship Policy at The Lakes School pays due regard to statutory requirements, and is consonant with the vision, values and aims of the school as expressed in the school prospectus.
Definition of Collective Worship
Collective Worship is a time when the whole school, or groups within the school meet together in order to consider and reflect on common concerns, issues and interests. It offers all students an opportunity to worship through engaging in relevant, meaningful experiences and provides opportunities for the students’ spiritual, moral, social and cultural development.
Collective Worship should be spiritually uplifting and although religious belief may not be central to all students and many students will not be familiar with any forms of worship, religious assemblies should be of a broadly Christian character. Our school ethos has strong moral values which are in keeping with all religions, and assemblies are intended to contribute strongly to this ethos.
Aims of Collective Worship
For the School:
Collective Worship contributes significantly to the ethos of The Lakes School and it is our aim that it is a time when the school community can:
- share common aims and values
- celebrate achievement and special times
- explore together the world in which we live
- develop a community spirit
For the Students:
We also intend that Collective Worship contributes to the development of the student as a ‘whole’ person by providing opportunities to:
- worship that which is considered worthy
- consider spiritual and moral issues
- explore their own beliefs
- develop their own spirituality
- reinforce positive attitudes
- participate and respond
- reflect on what it means to be human
The Contribution of Collective Worship to aspects of the Curriculum
Collective Worship time is distinct from curriculum time. However, in The Lakes School, Collective Worship will at times feature aspects of the curriculum, which will enhance the experiences of students by reflecting on the work done in classes. At times, Collective Worship will enrich classwork through its consideration of subject matter from different perspectives.
The provision of opportunities for students’ spiritual, moral, social and cultural development is in line with school policy which informs our practice. To ensure Collective Worship provides opportunities for spiritual, moral, social and cultural development it should address a wide variety of themes and topics, use diverse stimuli and resources and provide students with the opportunity to ‘respond’ on their own level.
The Management of Collective Worship
SLT manage Collective Worship at The Lakes School.
The Organisation of Collective Worship
Collective Worship is for a variety of groupings and will take place in the school hall, or the classroom. Whole school and year assemblies, which will usually include opportunities for worship, take place each week for all students. The content of all acts of Collective Worship will be considered carefully, to ensure relevance and suitability for the ages, aptitudes and backgrounds of all students.
Themes, special occasions and events are included on the school calendar but the use of these will be flexible to allow the inclusion of current and topical issues. Weekly and termly planning ensure that there is continuity and progression. SLT monitors and evaluates acts of worship which have taken place.
Visitors will be welcome to lead Collective Worship from time to time and will be given guidance on acts of Collective Worship at The Lakes School. Leaders from Faiths within the area will increase the students’ awareness, promote respect and raise the esteem of the students who belong to these Faiths.
The Act of Collective Worship
The Lakes School Collective Worship Policy
A variety of teaching and learning styles and active and interactive methods are appropriate in acts of Collective Worship. Any and all of the methods employed in the classroom can be used effectively in acts of Collective Worship. A variety of resources will also be used. Leaders will choose the style/method and resources which are appropriate to the content, the age, aptitude and the background of the students.
The content and process must be sufficiently stimulating in order to evoke a response in the individual. This may not be visual, but opportunity must be given to express this response through reflection and prayer.
Any parent who objects to their child attending an act or acts of Collective Worship may request that their child is withdrawn. Parents are encouraged to discuss this with the Headteacher. Any student who is withdrawn from an act or acts of Collective Worship will be supervised during that time by a member of the school staff.
The Lakes School Governors adopted this policy.
Date: 5th May 2011
Review Date: 5th May 2014
Sex and Relationship Education Policy (SRE) for Secondary Schools
This policy was developed in response to Sex and Relationship Education Guidance DfES 2000, the National Teenage Pregnancy Strategy and National Healthy Schools Programme. Click the ‘+’ symbol on the headings below to progress through the documentation.
The Consultation Process Has Involved
- Pupil focus groups / school council
- Questionnaires to parents / carers
- Review of SRE curriculum content with staff and pupils
- Consultation with wider school community e.g. school nurse, EDS
- Consultation with school governors
What Is Sex and Relationship Education?
SRE is lifelong learning about physical, sexual, moral and emotional development. It is about the understanding of the importance of stable and loving relationships, respect, love and care, for family life. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. The SRE programme of study is taught both as a direct subject through the school’s PSHCE course, RS and as a discrete topic within science, English, PE and at A Level through Psychology, Philosophy and Ethics
Principles and Values
In addition The Lakes School believes that SRE should:
- Be an integral part of the lifelong learning process, beginning in early childhood and continue into adult life.
- Be an entitlement for all young people
- Encourage every student to contribute to make our community and aims to support each individual as they grow and learn.
- Be set within this wider school context and supports family commitment and love, respect and affection, knowledge and openness. Family is a broad concept; not just one model, e.g. nuclear family. It includes a variety of types of family structure, and acceptance of different approaches.
- Encourage students and teachers to share and respect each other’s views. We are aware of different approaches to sexual orientation, without promotion of any particular family structure. The important values are love, respect and care for each other.
- Generate an atmosphere where questions and discussion on sexual matters can take place without any stigma or embarrassment.
- Recognise that parents are the key people in teaching their children about sex, relationships and growing up. We aim to work in partnership with parents and students, consulting them about the content of programmes.
- Recognise that the wider community has much to offer and we aim to work in partnership with health professionals, social workers, peer educators and other mentors or advisers.
Sex and Relationship Education in this school has three main elements
Attitudes and Values
- learning the importance of values, individual conscience and moral choices;
- learning the value of family life, stable and loving relationships, and marriage;
- learning about the nurture of children;
- learning the value of respect, love and care;
- exploring, considering and understanding moral dilemmas;
- developing critical thinking as part of decision-making
- challenging myths, misconceptions and false assumptions about normal behaviour.
Personal and Social Skills
- learning to manage emotions and relationships confidently and sensitively;
- developing self-respect and empathy for others;
- learning to make choices with an absence of prejudice;
- developing an appreciation of the consequences of choices made;
- managing conflict;
- empower students with the skills to be able to avoid inappropriate pressures or advances (both as exploited or exploiter)
Knowledge and Understanding
- learning and understanding physical development at appropriate stages;
- understanding human sexuality, reproduction, sexual health, emotions and relationships;
- learning about contraception and the range of local and national sexual health advice, contraception and support services;
- learning the reasons for delaying sexual activity, and the benefits to be gained from such delay;
- the avoidance of unplanned pregnancy.
The aim of SRE is to provide balanced factual information about human reproduction, together with consideration of the broader emotional, ethical, religious, and moral dimensions of sexual health. Our SRE programme aims to prepare students for an adult life in which they can:
- develop positive values and a moral framework that will guide their decisions, judgements and behaviour; have the confidence and self esteem to value themselves and others and respect for individual conscience and the skills to judge what kind of relationship they want.
- understand the consequences of their actions and behave responsibly within sexual and pastoral relationships.
- avoid being exploited or exploiting others or being pressured into unwanted or unprotected sex.
- communicate effectively by developing appropriate terminology for sex and relationship issues.
- develop awareness of their sexuality and understand human sexuality; challenge sexism and prejudice, and promote equality and diversity
- understand the arguments for delaying sexual activity.
- understand the reasons for having protected sex.
- have sufficient information and skills to protect themselves and, where they have one, their partner from uninvited/unwanted conceptions and sexually transmitted infections including HIV.
- be aware of sources of help and acquire the skills and confidence to access confidential health advice, support and treatment if necessary
- know how the law applies to sexual relationships.
Organisation and Content of Sex and Relationship Education
The Lakes School specifically delivers Sex and Relationship Education through its PSHE Programme, RE and Science lessons at KS3, and KS4.
Much of the Sex and Relationship Education at The Lakes School takes place within PSHE lessons. Tutors generally deliver the PSHE Curriculum with support from professionals where appropriate. Form tutors work closely with their tutees over a number of years and we believe that they are usually the best people to work with the students on many of the SRE topics as they are aware of each student’s individual circumstances. SRE lessons are set within the wider context of the PSHE curriculum and focus more on the emotional aspects of development and relationships, although the physical aspects of puberty and reproduction are also included. The Science National Curriculum is delivered by staff in the science department. These lessons are more concerned with the physical aspects of development and reproduction, although the importance of relationships is not forgotten.
The PSHE Programme and Science National Curriculum is taught in every year .
Any SRE lesson may consider questions or issues that some students will find sensitive. Before embarking on these lessons ground rules are established which prohibit inappropriate personal information being requested or disclosed by those taking part in the lesson. When students ask questions, we aim to answer them honestly, within the ground rules established at the start of the sessions. When it is felt that answering a specific question would involve information at a level inappropriate to the development of the rest of the students, the question may be dealt with individually at another time.
More expert or specialist teachers support tutors who are uncomfortable with teaching certain aspects of the curriculum. Support is offered with the year team or from the PSHE co-ordinator who will help with planning or delivery lessons if required.
Assessment is carried out at the end of every module and involves teacher, pupil and peer assessment of knowledge and understanding, interpersonal skills, and attitudes.
Ethnic and Cultural Groups
We intend our policy to be sensitive to the needs of different ethnic groups. For some young people it is not culturally appropriate for them to be taught particular items in mixed groups. We will respond to parental requests and concerns.
Students with Special Needs
We will ensure that all young people receive sex and relationship education, and we will offer provision appropriate to the particular needs of all our students, taking specialist advice where necessary.
Sexual Identity and Sexual Orientation
We aim to deal sensitively and honesty with issues of sexual orientation, answer appropriate question and offer support. Young people, whatever their developing sexuality need to feel that sex and relationship education is relevant to them.
Right of Withdrawal of Students from Sex and Relationship Education
Some parents prefer to take the responsibility for aspects of this element of education. They have the right to withdraw their children from all or part of the sex and relationship education except for those parts included in the statutory National Curriculum (i.e. in Science lessons). We would make alternative arrangements in such cases. Parents are encouraged to discuss their decisions with staff at the earliest opportunity. Parents are welcome to review any SRE resources the school uses.
Confidentiality, Controversial and Sensitive Issues
Teachers cannot offer unconditional confidentiality. Teachers are not legally bound to inform parents or head-teacher of any disclosure unless the head-teacher has specifically requested them to do so.
In a case where a teacher learns from an under 16 year old that they are having or contemplating sexual intercourse:
- the young person will be persuaded, wherever possible, to talk to parent/carer and if necessary to seek medical advice.
- child protection issues will be considered, and referred if necessary to the teacher responsible for Child Protection under the school’s procedures.
- the young person will be properly counselled about contraception, including precise information about where young people can access contraception and advice services.
In any case where child protection procedures are followed, the teacher will ensure that the young person understands that if confidentiality has to be broken, they will be informed first.
Health professionals in school are bound by their codes of conduct in a one-to-one situation with an individual student, but in a classroom situation they must follow the school’s confidentiality policy.
Monitoring and Evaluation of Sex and Relationship Education
It is the responsibility of the PSHE Co-ordinator to oversee and organise the monitoring and evaluation of PSHE, in the context of the overall school plans for monitoring the quality of teaching and learning. The PSHE programme will be treated as a subject department in this exercise, under which all departments undertake yearly self-evaluation and a twice yearly monitoring and evaluation exercise led by the School Management Group.
The Governors Curriculum Staffing and Resources Committee is responsible for overseeing, reviewing and organising the revision of the Sex and Relationship Education Policy
Ofsted is required to evaluate and report on spiritual, moral, social and cultural development of students. This includes evaluating and commenting on the school’s sex and relationship education policy, and on support and staff development, training and delivery.
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