By the end of this key stage many young people will leave home for the first time and live as independent adults, possibly in new and distant locations. Throughout this programme of study for key stages 1 to 5, there is a balance between preparing children and young people to manage their lives now and laying the foundation learning that will be gradually developed through the programme, as we prepare them for their future. As pupils move through the key stages this balance gradually shifts, as they gain increasing independence and begin to personally experience the topics or issues, they have been taught throughout a developmental PSHE education programme. For example, the average age of first experience of sexual intercourse in the UK is currently 16 so it is likely that many key stage 5 pupils will be sexually active.2  

To expect young people to recall information accurately, draw on skills and strategies and apply learning they may have received a number of years earlier (when perhaps it felt less relevant) at ‘critical moments’ in their immediate lives, is unreasonable. It is therefore essential to continue to provide a comprehensive and relevant programme of PSHE education in key stage 5. It is important to revisit and reinforce earlier learning through learning that ‘connects’ it to contexts that are relevant to this age group. For example, recognising and rehearsing the language, skills and strategies for managing ‘bullying behaviour’ could be explored through abuse in the workplace or within their personal relationships; ‘the use of alcohol’ within the context of their personal safety, road safety or passenger safety; ‘online safety’ as part of protecting their online presence, personal reputation or avoiding identify theft and ‘personal safety’ through socialising in new locations.  

Increasingly, future employers are asking potential employees not only to describe their key skills and attributes but also to evidence where they have demonstrated competence in applying them, for example describing when they have taken on a variety of roles within a team or led a team to a successful outcome. Work within PSHE education can provide opportunities to evidence these skills and attributes. This key stage represents our last opportunity to ensure that young people have real competence in the skills, language and strategies, and extend the knowledge and understanding they have been developing throughout their PSHE education, ready for independent living and the next stage in their education or career.  

CORE THEME 1: HEALTH AND WELLBEING  

 If you have any further questions, please do not hesitate to contact the school.

CURRICULUM MAPS