PSHE Tasks for Week Commencing 3/2/25

Please see tasks below for Key stage 3, Key Stage 4 and Careers for the week commencing 3/2/25.
For friendly feedback, email your work to: yvonne.prendergast@pilgrim.lincs.sch.uk
Key Stage 3 PSHE Topic - Health and Wellbeing: Keeping Healthy – Vaccines
Objectives
Understand the importance of taking increased responsibility for own physical health – vaccines and boosters.
Information
During the 1790s, many thousands of people died during epidemics of smallpox. Edward Jenner noticed that milkmaids who got cowpox never caught smallpox. He thought cowpox might provide protection and decided to test his idea by deliberating injecting a young boy with cowpox and then smallpox which he subsequently recovered from. This process was later called vaccination or immunisation.
A vaccine contains a small amount of bacteria or virus that causes the disease. This stimulates the body’s immune system to fight infections and diseases. When you next come into contact with the infection, your antibodies will recognise it and protect you. During the 19th century and early 20th century, the development of vaccines conquered deadly epidemics of cholera and typhoid. During the latter half of the twentieth century, vaccinations continued to be developed and given to babies to prevent childhood disfigurement and death from polio, diphtheria, and tetanus. Today, babies in the UK are also given the MMR vaccine which protects against measles, mumps and rubella.
As teenagers between 14 and 18 years of age you will be offered boosters for the vaccines you have been given. It is important to have these boosters to complete your immunisation programme and give you long-term protection. You may also be offered the tuberculosis (TB) vaccine if, after testing, you are found not to have natural immunity. If you missed having the MMR vaccine as a baby, you can also have it as a teenager. All young people born after 1996 can have a vaccine for most strains of Meningococcal disease which causes meningitis and/or blood poisoning, or septicaemia, which can lead to brain damage, amputations and is life-threatening. This vaccine can be requested from your GP up until the age of 25. Meningitis is particularly prevalent in places where there are large groups of young people such as colleges and universities. Young people aged 12 to 13 are offered the human papillomavirus (HPV) vaccine to protect against HPV related cancers, including cervical cancer (in women) and other cancers of the anus, genitals, mouth and throat (in men and women).
As adults, we may need vaccines against flu, covid and some diseases if travelling abroad. We may need extra protection against typhus and hepatitis or cholera if in contact with contaminated water or working with animals or as an aid worker after a natural or human made disaster. People working closely with wild animals may need extra protection from TB and rabies.
Tasks
1. Create a time-line to show vaccinations you need at different stages of life.
2. Produce a poster or leaflet to inform people of your age about the importance of the HPV vaccine, where and how to receive it.
3. Use the NHS website to research the symptoms and consequences of childhood diseases such as polio, diptheria, whooping cough, measles and mumps.
4. Summarise why and how the covid vaccine came to be developed.
5. On the NHS website find out what extra vaccinations you might need if travelling to Kenya, Mexico or India.
6. Discuss the economic, health and social consequences to individuals and society of having or not having an effective vaccination or immunisation programme.
Key Stage 4 PSHE Topic – Health and Wellbeing: Making Informed Lifestyle choices – Physical Activity
Objectives
Make informed lifestyle choices regarding exercise.
Information
Children and young people should be physically active for at least 60 minutes a day and have moderate to vigorous exercise for several hours with avoiding long periods of sitting. During moderate exercise, for example, swimming, cycling or walking, you should be able to still hold a conversation. During vigorous exercise you should find it difficult to talk and will pant and be breathless.
Physical activity should be enjoyable, varied and part of normal everyday activities. Being physically active improves mental health with the release of endorphins and feeling happy and relaxed reduces stress and anxiety. Being physically active is also important for managing weight, building strength, muscle tone, stamina and strength. It increases circulation and cardiovascular wellbeing. It also provides opportunities to get outside in the fresh air, meet with others, socialise, team build and work with others.
Being physically active does not have to mean playing a game and can mean different things to different people, depending on age, physical condition, likes and dislikes. There are numerous ways of incorporating physical activity into your working or non-working day. In addition to deliberately exercising or playing games it should include activities such as walking/jogging, cycling when possible, walking up stairs, doing chores and avoiding a sedentary life-style.
Tasks
1. Make a list of ways in which we can be more physically active at school.
2. Make a list of ways in which we can be more physically active at home.
3. Identify ways in which we can break up periods of sitting still for long periods (sedentary lifestyle).
4. Design a mood/information board with pictures, key words and examples of being active at school. Include a good range of mixed activities to suit everyone (e.g. gym, aerobics, Joe Wicks club, cheer leading, Wii etc.) A key message is physical activity should be fun and interesting.
5. Collate images and words of physical activities that might appeal to different members of their family (e.g., gardening, beach activities, road biking, hill walking, kayaking, roller skating, golf drives, dancing, bowling)
6. Research and produce a power point of opportunities in the local area for clubs, gyms, training groups etc. Include free and cost paying examples.
7. Find examples of local walking and cycling routes.
8. Doctors have been told to prescribe physical activity, particularly walking and cycilng for better mental and physical health rather than medication – Is this a good idea? Realistic? What are the benefits? What are the risks? What are the challenges? How can they be overcome?
9. Devise a realistic plan for self, a friend, peer or family member to be more physically active, ensuring the plan shows variety and is of personal interest.
10. How could you challenge people who say the following things:-
- ‘It makes me too hot and sweaty’
- ‘I don’t want to/can’t when I have a period’
- ’It’s too expensive’
- ‘I don’t have time’
- ‘It makes me tired’
- 'I don’t like people looking at me’
- 'I am not very fit/overweight/too thin"
- 'I have not got anywhere to go’
- ‘I don’t want to do it alone/with anyone’
Key Stage 3 and Key Stage 4 Careers
Objectives
To understand your payslips.
Information
In The UK we use a PAYE (Pay As You Earn) system of taxation.
Your total earnings = gross pay. This will include pay per hour, over time, sick pay, holiday pay, additional pay (such as working unsocial hours or in special places), bonus and expenses.
Your take-home earnings = net pay. This is what you have earned after all deductions have been made. If you work for an employer or organization this will be done for you. If you are self- employed, you are responsible for making the payments yourself.
Your deductions will include NI (National Insurance) which will be used by the Government to pay for your pension, unemployment, sickness and maternity benefits. You will also be taxed at 20% of all your earnings above £12,570. If you earn over £50,000 you will be taxed at 40% of your earnings and if you earn over £125,000 you will be taxed at 45%. These rates can go up or down, depending on Government taxation decisions. The Government will use tax to pay for public services such as education, health service, defence, armed services, police and justice system, contribute to aid programmes and reduce money the government needs to borrow.
Payments for union membership and student loans may also come out of your pay in the form of deductions. You start to pay back a student loan when you earn over £524 per week.
Current Minium Wage (take home pay):
Over 21 years old = £11.44
18 – 21 years = £8.60
16 – 18 years = £6.40
Apprenticeships = £6.40
Study the payslip below and answer the following questions.
Questions
1. What is this person’s NI number?
2. What does NI stand for?
3. Explain why we pay NI?
4. Why is it important to know your NI number and to keep it safe?
5. How often is this person paid?
6. Name three other ways you can be paid.
7. When is this payslip for and what part of the tax year is it in?
8. Explain why it is important to keep all your pay slips safe.
9. What is a tax code for and why do you need to check it?
10. How much does this person earn per hour in basic pay?
11. How much has this person earned in basic pay?
12. How has this person earned additional pay and how much?
13. Explain what Gross pay is.
14. How much has this person earned in gross pay?
15. Explain what PAYE system is and what net pay is.
16. What deductions have been made to this person’s pay?
17. Explain why deductions are taken from earnings.
18. What is this person’s take home net pay?
19. What other information is given on the pay slip? Why is this useful?