Connect Faculty incorporates humanities, prep for work, geography, careers and PHSE
The PHSE curriculum at the BLC is made up of a number of overarching concepts including: Identity, relationships, a healthy balanced lifestyle, risk and safety, diversity and equality, rights and responsibilities, change and resilience, power and careers.
If you have any queries, please contact - Liz Spencer- 0300 3038384
PHSE Exam Board
Level 1 & 2 Certificate in Preparation for Working Life (Full Course)
History Exam Boards
GCSE History A - OCR (Home Tuition Only)
Entry Level Certificate - AQA
Geography Exam Board
Level 1 for Year 11
Unit Awards at Key Stage 3
Entry Level Certificate
AUTUMN TERM 1
Who am 1?
AUTUMN TERM 2
Crime / Antisocial behaviour
What's in your area?
SPRING TERM 1
EMOTIONAL WELL BEING
Self-harm including eating disorders
SPRING TERM 2
SEX AND RELATIONSHIPS
Porn (KS4 only, this will be on a private session basis)
SUMMER TERM 1
Skills / qualities
Jobs, CV, qualifications, etc
Money, Tax, Loans, Gambling
Environment, Recycling, Sustainability
SUMMER TERM 2
Head of PSHE - Liz Spencer, based at Year 11 Centre
Rhiannon Hutchins - Heights Lane
John-Paul Rainey - Darnhill Site, Primary
Topics that should be put in with other subjects:
Online safety - ICT
Budgeting - ICT / Maths / Food Tech
Healthy Lifestyle / Diet - Science / Food Tech
Exercise - PE and Science
Handling Sensitive or Controversial Issues
Recent media coverage of child abuse raises yet again the importance of keeping children and young people safe by developing their relevant knowledge, skills and confidence through PSHE education.
Children and young people will want to discuss such high profile events as well as other sensitive issues. It's vital that they do so in a climate of trust, cooperation and support.
A safe learning environment helps students share feelings, explore values and attitudes, express opinions and consider those of others without attracting negative feedback. As well as encouraging more open discussion, it also helps to make sure that teachers are not anxious about unexpected disclosures of comments.
It is good practice for teachers to:
- Work with pupils to establish ground rules about how they will behave towards each other in discussion
- Offer some opportunities for pupils to discuss issues confidentially in small groups as well as sharing views with the class
- Place boxes in which pupils can place anonymous questions or concerns to avoid having to voice them in front of the class
- Provide access to balanced information and differing views, bearing in mind that they are in an influential position and must work within the school's values (whilst making clear that behaviours such as racism, discrimination and bullying are never acceptable in any form)
- Decide how far they are prepared to express their own views, bearing in mind that they are in an influential position and must work within the school's values
- Be sensitive to the needs and experiences of individuals - some pupils may have direct experience of some of the issues.
- Always work within the school's policies on safeguarding and confidentiality (and ensure that pupils understand school policies on disclosure of confidential information and following up concerns in a more appropriate setting outside lessons)
- Link PSHE education into the whole-school approach to supporting pupil welfare
- Make pupils are of sources of support both inside and outside the school
Ground rules help to minimise inappropriate and unintended disclosures and comments of a negative nature made towards other pupils whether intentional or not. such ground rules support broader class rules and the school's behaviour policy.
To be effective, pupils and teachers need to develop ground rules together and then test them in discussion and group activities, amending them as necessary. Examples of ground rules include:
- Not asking personal questions
- Respecting what people say
- Listening to others
- Having the right to 'pass' if you do not wish to comment
Even young children may have some existing knowledge, skills, understanding, beliefs and misconceptions relating to many aspects of PSHE education.
They will have been exposed to parental, family, peer, school, media and community views on different issues and they will be aware of range of related attitudes and values.
These can be explored and used as a starting point for discussion about specific issues raised by using starter activities such as:
- Group or class brainstorming
- 'Graffiti' sheets
- 'Draw and write'
- Using photographs or pictures
- Pupil to pupil interviews
- A 'round' where each pupil in turn contributes something they know about a topic
- In 'draw and write' pupils are asked to respond spontaneously to an open ended question by drawing a picture about a particular issue or situation and then writing notes explaining the drawings.
For example ask children to draw a stranger and describe what they have drawn
Using distancing techniques such as stories, TV programmes/characters, role play, scenarios based on real situations can provide fictional characters and storylines that stimulate discussion whilst they 'de-personalise' discussions.
The following or similar questions can be used to support discussion when using fiction, role play scenarios, etc.
- What is he/she like?
- What is happening to them?
- How are they feeling?
- What are they thinking?
- What do other people think of him/her?
- Is what is happening right or wrong?
- Who could help him/her?
- What would I tell them to do if they asked for help?
- What could you say to persuade (the character) to act differently?
Include in the programme information about sources of help both within the school and outside and help children develop the skills to seek advice and articulate their concerns.
The accompanying PSHE Association web article 'PSHE education and children's safety' discusses the importance of a comprehensive, progressive and supportive programme of PSHE education that gradually teachers children the skills and strategies they need to stay safe and an understanding of when to employ them
NSPCC's website www.nspcc.org.uk includes up to date information and sources of support. The NSPCC runs Childline (0800 1111) and an advice line for adults worried about children (0808 800 5000)
The website http://thisisabuse.direct.gov.uk targets teenagers and helps them to explore what constitutes abuse and how to obtain support
The campaign 'Schools Safe 4 Girls': http://www.pshe-associaton.org.uk/news_detail.aspx?ID=1313 provides links to sources of support and advice provided by the End Violence Against Women Coalition.