PSD Curriculum Intent, Implementation and Impact
The vision and aim of Archbishop Tenison’s School is to support each of our students to gain the skills and attributes they need to keep themselves safe and healthy, and prepare for life and work.
It is underpinned by three key Biblical passages:
“So God created humankind in his image, in the image of God he created them” (Genesis 2:7)
"The prudent see danger and take refuge, but the simple keep going and pay the penalty"(Proverbs 22:3)
“I have come in order that you might have life - life in all its fullness” (John 10:10)
Through our curriculum, our students develop the abilities they need to manage the opportunities, challenges and responsibilities they face each day and will face in the future.
At Archbishop Tenison’s school, everyone will be treated with dignity as all people who are made in the image of God and are loved equally by God.
All pupils have a right to an education which enables them to flourish and is set in a learning community where differences of lifestyle and opinion (within that which is permissible under UK law) are treated with dignity and respect; where bullying of all kinds is eliminated; and where they are free to be themselves and fulfil their potential without fear.
A Christian theology of the body, of our relationships with each other and the sense of vocation that comes from listening to God in our lives underpins the teaching of PSD. There are three strands to our PSD curriculum: Relationships, Wellbeing and living in the Wider World. The spiral nature of our curriculum structure allows us to keep returning to and building upon different topics to deepen students’ understanding and gradually embed the ideas and values we hope to instil in our young people.
Implementation – See Programme of Study
All our students take part in PSD lessons every week on a Wednesday with their form tutor, enriched by the key pastoral relationship the tutor team in each year group seeks to provide. As part of the PSD provision, on occasions, outside visitors will be invited to enhance the delivery of PSD and deliver appropriate sessions to pupils.
At Key Stage 3, students cover a range of topics including; transition from Primary to Secondary school, making safe choices and understanding their own emotional and mental health, hate crime
and different types of bullying, looking at GCSE options and career pathways, the effect of ‘County Lines’, healthy and unhealthy relationships, social media and the internet, Financial decision making.
At Key Stage 4, students cover a range of topics including; drug and alcohol safety, mental health, interview skills, work experience, exploitation and respectful relationships, extremism and radicalisation, families and post 16 options. We hold a mock interview day which all our students take part in and all students complete a week of work experience in Year 10. Our curriculum in this Key Stage is also complimented by a trip to the Life Centre for students with specific individual needs so that a more individualised approach can be provided looking at staying safe at home, in the community and online.
At Key Stage 5, much of our PSD curriculum is delivered in weekly Progression Periods with the whole year group. It is complimented by a rich array of visiting speakers from a huge range of backgrounds such as visiting universities, the Daniel Spargo Mabbs Foundation and Victim Support. Students spend time looking particularly at post 18 options and effective study skills.
Impact – Review
We monitor and evaluate PSD education using some of the following: learning walks, observations, work scrutiny, pupil voice, staff voice.
Our PSD curriculum will prepare and equip students for a successful life at their current stage and for their futures, both immediate and long term. It will encourage students to have high levels of respect for each other, to consider one another’s wellbeing and enable them to develop into well rounded individuals who support others, manage their own behaviour and are actively seeking social justice. Through PSD lessons, students will learn acceptance, tolerance and empathy, alongside strategies to respond to bullying, prejudice and discrimination. Students will also develop resilience, confidence and independence as key aspects of character education.
As with any learning, the assessment of pupils’ PSD is important as it enables the teacher to gauge their progress and it also informs the development of the lessons. Pupils do not pass or fail this area of learning, but have the opportunity to reflect upon their personal learning experience, set goals, and record their understanding in a range of ways; posters, leaflets, reflective diaries etc. Their progress is also monitored during class discussions, group work, questionnaires / surveys and peer assessment.