Hednesford Valley High

Hednesford Vallery High School

Life at Hednesford Valley High

Curriculum - PSHE

What is PSHE?

‘PSHE education is a planned, developmental programme of learning designed to help students develop the knowledge, understanding and skills they need to manage their lives, now and in the future.

It deals with real life issues which affect children and young people, their families and their communities, and engages with the social and economic realities of their lives, experiences and attitudes’




The Purpose of PSHE

For students:

  • Develop inter-personal skills
  • Develop intra-personal skills
  • Building resilience
  • Awareness of the wider community
  • Awareness of laws
  • Develop life skills
  • Develop independent skills

For parents:

  • Empower and upskill parents to support their children
  • Building confidence
  • Developing communication between home and school
  • Developing understanding of other cultures and faiths

For School:

  • Wider outcomes
  • Underpins the curriculum
  • Student wellbeing and attainment

For Community and Society:

  • Develop tolerance, acceptance and understanding of people with SEND
  • Enable students to become confident members of the community and not accept second best


Boxall Profile

The Boxall Profile is an invaluable resource for helping teachers to develop a precise and accurate understanding of children's emotional and behavioural difficulties, and for planning effective interventions and support activities.  The students develop the skills across the curriculum but particularly in PSHE lessons.

The students are scored across the following strands:




Developmental Strands

Organisation of Experience

A - Gives purposeful attention

B - Participates constructively

C - Connects up experiences

D - Shows insightful involvement

E - Engages cognitively with peers

Internalisation of Controls

F - Is emotionally secure

G - Is biddable and accepts constraints

H - Accommodates to others

I - Responds constructively to others

J - Maintains internalised standards

Diagnostic Strands

Self-limiting Features

Q - Disengaged

R - Self-negating

Undeveloped Behaviour

S - Undifferentiated attachments

T - Inconsequential behaviour

U - Craves attachment, reassurance

Unsupported Development

V - Avoids/rejects attachment

W - Insecure sense of self

X - Negativism towards self

Y - Negativism towards others

Z - Wants grabs disregarding others

Developmental strands -  Students are given the opportunity to develop these skills in all PSHE lessons

Diagnostic strands – Through PSHE students are given the strategies to overcome these areas of concern




Autumn 1

Health & wellbeing

Autumn 2

Living in the wider world

Spring 1


Spring 2

Health & wellbeing

Summer 1


Summer 2

Living in the wider world

Year 7

Transition and safety

Transition to secondary school and personal safety in and outside school, including first aid

Developing skills and aspirations

Careers, teamwork and enterprise skills, and raising aspirations


Diversity, prejudice, and bullying

Health and puberty

Healthy routines, influences on health, puberty, unwanted contact, and FGM

Building relationships

Self-worth, romance and friendships (including online) and relationship boundaries

Financial decision making

Saving, borrowing, budgeting and making financial choices

Year 8

Drugs and alcohol

Alcohol and drug misuse and pressures relating to drug use

Community and careers

Equality of opportunity in careers and life choices, and different types and patterns of work


Discrimination in all its forms, including: racism, religious discrimination, disability, discrimination, sexism, homophobia, biphobia and transphobia

Emotional wellbeing

Mental health and emotional wellbeing, including body image and coping strategies

Identity and relationships

Gender identity, sexual orientation, consent, ‘sexting’, and an introduction to contraception

Digital literacy

Online safety, digital literacy, media reliability, and gambling hooks

Year 9

Peer influence, substance

use and gangs

Healthy and unhealthy friendships, assertiveness, substance misuse, and gang exploitation

Setting goals

Learning strengths, career options and goal setting as part of the GCSE options process

Respectful relationships

Families and parenting, healthy relationships, conflict resolution, and relationship changes

Healthy lifestyle

Diet, exercise, lifestyle balance and healthy choices, and first aid

Intimate relationships

Relationships and sex education including consent, contraception, the risks of STIs, and attitudes to pornography

Employability skills

Employability and online presence

Year 10

Mental health

Mental health and ill health, stigma, safeguarding health, including during periods of transition or change

Financial decision making

The impact of financial decisions, debt, gambling and the impact of advertising on financial choices

Healthy relationships

Relationships and sex expectations, myths, pleasure and challenges, including the impact of the media and pornography

Exploring influence

The influence and impact of drugs, gangs, role models and the media

Addressing extremism and radicalisation

Communities, belonging and challenging extremism

Work experience

Preparation for and evaluation of work experience and readiness for work

Year 11

Building for the future

Self-efficacy, stress management, and future opportunities

Next steps

Application processes, and skills for further education, employment and career progression

Communication in relationships

Personal values, assertive communication (including in relation to contraception and sexual health), relationship challenges and abuse


Responsible health choices, and safety in independent contexts


Different families and parental responsibilities, pregnancy, marriage and forced marriage and changing relationships


PSHE Consultation: 

Click on the links for the Parent/Carer consultation:

PSHE Policy

RSE Policy

Guide for Parents/Carers