Staffing: Mrs C Hilton (Head of PHSE and Citizenship), Miss A Blythe (PSHE and Citizenship Learning Assistant) and all staff as contributors

All other staff contribute to the PHSE and Citizenship programme by delivering all material. External bodies (e.g. Road Safety Team, UKYP etc) assist with the delivery of the programme.

Effective PHSE and Citizenship should develop personal, social and moral responsibility, along with an understanding of Careers and financial planning.  Citizenship encourages respect of cultural diversity and identities and addresses issues relating to social justice, human rights, community cohesion and global interdependence.   They will empower pupils to make a difference to not only their own lives but also the lives of others both locally and globally. At Bury Church of England High School we want pupils to become fulfilled, self-motivated, responsible and caring members of society. Our PHSE and Citizenship programme will encourage pupils to consider their own strengths and weaknesses and reflect on the world around them to make informed choices.  Pupils are encouraged to act in a caring and Christian manner, realising the worth of every individual, including themselves, in the eyes of God.

Our PHSE and Citizenship programme aims to achieve the outcomes of ECM and SEAL and provides young people with the opportunity to become:

  • successful and independent learners who enjoy learning and making progress but also develop the skills and knowledge required to make informed and sensible judgements
  • confident and conscientious individuals who are able to live safe, healthy and fulfilling lives feeling valued in the eyes of God
  • responsible and caring people who make a positive contribution to the school, local, national and global communities, showing respect for both themselves and others

During PHSCE Activities we will achieve these aims by helping pupils to:

1. Develop an understanding of the key concepts which underpin the study of PHSCE in order to deepen and broaden their knowledge, skills and understanding by:

  • understanding that personal identity is affected by many factors
  • recognising what affects confidence and self-esteem and realising that they can change with personal circumstances
  • understanding that physical, mental, sexual and emotional health affect our ability to lead fulfilling lives
  • using information to make informed and responsible choices
  • appreciating that pressure can influence decisions in risky situations and that by developing the confidence to face challenges safely pupils can help protect themselves from harm
  • encouraging tolerance of differences within our communities
  • understanding career paths and exploring what qualities, skills and attitudes are needed for employability and the risks involved in career choices
  • being able to manage their own finances and to appreciate enterprise and economics, understanding that there are risks involved in business

2. Understand the key processes and essential skills required in PHSCE to enable them to make progress by:

  • reflecting on their own and others’ values and how their behaviour might impact on others and to use this knowledge to set personal targets
  • reflecting on their own knowledge to make informed choices about safety, health and well-being and to form strategies to resist pressure and avoid risky situations
  • developing the social skills to build positive relationships and understand that their actions have consequences.
  • empathising with others and challenging prejudice and discrimination assertively
  • reflecting and evaluating what they have learned and what they would do differently
  • developing the essential skills and self-esteem necessary to make a positive future for themselves in work
  • using a variety of information to select the right career path and then take action to improve their chances in that career
  • managing their money and understanding the financial risks and rewards and how their aspirations will be affected by finance.

The study of personal wellbeing and economic wellbeing should include:

  • pupils setting realistic targets and personal goals for their future plans
  • a knowledge of physical and emotional change, sexual activity and high-risk behaviours affecting health and wellbeing.
  • facts and laws about substance use (drugs, alcohol, tobacco and solvents) and the personal and social consequences of misuse
  • an understanding of a healthy lifestyle including diet, exercise and safety
  • an appreciation of positive and stable relationships and how to deal with problems that arise
  • an understanding of diversity and the impact of discrimination and prejudice on individuals and communities
  • an experience and understanding of the world of work and enterprise
  • a sound knowledge of personal budgeting and financial products along with an understanding of business and investments

During Citizenship activities we will achieve these aims by helping pupils to develop an understanding of the key concepts which underpin the study of citizenship in order to deepen and broaden their knowledge, skills and understanding by:

  • participating in decision-making and voting and exploring local and national politics and government.
  • respecting themselves and others in Britain’s diverse multicultural society, challenging stereotypes and promoting equal opportunities and tolerance
  • understanding that justice is fundamental to a democratic society and exploring the role of law in maintaining order and resolving conflict
  • exploring the rights and responsibilities of individuals, communities and governments
  • to maintain and develop positive relationships both within the local community and wider world.

Understand the key processes and essential skills required in citizenship to enable them to make progress by:

  • reflecting on different ideas, opinions, beliefs and values when exploring different topical and controversial issues
  • research, plan and evaluate information and sources
  • express and explain their own opinions and represent the views of others which they may or may not agree with.
  • to encourage pupils to take informed and responsible action and analyse the impact of their actions on communities and the wider world, now and in the future
  • to reflect and evaluate what they have learned and what they would do differently

Focusing on the political and social dimensions of living together in the UK and making sense of the world today by:

  • exploring the political, legal, economic and human rights and responsibilities of us all as citizens
  • reviewing democracy, cultural diversity and justice and how they relate to young people
  • developing respect for the environment and our communities
  • reviewing the influences of the media on society

We aim to provide the following curriculum opportunities for pupils to:

  • debate and discuss personal, social and moral issues and make decisions about what they have learned
  • use case studies, simulations, scenarios and drama to explore social and    personal situations, along with work and enterprise issues and reflect on what they have learnt
  • work individually and in groups, taking on different roles and responsibilities
  • evaluate their own personal development and set realistic targets about future life choices and develop strategies for meeting them
  • engage in and have contact with the business world
  • write a personal statement and make an individual learning and career plan
  • work with a range of community partners
  • use different sources of information, media and communications
  • complete PHSE and Citizenship work within other areas of the curriculum

Key Stages 3 & 4

The ‘Drop Down Days’ are organised on a five year programme.   Some days will be organised as a whole year group activity, others will be class groups on a carousel of lessons. But during all sessions pupils will be expected to follow the ground rules set by pupils and staff at the beginning of the day.

The four citizenship themes are:

  • living in Britain : covering government and politics, voting and elections, laws, justice, antisocial behaviour, human rights, celebrating cultural diversity within the UK
  • living in the wider world: covering sustainable development, fair trade,
  • international aid agencies, environmental concerns, terrorism and extremism, animal welfare etc
  • Archbishop of York Young Leaders Award: active citizen leadership challenges within the local community or wider world. These are voluntary projects that “serve others” in some way

The three PHSCE themes are:

  • health education: sex and relationship education, drugs education, healthy living
  • personal wellbeing: social and emotional aspects of learning and self-esteem
  • enterprise,careers and financial capability: world of work, college, economic understanding etc

The themes will remain constant throughout both key stages although the actual content will change to adapt to different needs of each year group.

All practical or active work will be fully reviewed before being carried out and all health and safety procedures will be followed to ensure pupil safety.

In planning the content of the Citizenship Programme local and national guidance was considered.  Ofsted recommended learning outcomes were acknowledged.

Personalised learning will be central to many of the themes which are being looked at on the Drop Down Days.

Effective learning will be dependent upon:

  • learners taking an active part in lessons
  • learners taking an active part in lesson planning
  • learners and teachers having a sense of purpose
  • teachers having positive expectations of learners
  • learners having positive expectations of themselves
  • making good use of the opportunities to consolidate skills and to use the knowledge that learners have acquired.
  • learners being encouraged to think and communicate about their learning
  • learners developing self-control
  • fostering independent study skills
  • having opportunities to work alone, in pairs, in groups and as part of a team
  • differentiated learning activities which take the individual needs of learners into account
  • support will be provided for those pupils who are not achieving as they should be

Extra Curricular Activities

Youth Cabinet – discussing issues which affect young people in Bury

Archbishop of York Young Leaders Award – carrying out a set of leadership challenges within the community that “serve others” in some way

School Council – discussing issues that affect our pupils and campaigning for change.

Charities Group – this is a sub group of the School Council which works tirelessly to raise money for charities both locally and nationally.  We also volunteer in the community to help contribute as active citizens.

Careers Club – this weekly lunchtime club hosts talks from employers about their careers as well as offering support to students with career exploration, college applications, CV writing, securing work experience etc.