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St Michael's Middle School


PSHE education at St Michael’s Middle School contributes to the development of skills required to support our young people to thrive as individuals and to play an active role as citizens of our community.   It is our aim that all children have high aspirations and a belief in themselves.  We are fully committed to providing an engaging curriculum where children develop confidence in sharing their own thoughts and opinions with others; develop life skills and attributes to keep themselves healthy and safe; are  prepared for future employability and have a financial understanding; and develop an attitude of a responsible global citizen  that can  show tolerance of others beliefs, religions and life choices.  

Subject Statement 

Personal Well Being

The personal development of pupils is a vital part of their secondary education. The personal well being element of the Citizenship programme of study provides a context for St Michael’s Middle School to fulfil the legal responsibilities to promote the wellbeing of pupils and provide sex and relationships and drugs education. It also provides us with an opportunity to focus on delivery of the skills identified in the framework for Social and Emotional Aspects of Learning (SEAL). The content is based on the Every Child Matters outcomes and on the government’s guidance on sex and relationships education.

Personal wellbeing helps young people embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. Pupils will be able to recognise and manage risk, take increasing responsibility for themselves, their choices and behaviours and make positive contributions to their families, schools and communities.

Economic Well Being

The economic well being element of the programme of study brings together careers education, work-related learning, enterprise and financial capability. It supports the ethos of ‘enjoy and achieve’ and ‘make a positive contribution’. It also provides a context for St Michael’s Middle School to fulfil their legal responsibility to provide opportunities for careers education.

Education for economic wellbeing and financial capability aims to equip pupils with the knowledge, skills and attributes to make the most of changing opportunities in learning and work.  Education for economic wellbeing and financial capability improves motivation and progression by helping pupils see the relevance of what they learn in school to their future lives.

Citizenship Education

“Citizenship equips pupils with the knowledge and skills needed for effective and democratic participation. It helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world.”

National Curriculum, 2007

Citizenship Education has been a statutory subject for both key stage 3 and key stage 4 since 2002. The expectation is that Citizenship Education should be recording achievement along with all other foundation subjects in the national curriculum. In order for this to be achieved in an ideal world, citizenship education would need to receive a minimum of 3% of the timetable time. However in reality Citizenship should also be mapped through other subjects. 

The purpose of citizenship education is to equip the next generation of voters with the knowledge and drive to create change in the world around them. Not only are they taught the factual knowledge that will help them to understand the way that the world around them works, but also provides them with the skills they will need to effect change in the world around them, whether this be at a local, national or international level.

Learning and undertaking activities in citizenship contributes to the achievement of all three of the curriculum aims for all young people to become successful learners, confident individuals and responsible citizens.

Core Values 

The school mission statement is: ‘Each person, uniquely made in God’s image, merits the best that we can give’.

The PSHE Curriculum aspires to meet the aims and values of our mission statement through our core values of Aspiration, Belief and Creativity: St Michael’s ABC.

PSHE builds ASPIRATION by teaching young people:

  • The skills to evaluate their strengths;  setting realistic goals with criteria for success and the skills to monitor this. 

  • Encouraging organisational skills, personal responsibility, initiative, creativity and enterprise with a commitment to learning and self-improvement. Helping them to actively embrace change, to respond positively to new priorities, cope with challenges and embrace opportunities.  

  • Promoting confidence when working with others, an ability to adapt to different contexts as well as demonstrating respect for others views. Developing skills and understanding to help form collaborative relationships and an ability to resolve issues to reach agreed outcomes.  

  • To become the best ‘citizens’ of the local, national and international communities, by aspiring to have positive and safe relationships with those around them.

PSHE builds BELIEF by teaching young people:

  • To process and evaluate information aiding them to make informed and well reasoned decisions, recognising that others have different beliefs and attitudes.

  • Recognising and celebrating individual successes and embracing an 'I can' growth mindset attitude, and developing awareness and promoting the importance of positive mental health and wellbeing.

  • To actively engage with issues that affect them and those around them. Encouraging them to play a full part in the life of St Michael’s Middle School, and in their further education places, workplace and wider community This includes encouraging involvement in extracurricular clubs and roles of responsibility across the school and  by taking responsible action to bring improvements for others as well as themselves.  

  • To foster an environment based on respect and tolerance - to enable belief that their opinions/ideas will be valued and respected, so that they feel safe to share ideas and opinions with their peers and those around them.  

  • Developing cultural capital and building confidence and assertiveness.

PSHE builds CREATIVITY by teaching young people:

  • To think creatively through exploring ideas independently and with others and finding different ways to tackle a problem and to find imaginative solutions and outcomes.   

  • Encouraging self-expression and pupil voice. 

  • To share their experiences, and use these to help others understand and have the ability to create opportunities for themselves.  

  • To recognise different methods of communication so that they can effectively relate to their peers, parents and staff at school. 

  • Opportunities to devise and undergo creative ways of supporting local, national and international charities. 

  • To attend a number of theatre-based workshops regarding alcohol/substance misuse/virtual communication/sexual exploitation.  This allows pupils to see these topics brought to life, visually and creatively.  This aids understanding of the content/meaning of the topic for some pupils.


Wider British Values 

St Michael’s is a Rights Respecting school which believes that supporting children’s development of character and values, including the core British values of democracy, mutual respect, liberty and the rule of law, is an essential part of equipping young people to thrive as citizens in the world of the future. Citizenship actively supports this by:

Teaching pupils:

  • to respect each other regardless of race, religion or abilities, or their opinions or family backgrounds.

  • To ensure that pupils are given the opportunity to reach their full potential.

  • To know that every child has the right to have an opinion in matters affecting them, and that these opinions will be taken seriously within the Citizenship programme. This is further echoed in our participation with the Dorset Youth Parliament elections (which our pupils have even stood for election) as a demonstration of democracy in action.

  • To ensure pupils are given the knowledge and skills to gain information they wish to find – within the parameters of the law.

  • To know that every child has the right to think and believe what they want to, and to practise religion without prejudice.

  • To know that they should have opportunities to meet other children and join groups and organisations to enhance their life experience.

  • To know that they are entitled to privacy, and must respect the privacy of others.

  • To know that they have the right to the best possible health and healthcare.

  • To know that they have the right to a good standard of living which meets their physical, social and emotional needs.

  • To respect their education and allow all pupils to gain that education unhindered and with dignity.

  • To develop their own personality, talents and abilities to the full.

  • To respect the human rights of others, including those in other cultures and environments, and including adults.

  • To respect pupils’ right to learn and use customs/religions of their own families regarding of whether these are shared by the majority of people in the country/community.

  • To know that they have the right to play and take part in cultural and artistic activities, without risk to their own well-being.

Where it all fits in 

If you are working well in this subject these are the skills you are learning:

  • the knowledge and skills needed for setting realistic targets and personal goals

  • recognising physical and emotional change and puberty

  • be confident in making decisions related to sexual activity and where to find advice if necessary.

  • facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for themselves and others

  • how a balanced diet and making choices for being healthy contribute to personal wellbeing, and the importance of balance between work, leisure and exercise.

  • ways of recognizing and reducing risk, minimizing harm and getting help in emergency and risky situations

  • a knowledge of basic first aid

  • the features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement

  • different types of relationships, including those within families and between older and young people, boys and girls, and people of the same sex, including civil partnerships

  • the nature and importance of marriage and of stable relationships for family life and bringing up children

  • the roles and responsibilities of parents, carers and children in families

  • the similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities.

  • The range of opportunities in learning and work, changing patterns of employment (local, national and international)

  • Personal review and planning processes.

  • Personal budgeting, money management and a range of financial products and services.

  • Risk and reward, and how money can make money through savings, investment and trade.

  • Political, legal and human rights and responsibilities of citizens.

  • The roles of the law and the justice system and how they relate to young people.

  • Key features of parliamentary democracy and government in the constituent parts of the UK and at local level, including voting and elections.

  • Freedom of speech and diversity of views, and the roles of the media in informing and influencing public opinion and holding those in power to account.

  • Actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment.

  • The needs of the local community and how these are met through public services and the voluntary sector.

  • The changing nature of the UK society including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared.

  • The UK’s relationship with the EU and the rest of Europe, the Commonwealth, UN and the world as a global community.

  • the effect of diverse and conflicting values on individuals, families and communities and ways of responding to them

  • how the media portrays young people, body image and health issues

  • the benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short and long-term consequences for the health and mental and emotional wellbeing of individuals, families and communities

  • where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid

  • characteristics of positive relationships, and awareness of exploitation in relationships and of statutory and voluntary organisations that support relationships in crisis

  • the diversity of ethnic and cultural groups, the power of prejudice, bullying, discrimination and racism, and the need to take the initiative in challenging this.

If you like this subject then these are some of the jobs you can go on to: