Welcome to the PSHE Faculty


All students study PSHE for one hour per week. It is a non-examined subject which is considered paramount to our student’s personal development and health and well-being. PSHE helps students to develop life skills to ensure they are well prepared to respect and contribute to the wider society and life in Britain. High expectations are set for the promotion of tolerance, understanding and appreciation of the diverse communities in which we live.

The key British Values lie at the heart of all we do and all students transpose these values into their books at the start of the academic year and make reference to them at the end of each half term, demonstrating which values have a clear link to the topic studied.

The values are:

In addition to this, all students will complete their Individual Review Form twice a year, reflecting on their success and achievements both in and out of the classroom. Students will also reflect on areas needing improvement and will set themselves realistic targets to achieve before the end of the school year. We find our students are very honest in their appraisals of themselves!

Below is a summary of the PSHE curriculum across the five years.

Year 7

At the start of Y7, the focus is on settling in and making a smooth transition to high school. “Getting to know you” activities help them to expand their social circle and discussions of typical problems followed by a real focus on the solutions helps to allay any fears. The topic encourages them to have a go at extra-curricular clubs and to get involved in fundraising activities. Term 2 focuses on “What is Bullying?” and offers tips on how to recognise and combat any such problems, both in and out of school. Topic 3 aims to reinforce the need to maintain healthy lifestyle choices in terms of minimum physical activity requirement and individual food choices. Students are taught how to interpret the data on food labels and understand the need for correct portion sizes. All students are made aware of the increasing obesity crisis in the UK and how this can be avoided. Term 4 talks about “growing-up” recapping the physical aspects of puberty but focusing more on the emotional changes experienced by adolescents. Students understand the meaning of “pushing boundaries” but also get to play the role of Agony Aunt or Agony Uncle in helping others make less risky decisions. Term 5 presents  the sensitive case study of Victoria Climbie and how her tragic life created the Every Child Matters campaign that is still relevant to children today, in keeping them Healthy, Safe, having Economic Wellbeing, Enjoying life and making a Positive contribution to society. Term 6 ends with the students actively learning the process of Emergency First Aid and the work of one of our many humanitarian organisations – The Red Cross.

Year 8

All students start the year embarking on the Real Game project for one term, which mirrors life in the real world of work. They learn to understand the relationship between income and expenditure and the difference between spending money on necessities rather than desires. They learn key terms such as gross and net income, tax, mortgage or rent, budgeting etc and the importance of savings. They explore all different aspects of a job such has hours of work, holiday entitlement, qualifications needed and compare and contrast the pros and cons of each one. In the New Year, the students look at “friendships” and the qualities associated with being a good friend via role play and poetry. The “choices” program starts in term 4 looking specifically at the short and long term effects of using Tobacco, Alcohol, recreational Drugs and drinking Energy Drinks. Term 5 discusses the issues of body confidence in a world dominated by social media and the pressures to conform to a certain look. Students end the year looking at Crime and the Law, understanding the process when an individual enters the Criminal Justice System and understanding the effects of crime on the community.

Year 9

Year 9 begin the year looking at Diversity in Britain and how our nation has changed since the Empire years. They explore “What it means to be British?” and the reasons why people migrate to our country. Students discuss the issue of asylum seekers and refugees via case studies. In term 2 students revisit bullying and look at discrimination of people because of race, disability and sexuality, exploring ways in which we can promote greater tolerance in our society. Students enhance their financial knowledge in term 3 understanding where the money comes from and where it needs to go, alternative ways of gaining finance and assessing the risk attached to each method. Students are made aware of the dangers of illegal money-lenders and how to avoid them. The issue of debt is discussed as is where to access advice if needed. Term 4 and 5 cover the topic of Sex and Relationship Education, covering issues such as types of relationships, sexual activity and the law, pressures on young people to be sexually active and how to safeguard themselves, statistics and outcomes for teen parents, STI’s, contraception, the tell tale signs of a loving relationship and a relationship that is unhealthy, relationship abuse and domestic violence. Students end the year actively investigating moral dilemmas, developing resilience to deal with contentious issues and preparing to become a responsible, morally conscious adult.

Year 10

The main emphasis at the start of Y10 is to prepare students for Post-16 options. Students discuss the options available and consider the advantages and disadvantages of each one for themselves. They learn to navigate their way around FE and training provider prospectus’ both on and off-line. Students prepare their CV and Personal Statement and create an Individual Action Plan for the year ahead. Term 3 introduces the topic of Terrorism and discusses its presence through the ages via case studies of different organisations. A discussion of “why?” people choose to become terrorists helps students have a greater understanding of the issue. Students relate their learning to current world events through the media of poetry. All students are made aware of the Prevent Agenda and the need for vigilance. Students move onto Child Sexual Exploitation (CSE) for the next 2 terms which aims to ensure students are” risk aware” as they are given greater freedom and independence. Case studies from the CEOP website support this topic and the issue of grooming/human trafficking/modern day slavery is discussed. The last term ends with the study of Government and Politics both globally and at home. Students are taught key political terms and learn how Britain is governed. Students embark on a project where they make their own political party, create a party name and a slogan, and devise a manifesto that is appealing to the voters!

Year 11

The priority in term 1 and 2 is to get the Y11 students thinking about post-16 applications. All options are re-capped at the start of term and students are encouraged to attend all advice sessions provided both in and out of school. Application forms are practised and personal statements/CV’s updated. Once complete, students prepare for college interviews via role play. In the final lessons of the year, students look at various social issues such as safe driving, legal highs, alcohol related violence etc in order to prepare them for life beyond school. Human Rights in terms diversity among people of different, cultures, races, disability, gender, age and sexual orientation is reinforced.

Guest Speakers

We are always very grateful for the work done by outside agencies, sharing their expertise with our students during PSHE and assemblies eg Fire Service, Guide Dogs for the Blind, Fox Street Mission, Community Police, Trade Unions, FE providers, Training Providers for work based learning, UCLAN students, Local Youth Council and the Make Your Mark Campaign and many more.


Mrs P. Barrow

Mr A. Barrow

Miss S. Borwick

Miss E. Jackson

Mrs C. Wells

Mrs S. Baldwin

Mrs J. Yates

Miss E. Grove

Mr M. Phillips

Mrs S. Bithell