🌍 Year 10 PSHE

Mental Health & Wellbeing

Understanding Mental Health

• Mental health exists on a spectrum — everyone has mental health, just as everyone has physical health. It can change over time and in response to life events.
• Common mental health conditions: anxiety disorders (generalised anxiety, social anxiety, panic disorder, phobias, OCD, PTSD), depression, eating disorders (anorexia, bulimia, binge eating disorder), bipolar disorder, psychosis. None of these are signs of weakness or failure.
• Anxiety: a normal response to stress, but anxiety disorders occur when anxiety is excessive, persistent, and interferes with daily life. Symptoms: rapid heartbeat, shallow breathing, sweating, muscle tension, difficulty concentrating, avoidance of feared situations.
• Depression: not just "feeling sad." Persistent low mood, loss of interest in things previously enjoyed, fatigue, poor sleep (too much or too little), difficulty concentrating, feelings of worthlessness or hopelessness, thoughts of death or suicide. Lasts weeks or months, not just a few days.

Protective Factors and Looking After Mental Health

• Five Ways to Wellbeing (New Economics Foundation): Connect (with other people), Be Active (physical exercise), Take Notice (mindfulness, being present), Keep Learning, Give (to others, volunteer). Research shows these reliably improve mental wellbeing.
• Sleep: 8–10 hours recommended for teenagers. Sleep deprivation worsens mood, concentration, and immune function. Good sleep hygiene: consistent bedtime, no screens for 30–60 min before bed, cool dark room.
• Physical activity: significant evidence that exercise reduces symptoms of depression and anxiety. Even 30 minutes of moderate activity 3–5 times per week makes a measurable difference.
• Talking: sharing problems reduces their power. Trusted friends, family, school counsellors, GPs, and charities all offer support. It's a sign of strength, not weakness, to ask for help.

Where to Get Help

• School: form tutor, pastoral leader, school counsellor, school nurse, SENCO
• NHS: GP (can refer to CAMHS — Child and Adolescent Mental Health Services), NHS 111
• Crisis support: Samaritans (116 123, 24/7, free), PAPYRUS HopelineUK (0800 068 41 41), Crisis text line: text SHOUT to 85258
• Online: YoungMinds (youngminds.org.uk), Mind (mind.org.uk), Childline (0800 1111 or childline.org.uk)
• If you're worried about someone: tell a trusted adult immediately. If you think someone is in immediate danger, call 999.

Sexual Health & RSE

Consent and Healthy Relationships

• Consent: every sexual activity requires the free, enthusiastic, and ongoing agreement of everyone involved. Consent must be: Freely given (not under pressure), Reversible (you can change your mind at any point), Informed (you understand what you're agreeing to), Enthusiastic (you want to, not just going along with it), Specific (consent to one activity doesn't mean consent to all activities). FRIES framework.
• Legal: in England, Wales, and Northern Ireland, the age of consent is 16. In Scotland, it is also 16. Sexual activity under 16 is illegal. The law is designed to protect young people, not punish them.
• Coercion and pressure: someone who pressures, manipulates, or threatens you into sexual activity is not respecting your consent. This is illegal and abusive.
• LGBTQ+ relationships: same-sex relationships are legal and equal in the UK. All relationships — regardless of sexuality or gender — require mutual respect, consent, and communication.
• Gender identity: gender identity is distinct from biological sex and from sexual orientation. Trans people have a gender identity different from the sex they were assigned at birth. Non-binary people don't identify exclusively as male or female. Respect people's pronouns and identities.

Contraception and STIs

• Only abstinence is 100% effective at preventing pregnancy and STIs. However, those who choose to be sexually active should use contraception.
• Barrier methods: male condom (98% effective with perfect use; 82% typical use — also the ONLY method that protects against STIs), female/internal condom, dental dam (for oral sex)
• Hormonal methods: combined pill (oestrogen + progesterone; 99%+ with perfect use), progestogen-only pill (POP/"mini pill"), patch, ring, injection, implant
• Long-acting reversible contraception (LARC): IUD (copper coil — non-hormonal), IUS (hormonal coil/Mirena), implant (small rod under skin of upper arm). Most effective methods (>99%). Available free from sexual health clinics and some GPs.
• Emergency contraception: levonorgestrel pill ("morning after pill", up to 72 hours), ellaOne (up to 120 hours), copper IUD (up to 5 days, most effective). Free from pharmacies, sexual health clinics, and some GP surgeries.
• Common STIs: chlamydia (most common in under-25s — often no symptoms; test a urine sample; treated with antibiotics), gonorrhoea (symptoms: discharge, burning urination; treated with antibiotics, but antibiotic-resistant strains are increasing), HIV (immune system virus; U=U: Undetectable = Untransmittable; PrEP prevents HIV; not a death sentence with modern treatment), herpes (HSV-1/HSV-2; managed but not cured; very common), HPV (very common; causes genital warts and some cancers; HPV vaccine offered at school to all Year 8 students)
• Testing: free and confidential sexual health testing at GUM clinics, some pharmacies, and online via BASHH-registered services. Regular testing if sexually active with new or multiple partners.

Work Experience

Preparing for Work Experience

• Work experience (typically 1–2 weeks in Year 10 or 11): an opportunity to understand a workplace, develop employability skills, and explore potential career paths
• Choosing a placement: consider your interests and possible future careers. Think about what you want to learn, not just what sounds impressive. A placement relevant to your interests will benefit you more.
• Professional communication: when contacting employers to arrange a placement, use formal written English (no abbreviations, clear subject line, polite language). Proofread before sending.
• Punctuality and reliability: in the workplace, being on time every day is expected. If you are genuinely ill, you must contact the employer before your start time — not after. Treat every day as if you were being evaluated (you are).
• Dress code: find out the dress code before you start. If in doubt, err on the side of formal. "Smart casual" usually means no jeans, trainers, or visible logos. In some environments (construction, healthcare), specific clothing is required for safety.

Skills Developed During Work Experience

• Communication: professional workplace communication is different from social communication. Formal language, active listening, professional email etiquette.
• Teamwork: working with people of different ages, backgrounds, and roles. Being a proactive contributor, not a passenger.
• Initiative: identifying tasks without being told, asking useful questions rather than waiting passively, solving small problems independently.
• Time management: meeting deadlines, managing tasks, balancing competing demands.
• Resilience: things go wrong in the workplace. Responding constructively to setbacks and feedback is a key professional skill.

Reflecting on Work Experience

• After your placement, write a detailed reflection: what tasks did you do? What skills did you use? What did you learn about the industry or role? What surprised you? What would you do differently? How did it inform or change your thinking about future careers?
• Use it in applications: work experience provides specific examples for UCAS personal statements, CVs, and job interviews ("During my work experience at X, I developed Y skill by Z...")

Future Pathways

Options After GCSEs (Age 16+)

• A-levels/AS-levels: academic qualifications for university entry. Usually 3 A-levels over 2 years. Wide range of subjects. Required for most degree programmes.
• T-levels: technical qualifications equivalent to 3 A-levels. 80% classroom-based learning + 45-day industry placement. Available in health, engineering, computing, construction, education, business, and more. Equivalent to a BTEC Level 3.
• BTECs and vocational qualifications: work-related qualifications in specific sectors. BTEC Level 3 Extended Diploma = 3 A-levels for UCAS points. Practical, portfolio-based assessment.
• Apprenticeships: earn while you learn. Combine on-the-job training with formal study (usually one day/week at college). Available at Intermediate (Level 2 = 5 GCSEs), Advanced (Level 3 = 2 A-levels), Higher (Level 4–5), and Degree (Level 6 = bachelor's degree) levels.
• You must stay in education or training until age 18 (in England since 2015). This can be in school, college, training, or an apprenticeship. It does not have to be full-time.

University Considerations

• UCAS: the Universities and Colleges Admissions Service processes all UK university applications. Applications open in September of Year 13; deadline typically January 15 for most courses (October 15 for Oxbridge and medicine).
• Personal statement: one of the most important parts of a university application. Should explain: why you want to study this subject, what relevant experience you have, what you have done beyond the curriculum, your future plans.
• Student finance: tuition fee loans and maintenance loans are available to all eligible students regardless of income. They are not repaid until you earn over the repayment threshold (currently £27,295 in England). Not like a commercial loan — you write off remaining debt after 30 or 40 years.

Democracy & Human Rights

The UK Political System

• Constitutional monarchy and parliamentary democracy: the monarch is the head of state but has largely ceremonial powers. Real power rests with Parliament.
• Parliament: two chambers. House of Commons (elected MPs — real legislative power), House of Lords (unelected — appointed life peers, bishops, hereditary peers; can delay but not block legislation).
• FPTP (First Past the Post): the UK general election system. The candidate with the most votes in each constituency wins that seat — even without a majority. The party with the most seats forms the government. Criticised for: not reflecting vote shares proportionally, creating safe seats, disadvantaging smaller parties.
• Devolved governments: Scotland (Scottish Parliament, Edinburgh), Wales (Senedd, Cardiff), Northern Ireland (Northern Ireland Assembly, Stormont). Have powers over areas like education and health. England has no separate parliament — English matters are handled by the UK Parliament.
• Local government: councils manage local services (bin collection, local roads, libraries, planning). Councillors are elected locally. You can vote for local councillors and your MP from age 18 (16 in Scotland and Wales).

Human Rights

• The Universal Declaration of Human Rights (UDHR, 1948): 30 articles agreed by the UN following WWII. Includes: right to life, freedom from torture and slavery, right to a fair trial, freedom of thought and religion, freedom of expression, right to education, right to privacy.
• Human Rights Act 1998: incorporates the European Convention on Human Rights (ECHR) into UK law. Allows people to bring human rights cases in UK courts (rather than having to go to the European Court of Human Rights in Strasbourg).
• Articles particularly relevant to young people: Article 8 (right to privacy — including online), Article 10 (freedom of expression — including online speech, but with limitations), Article 14 (prohibition of discrimination)
• When rights conflict: freedom of expression vs the right not to be harassed. Privacy vs public interest. Individual rights vs community safety. The courts must balance these — no right is absolute.

Active Citizenship

• Voting: the most basic form of political participation. You can vote in UK General Elections and local elections from age 18. Register to vote at gov.uk/register-to-vote. You can register from age 16.
• Contacting your MP: MPs represent everyone in their constituency, not just those who voted for them. You can write, email, or visit their surgery. MPs are obligated to take constituent concerns seriously.
• Petitions: a petition with 100,000+ signatures must be considered for debate in Parliament. Started through petition.parliament.uk
• Volunteering and community action: directly positive impact. Charities, food banks, local environmental groups, youth councils, UK Youth Parliament (UKYP — young people aged 11–18 can stand for election as MYPs)
• Freedom of peaceful assembly and protest: a legal right in the UK (Article 11 ECHR), subject to reasonable conditions. Police can impose conditions but cannot simply ban peaceful protest.

Financial Literacy

Managing Money

• A budget: a plan for income and expenditure. Income (money coming in) must be at least as much as expenditure (money going out). Categories: fixed costs (rent, bills — same each month) and variable costs (food, transport, entertainment — change each month).
• Emergency fund: financial advisers recommend building an emergency fund of 3–6 months of living expenses. This provides a buffer for unexpected costs (car repair, losing a job) without needing to borrow.
• Needs vs wants: needs are essential (housing, food, basic clothing, transport to work). Wants are desirable but not essential (latest phone, eating out, new clothes). Distinguishing between them is the foundation of good financial decision-making.
• Tracking spending: use a bank app, spreadsheet, or budget planner. Many people are surprised by where their money actually goes.

Borrowing and Credit

• APR (Annual Percentage Rate): the total cost of borrowing for a year, including interest and fees, expressed as a percentage. A higher APR = more expensive borrowing. Compare APRs to find the cheapest credit.
• Good debt: borrowing that funds something that grows in value or increases earning power. A student loan (investment in future earnings), a mortgage (buys an asset). Generally low interest rates.
• Bad debt: borrowing for consumable goods or to fund a lifestyle you can't afford. Payday loans, store credit, credit cards with high interest. Can spiral. Interest compounds quickly.
• Credit score: a number (0–999 in the UK — Experian) that lenders use to assess how risky it is to lend to you. Influenced by: payment history (most important — pay bills on time), credit utilisation (don't use too much of your available credit), length of credit history, type of credit used, new applications. A good credit score means access to lower interest rates.
• Guarantees and co-signing: if you co-sign a loan and the borrower defaults, you are legally responsible for the debt. Only co-sign for someone you trust completely.

Saving and Investing

• Savings account: money deposited earns interest. Instant access accounts (lower interest, can withdraw anytime) vs notice accounts/fixed rate bonds (better interest, less flexibility).
• ISA (Individual Savings Account): interest earned is tax-free. Annual ISA allowance of £20,000 (2025/26). Cash ISA (savings), Stocks and Shares ISA (investments), Lifetime ISA (LISA — for first home purchase or retirement; 25% government bonus on up to £4,000/year).
• Compound interest: interest is calculated on the growing balance, not just the original amount. £1,000 at 5% for 20 years becomes £2,653 — without adding any more money. The earlier you start saving, the more powerful compounding becomes.
• Pension: a long-term savings plan for retirement. Workplace pensions are compulsory — your employer must enrol you and contribute too. State pension is separate (requires National Insurance contributions). The earlier you start, the more you benefit from compound growth.
• Investing: buying assets (shares, property, bonds) with the expectation of a return. Higher potential return than savings but with risk — values can fall as well as rise. Diversification (spreading investments across different assets) reduces risk. Long-term investing smooths out short-term volatility.