PSHE, RSE and Careers | The Learning Centre

PSHE

At TLC our PSHE Curriculum is designed with the specific needs of our learners in mind and is reflective of TLC’s aims and ethos. Our ethos focuses on enabling learners to make well informed and positive choices for themselves that lead to them becoming confident young adults who value inclusivity and are prepared for all that their futures may bring. Learners are taught and continually encouraged to respect other people, with particular regard to the protected characteristics set out in the Equality Act 2010. Learners study a different topic every half-term and topics build on one another. For example, learners in Year 7 learn how to use social media safely and in Year 9 how to identify when someone is being groomed online; lessons are age appropriate.

At TLC we understand that PSHE lessons need to be fluid when dealing with topical situations in the lives of our learners, and current affairs that may affect them. We will not hesitate to change the content of lessons should the need arise, for example if a learner has lost a parent we will be sensitive when discussing families, if situations arise in the playground and a learner uses discriminatory language we will use our PSHE lessons to educate learners around this topic. We actively promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs and our Careers curriculum encourages learners to be citizens.

Our PSHE curriculum is planned as per the guidance provided by the DfE and reflects the schools aims and ethos Our objectives are:

To ensure all children and young people attending TLC leave prepared for the world and all that their futures may bring.
That all children will learn to value inclusivity.
To know, understand and respect the 9 protected characteristics.
Support learners to become confident, independent and thoughtful.
To promote learners to be free thinking and to verbalise their opinions in a respectful manner.
Ensure learners understand their feelings and emotions using the Zones of Regulation.
To establish trust so learners can ask for help and support from adults at TLC.
To ensure that learners understand and celebrate the differences in people.
For learners to understand and celebrate diversity.
For learners to be aware of the importance of physical well- being and how to maintain it.
Learners understand and are aware of the importance of mental well being.
To know that there is a two-way relationship between physical and mental health.
Actively promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.

RSE

At The Learning Centre, good relationships are fundamental to our ethos. Relationships and Sex Education (RSE) is lifelong learning about relationships, emotions, looking after ourselves, different families, sex, sexuality and sexual health. It involves acquiring information, developing skills and forming positive beliefs, values and attitudes. RSE has a key part to play in the personal, social, moral and spiritual development of young people.

The aims of relationship and sex education (RSE) at our school are to:

Provide a framework in which sensitive discussions can take place.
Teach children the correct vocabulary to describe themselves and their bodies.
Develop confidence in talking about feelings and relationships.
Help children develop feelings of self-respect, confidence and empathy.
Have the confidence and self-esteem to value themselves and others.
Prepare children for puberty, and give them an understanding of sexual development and the importance of health and hygiene.
Create a positive culture around issues of relationships and sexuality.
Understand about the diverse range of different relationships, and families, and their importance for the care and support of children.
Behave responsibly within relationships.
Be able to recognise unsafe situations and be able to protect themselves and ask for help and support.
Understand the role of the media in forming attitudes.
Understand that offence can be caused by the use of sexual terms as an insult.

Parents have the right to request children are removed from lessons teaching certain elements of RSE. Information on this can be downloaded here.

RSE Secondary Schools Guide for Parents

Careers & Post 16

At The Learning Centre, careers education, information, advice and guidance is a priority for ensuring learners move forward with the right tools and attitude to help prepare them for their future. Our varied and inclusive curriculum supports learners to consider their future options, realise their potential, be able to identify their skills, and transfer them to further education and the job market.

We ensure that learners are motivated and excited for the world of work. We strive for high levels of expectations around self-confidence, emotional confidence and aspirations that are underpinned by our inclusive, tailored and robust PSHE curriculum and our continued work around the Zones of Regulation.

We prepare learners, and liaise with parents and carers, for their preferred Post 16 pathway whether that is to continue with further education, training or employment. We are fully committed to our statutory and moral obligation to provide a structured, varied and personalised careers education to all Key Stage 3 and Key Stage 4 learners.

Our Year 11 learners have a range of opportunities for their Post 16 options. Some choose to continue their education and TLC, and some move on to local colleges or take apprenticeships.

Our careers curriculum is planned as per the guidance provided by the Gatsby Benchmark and DfE Guidance. Our objectives are:

Deliver well planned, structured and accessible careers lessons to all learners in Key Stage 3 and Key Stage 4.
Ensure learners are able to identify and be proud of their individual skills.
Ensure that all learners understand the range of career routes open to them.
Ensure that learners research and understand the range of courses and academic choices available to them at Post 16.
Consider learners whose needs at Post 16 would be best met by continuing their education at TLC.
Help learners develop competencies to be able to transfer their knowledge and skills, be resilient and adaptable within changing sectors and economies.
Work with parents at the start of Year 11 to follow a structured timeline of events of Post 16 transition to ensure that all leavers have a planned progression route.

We are committed to reducing the number of 13-19 year olds who are not in education, employment or training (NEETs) by ensuring these objectives are met.

Post 16 Transition Timeline

At TLC we are committed to ensuring that Year 11 learners move on to the appropriate Post 16 environment, be that; college, apprenticeship or training. Our robust Post 16 transition timeline means we continuously communicate with learners, parents and carers to ensure a smooth transition into an appropriate environment; this is underpinned by our Careers lesson which are written to the guidance of the 8 Gatsby Benchmarks. We aim to ensure that no learner becomes NEET.

Term	Action
Summer 2 (Year 10)	Post 16 Preference forms sent to parents/carers of Year 10 learners.
Autumn 1	Contact parents to discuss Post 16 options. Share predicted grades so learners can make informed choices on next steps.
Autumn 1	Careers lesson to give out ‘Record of Interest: Post 16’ form to log interest in Post 16 options.
Autumn 1	Careers lessons to focus on educating learners on Post 16 choices including 6^th form, college courses, apprenticeships. Learners to research Post 16 options. Learners to log colleges/6^th forms/apprenticeships they are interested in on their Record of Interest: Post 16 form.
Start of Autumn 2	Learners to have filled out Record of Interest Post 16 form during careers lessons, these should be shared with parents/carers.
Autumn 2	AB to call parents/carers to ensure form has been received and that they are attending appropriate open events.
Autumn 2	Parents to attend 6^th form open evenings/college open days. TLC to support where necessary. Applications to Post 16 to be made Annual Reviews to be completed by SENCo including information of Post 16 choice
Winter 2	Record initial intended destination of learners. Provide further guidance to learners who are unsure of choice through careers lessons.
Spring 1	Examination entries to be done Predicted grades to be shared with parents in case it impacts Post 16 choices.
Spring 2	Public examination timetable released. Mr Yinka to share individual timetables with learners. Agree with parents/carers if learners can leave after individual examinations Start to plan end of term arrangements including hoodies/leaving assembly.
Summer 1	Data Consent forms sent out, logged and communicated to local authority. Public examinations to be sat.
Summer 1/Summer 2	Transition support offered to those who need to visit new Post 16 education/training. End of term arrangements to commence.