PSHE – SMSC – British Values


PSHE Education

What is PSHE education?

Personal, Social, Health and Economic education is a programme of learning that is designed to help children and young people grow and develop as individuals and as members of local, national and global communities.

Why is PSHE education important?

PSHE education equips children and young people with knowledge, understanding, attitudes and practical skills to live healthy, safe, productive, fulfilled, capable and responsible lives. PSHE education also enables children to reflect on their own values and attitudes, and explore the complex range of values and attitudes they encounter now and in the future.

PSHE education contributes to personal development by helping children to build their personal identities, confidence and self-esteem, make career choices and understand what influences their decisions. Students will also develop an understanding of themselves, gain empathy and the ability to work with others which will help them to form and maintain good relationships.

PSHE education is taught as a 50 minute timetabled lesson to Years 7 and 8. Years 7 and 8 also receive a 30 minute PSHE lesson during period 7 every Friday. Key Stage 4 also receive the 30 minute P7 lesson.

All students are introduced to topics which include sex education, health and wellbeing, economic understanding and careers education.

What is taught?

Year 7 and 8 – Unit of Study

Term 1 : Healthy relationships:

Term 2 : Healthy lifestyles

Term 3 : Careers and finance

 

SMSC

What is SMSC?

SMSC stands for spiritual, moral, social and cultural development. At Dean Trust Wigan  we aim to use a variety of methods to help our pupils develop into self-assured confident, happy, positive young people who are prepared for the opportunities, responsibilities and experiences of adult life.

Each subject area contributes to the spiritual moral, social and cultural education of the pupils during lesson. All students also access a 30 minute PSHE lesson every week. These lessons are designed to be reactive to global, national or local issues and encourage the students to debate around a  wide variety of topics.

 

 

 

British Values

Dean Trust Wigan prepares students positively for life in modern Britain and we promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs.

Dean Trust Wigan students understand that laws are set for good reasons and must be adhered to. The importance of rules is consistently reinforced through curriculum and daily practice. Assemblies and weekly timetabled PSHE lessons give an opportunity to discuss and debate issues.

Students will learn “British Values,” which includes valuing the rule of law and individual liberty, mutual respect and tolerance to those of other faiths, backgrounds and beliefs. Through delivering this PSHE curriculum we intend to support the resilience of our students by allowing them to discuss controversial issues whilst giving them the confidence to challenge extremist beliefs and ideologies.

Dean Trust Wigan Prevent
From “Prevent” –

‘Vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs; and/or calls for the death of members of our armed forces, whether in this country or overseas’

Every member of Dean Trust Wigan should be protected against violent extremism and terrorist activity. The following documents are good reference for further reading:
• Counter Terrorism and Security Act (2015)
• “The Prevent Duty” (2015)
• Channel: Vulnerability and Assessment Framework
• “Keeping Children Safe in Education” (2015)
• “Learning Together to be Safe”
• “Prevent Duty Guidance – England and Wales”
All staff are prevent trained and should be alert to the threat of radicilisiation. These include: Disclosures by students of their exposure to the extremist actions, views or materials of others outside of school, such as in their homes or community groups, especially where students have not actively sought these out.
• Graffiti symbols, writing or art work promoting extremist messages or images.
• Students accessing extremist material online, including through social networking sites.
• Parental reports of changes in behavior, friendship or actions and request for assistance.
• Partner schools, local authority services, and police reports of issues affecting students in other schools or settings.
• Students voicing opinions drawn from extremist ideologies and narratives.
• Use of extremist or “hate” terms to exclude others or incite violence.
• Intolerance of difference, whether secular or religious or views based on, but not exclusive to, gender, disability,
homophobia, race, colour or culture.
• Attempts to impose extremist views or practices on others.
• Anti-western or Anti-British views.