KS3 PSHE

Year 7 PSHCE

This half-term, Year 7 students have explored a variety of important topics. They began by learning about the differences between friendly banter and bullying. To help them understand these differences, they took part in role plays and scenarios, which made it easier to see how certain behaviours can affect others.

The students also had a lesson on making healthy lifestyle choices. In this session, they discussed their own healthy habits, including eating a balanced diet, staying active, maintaining good personal and dental hygiene, and getting enough sleep. They encouraged each other to adopt different aspects of a healthy lifestyle to improve their overall well-being.

In addition, they learned about online safety and cyberbullying. They explored the risks of using the internet and social media, including how to protect their personal information, recognise and respond to online threats, and report harmful behaviour. The lesson also covered the effects of cyberbullying and the importance of treating others with kindness and respect online.

Furthermore, the students have been learning about how to deal with influences related to caffeine, smoking and alcohol. They discussed how these substances can affect their health and decision-making, and how to resist peer pressure. Another key topic they have been focusing on is puberty. They have been learning about the physical and emotional changes that take place during this stage of life and have been given strategies to help them manage these changes with confidence.

Overall, this half-term has provided students with valuable knowledge and practical skills to help them make positive choices in their daily lives.

Miss Barasa

Year 8 PSHCE - Shaping our future.

My career….. This was mentioned almost a million times in our PSHE lesson. “What do you think you will be in future”, well, this would definitely be the first question that would come to mind in a careers lesson. Engineer, neuro,,,neuroscientist?, lawyer, biologist and entrepreneur were amongst some professions that were mentioned. I had to lighten up this mood quickly. "Is football or modeling not a career”, I asked.

“Ooh Miss, I think I will be a great model because I love fashion”, " Miss, is being rich a career?”.

It was quite interesting to learn that all the students are aiming to achieve their career goal and be “rich" by the age of 25…. The most interesting part of our introduction was when I asked the learners to pick someone from the class and write down what they think they will be in future. ”Is that what you think of me” glares were thrown at each other. Another interesting part was asking the learners to write down their beliefs when they were 5 or 6 years old and how this has changed now. Well, the tooth fairy and Santa won the trophy.

We then kicked off our lesson by identifying where we needed to start our career pathway.

Firstly, we needed to identify where we are currently by assessing our current skills and strengths. We did this by researching which animal types represent certain personality types. This activity was aimed at helping students become more aware of their natural strengths and offered them insights and a starting point for thinking about their future pathway. We also learnt how to set SMART goals, both long term and short term. This then opened a discussion on what things one should or not take into account when making decisions about their future.

Our next session involved us discussing our career aspirations but keeping an open mind at the same time. This session was heavily guided by a career quiz that the learners took. The aim of this career quiz was to assess students skills and interests and provide them with detailed career reports that match their profile. Following this, the students were privileged to speak to career representatives across 19 professions during the Career evening event. They gained valuable advice on how to prepare for their future career.

We wrapped up the term by students setting their SMART career goal and writing down an action plan for their choice of career, keeping in mind that this could change in a few years to come. They also discussed their next steps of action; doing more research and working towards the grades and qualifications they identified. We will be required as parents, guardians and teachers to always track and review our learners' progress in support of shaping their future.

Miss Khalif

Year 9 PSHCE

Over the past four weeks, our Year 9 students have been exploring the various influences that shape a healthy lifestyle in their PSHE lessons. This topic has encouraged them to think critically about the messages they receive from different sources and how these impacts their well-being.

We have examined the role of parents, religion, peers, social media among many other influences, in shaping lifestyle choices, highlighting both the positive and negative effects these influences can have. Students engaged in discussions about how family traditions, cultural values, and online trends can sometimes support or contradict the principles of a genuinely healthy lifestyle.

We also looked at how the order of influence changes depending on the age bracket and stage of life of an individual. A secondary student gets more influence from their peers and social media while a child gets more influence on their choices of a healthy lifestyle from their parents.

A key part of the lessons focused on what a healthy lifestyle truly looks like. Rather than simply following popular advice, students learned that health is about balance, covering physical activity, nutrition, mental well-being, and sleep. We also addressed common myths around health, such as the belief that eating a set number of fruits per day is always beneficial. Instead, we explored the importance of variety and nutritional value over mere quantity.

Through interactive activities, group discussions, and myth-busting exercises, students have developed a more informed and realistic understanding of how to make healthier choices in their daily lives. The lessons have empowered them to think independently, question misleading health advice and adopt habits that support long-term well-being.

We encourage parents and carers to continue these discussions at home, reinforcing the idea that a healthy lifestyle is personal and should be guided by informed choices rather than trends.

Miss Gitura