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Our learning

PSHE Curriculum

At The Cumberland School we believe it is essential that a school concern itself with the personal, social, emotional development of all its pupils. PSHE education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.


The overarching aim for PSHE education is to provide pupils with:

  • To acquire and develop personal qualities and values.
  • Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities.
  • To develop the skills to make informed choices for their own benefit and the benefit of others.
  • Develop confidence and independence within the school community
  • The skills, language and strategies they need in order to live healthy, safe, fulfilling, responsible and balanced lives.
  • Develop social skills and model positive behaviour
  • Become empowered to participate in school life as active citizens
  • Respect for the attitudes, views and beliefs of others
  • To give pupils knowledge of their roles and responsibilities as citizens in their community.



Modes of Delivery

  • Discrete curriculum - time drip feed mornings (10 per term consisting of 2 75 minute lessons) delivered by form tutors, other staff.
  • Teaching in other subjects/curriculum areas. E.g. Health and Social Care, Science, Religious Studies.
  • Student Voice –The School Council and the Prefect System.
  • Through PSHE activities and school events.
  • Through pastoral care and guidance.
  • PSHE Days delivered by all teaching staff (3 sessions per academic year) that involve activities which emphasise active learning and participation, where students are encouraged to assess evidence, negotiate, make decisions, solve problems, work independently and in groups and to learn from each other as well as outside agencies.
  • Assemblies –delivered weekly by staff members.


Assessment of PSHE:

Assessment in PSHE offers teachers and pupils the opportunity to engage with each other in reflection on, and assessment of, progress. Assessment in PSHE should not be a judgement on an individual but a measurement of their growth relating to their knowledge skills and attitudes based on the framework. The types of assessment we plan into PSHE are:

  • Student self – assessment: check-lists, displays, portfolios, drawing and writing.
  • Peer group assessment: oral feedback, and presentations



  • KS3 PSHE and assemblies Co-ordinator – Jake Jones
  • KS4 PSHE Co-ordinator – Ricardo Green
  • Careers and guidance – Sheena Varsani



Core Theme 1: Health and wellbeing (Autumn)


  1. how to manage transition
  2. how to maintain physical, mental and emotional health and wellbeing including sexual health*
  3. about parenthood and the consequences of teenage pregnancy
  4. how to assess and manage risks to health and to stay, and keep others, safe
  5. how to identify and access help, advice and support



Monday 26th September 2016

Period 1 and 2

Thursday 6th October

All day

Tuesday 1st November

Period 1 and 2

Monday 5th December

Period 1 and 2

1. to recognise their personal strengths and how this affects their self-confidence and self-esteem


4. to understand that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment



11. the benefits of physical activity and exercise and the importance of sleep


12. to recognise and manage what influences their choices about exercise



5. the characteristics of mental and emotional health and strategies for managing it; to manage growth and change as normal parts of growing up (including consolidation and reinforcement of Key Stage 2 learning on puberty, human reproduction, pregnancy and the physical and emotional changes of adolescence)


27. about how to access local health services




14. what constitutes a balanced diet and its benefits (including the risks associated with both obesity and dieting)


22. factual information about legal and illegal substances, including alcohol, volatile substances, tobacco and cannabis and the law relating to their supply, use and misuse


26. the risks and consequences of ‘experimental’ and ‘occasional’ substance use and the terms ‘dependence’ and ‘addiction’





Monday 26th September 2016

Period 1 and 2

Thursday 6th October

All day

Tuesday 1st November

Period 1 and 2

Monday 5th December

Period 1 and 2

15. what might influence their decisions about eating a balanced diet

18. ways of recognising and reducing risk, minimising harm and getting help in emergency and risky situations


24. the personal and social risks and consequences of substance use and misuse, including the benefits of not drinking alcohol (or delaying the age at which to start)and the benefits of not smoking including not harming others with second-hand smoke



12. to recognise and manage what influences their choices about exercise


2. to recognise that the way in which personal qualities, attitudes, skills and achievements are evaluated by others, affects

confidence and self-esteem


3. to be able to accept helpful feedback or reject unhelpful criticism



8. the purpose and importance of immunisation an vaccination


25. the safe use of prescribed and over the counter medicines





Monday 26th September 2016

Period 1 and 2

Thursday 6th October

All day

Tuesday 1st November

Period 1 and 2

Monday 5th December

Period 1 and 2

13. the importance of balance between work, leisure and exercise


16. how the media portrays young people, body image and health issues and that identity is affected by a range of factors, including the media and a positive sense of self


17. about eating disorders, including recognising when they or others need help, sources of help and strategies for accessing it



9. that certain infections can be spread through sexual activity and that barrier contraceptives offer some protection against certain STIs


10. about contraception, including the condom and pill (see also relationships)


28. about cancer and cancer prevention including healthy lifestyles, acknowledging that childhood cancers are rarely caused by lifestyle choices.



19. a knowledge of basic first aid and life-saving skills (PE – the big first aid lesson)


21. the positive and negative roles played by drugs in society (including alcohol)


23. to recognise and manage different influences on their decisions about the use of substances, (including clarifying and challenging their own perceptions values and beliefs) including managing peer influence



6. the risks associated with female genital mutilation (FGM), its status as a criminal act and sources of support for themselves or their peers who they believe may be at risk, or who may have already been subject to FGM.



Cumberland School

Oban Close, London, E13 8SJ



T. 020 7474 0231

F. 020 7511 2510


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