Citizenship and PSHE

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Our vision

At Alderman White, we recognise that teaching PSHE/Citizenship is a privilege. Our curriculum is a planned, ever-evolving, context-based, spiral programme of learning through which our students acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, our PSHE/Citizenship education develops the qualities and attributes our students need to thrive as individuals, family members and productive members of society. These qualities and attributes are embedded strongly into our school INSPIRE values. Our PSHE/Citizenship education equips students with the knowledge, understanding, skills and strategies required to live healthy, safe, productive, capable, responsible and balanced lives. It encourages them to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic well-being. A critical component of our PSHE/CZ education is providing opportunities for our students to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they will encounter now and in the future.

PSHE/CZ education contributes to personal development by helping students to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help our students to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives.

At Alderman White, we know that our PSHE/Citizenship curriculum can help to reduce or remove many of the barriers to learning experienced by students, significantly improving their health and well-being and therefore, their capacity to learn and achieve. Our PSHE/Citizenship curriculum makes a significant contribution to students’ Spiritual, Moral, Social and Cultural (SMSC) development, their behaviour and safety and the school’s statutory responsibility to promote students’ well-being. In addition, the learning provided through a comprehensive PSHE curriculum is an essential to safeguarding students.

As a result of our PSHE (Personal, Social, Health and Economic)/RSE (Relationships and Sex Education)/Citizenship/Careers programme students will:

  • Learn how to live safe, happy, healthy, fulfilling lives now and in the future.
  • Learn how to build positive, respectful and healthy relationships, including friendships, relationships within the family and sexual, intimate relationships.
  • Learn how to be responsible citizens who understand they have rights and responsibilities that help them make a positive contribution to society.
  • Understand the importance of treating others equally and develop an appreciation for diversity.
  • Learn how to manage their finances and how to achieve economic wellbeing.
  • Reflect on their own values and attitudes to a range of topics.
  • Learn about British values and the impact they have on their lives.
  • Learn about careers and future opportunities.
  • Understand the importance of building certain character traits such as resilience and determination.

Our curriculum and learning journeys for our students are not fixed and will change and be adapted based on student voice, our local context and to meet the needs of our students. We will also respond to major local and global events or circumstances that we feel we need to cover to ensure our students remain safe and well.

By the end of KS3, our students will have had the opportunity to learn about issues relating to Living in the Wider World, Finance and Budgeting, Careers, Relationships, British Values, Personal Identity, Health and Well-being. This will lay the foundations for our spiral, age- and stage-related curriculum at KS4.

By the end of KS4, students at Alderman White should have a thorough and well-rounded knowledge and understanding of Personal, RSE, Social, Health, Citizenship, Careers and Economic issues relevant to them in a range of contexts. They will also have developed skills to engage in positive debate, knowing their own opinions.

PSHE/Citizenship is not an examined subject. Progress is measured within lessons through questioning and discussion. Self-assessment and peer-assessment allows students to review their own level of progress.


Year 7 curriculum implementation:

Our students’ journey begins by developing knowledge and skills that focus on personal development, living in the wider world with an emphasis on finance and being able to budget. Relationships and health and well-being are also focus points, as this is an important transition year, particularly with lack of face-to-face teaching in lockdown periods, and a potential lack of learning at KS2.

Autumn Term

Spring Term

Summer Term

Living in the wider world/careers: Resilience, aspirations, self-esteem, wants and needs, prejudice and stereotyping, social media, ethical shopping, budgets and budget planning, savings, financial products/service

RSE: Relationships (friends and family), falling in love, bullying or banter, cyberbullying, safe and positive relationships, British values, personal identity

Health and well-being: Healthy eating, keeping healthy, eating responsibly, energy drinks, smoking and vaping, drugs, mental health, puberty, periods, FGM, eating disorders


Year 8 curriculum implementation

We build on the learning in year 7 to raise student’s awareness of more difficult challenges in terms of relationships, health and wellbeing and living in the wider world. We have prioritised relationships and well-being mid-way through the year. Linking Citizenship issues within the wider PSHE curriculum allows students to gain a well-rounded view of issues relating to rights and responsibilities. Statutory RSE includes STIs, safe sex and consent.

Autumn Term

Spring Term

Summer Term

Careers and Living in the Wider World: Finance, tax, budgeting and saving, entrepreneurs, teamwork, communication skills, self-confidence, diversity, equality and stereotypes, personal development, behaviour to achieve

RSE/Health and well-being: Stereotypes/homophobia, discrimination, online grooming, environmental issues, vaping, cancer, first aid, teenage pregnancy

Living in the wider world/RSE: British values, extreme groups, extremism, prevent, prejudice and discrimination, consent, contraception, pornography, sexting, STIs, body image, domestic conflict


Year 9 curriculum implementation

Students in year 9 are at an important transition point, so time is devoted early in the year to supporting them in making their specialism choices for KS4. Students are also in a new point in their maturity and our curriculum is adapted to support them through the cycle of changes and challenges they may face. From managing stress, anxiety and understanding self-harm, discrimination and LGBTQIA+ equality to family conflict, peer influence, body image and media – our aim is to give students an arsenal of strategies to help navigate those challenges. We will also revisit consent through the topics of CSE and peer pressure as we consider this an important element of RSE.

Autumn Term

Spring Term

Summer Term

Careers/Living in the wider world: Career interests, planning for the future, making decisions about KS4, subject specialisms. Qualification pathways, employability skills, avoiding debt, managing money, consumer rights, interpersonal skills, growth mindset

Health and wellbeing/Living in the wider world: Behaving to achieve, human rights, stress, anxiety, alcohol, drugs, vaccinations, self-harm, selfies, discrimination

Health and wellbeing/RSE: Body image, CSE, domestic abuse, peer pressure, British values, LGBT


Year 10 curriculum implementation

In year 10 we start preparations for leaving school and developing financial awareness. As our students mature, we are able to address issues that may prove more challenging and hard-hitting. We cover a broad and balanced curriculum which aims to provide students with better knowledge and understanding of PSHE/Citizenship/RSE issues. We also revisit some key questions from Religious Education.

Autumn Term

Spring Term

Summer Term

Saving money, financial management, employability, exploring a payslip, consumer rights, grief, suicide, anxiety, social media and screen time, RS elements.

RS elements continued: criminal justice, anti-social behaviour, county lines, money laundering, terrorism, racism, fake news, sustainability, homelessness, hat crime, tattoos and piercings, alcohol abuse

Conflict management, forced and arranged marriage, stalking, revenge porn, role models same sex relationships, gender and trans identity, community cohesion, gender prejudice, parenting


Year 11 curriculum implementation

At the start of year 11, we devote time to ensuring our students have plans for post 16. We encourage them to research a range of options and to develop personal statements and become familiar with completing application forms. There is also strong focus on relationships, health and well-being in year 11 as we consider the requirements of statutory RSE alongside the needs of our students. With time dedicated to these areas of our curriculum, we can ensure that all students are provided with the opportunity to engage with the learning appropriately. As GCSE exams come closer, time in lessons is dedicated to revision and revision strategies, dealing with stress and maintaining good physical and mental health.

Autumn Term

Spring Term

Summer Term

Post 16 options, planning for the future, personal branding, personal statements, CV writing, applications, interview preparation, risk, personal safety, digital footprint, privilege, RS elements

RS elements, contd., gambling, fertility, CPR, consent and rape, good sex, safe sex, relationship break-ups, obesity, bullying and body-shaming, revision strategies, revision

Keeping physically and mentally healthy in the run up to exams