PSHCE (including relationships & sex education)Policy

This policy is presented in HTML to support accessibility needs and to work across multiple platforms. A full PDF copy is also available below.


1.    Aims and values

Kingsmead School is committed to ensuring all students undergo a full programme of personal, social, health, citizenship and economic education.  This includes work related learning, careers, enterprise and financial capability.  We will ensure that the PSHCE programme addresses statutory requirements.


This policy covers relationships and sex education and should be read in conjunction with the Safeguarding and Child Protection Policy.


Our principles for PSHCE are rooted in our core values of:

  • Care
  • Aspiration
  • Respect
  • Determination



Every student is treated as an individual – developing self-awareness, confidence and self-esteem, transferrable skills and experiences that prepare the student for the world outside.



Every student will be educated so that they can make the correct lifestyle choices based on accurate information received as part of their curriculum.



Students are encouraged to interact with other students – building social skills in working effectively with others and understanding the needs of others.



We are committed to developing a shared vision and a common approach to the delivery of the PSHCE curriculum ensuring that each student has the opportunity to develop a broad range of skills by enhancing the learning opportunities and placing the learning in the widest context.


2.    Procedure for the delivery of PSHCE

The TLR postholder for PSHCE and other relevant staff will ensure that the content and delivery of the programme is consistent and of a high quality and will:


  • Adhere to other relevant policies, especially those related to the curriculum.
  • Provide opportunities for students to demonstrate responsibility for their own learning
  • Ensure that students of all levels of ability are challenged.
  • Require students to exploit a variety of resources, materials and classroom activities to express their thoughts and opinions.
  • Provide some collapsed days (e.g. careers).
  • Invite outside speakers to share their expertise.
  • Ensure staff are placed in a dedicated learning team so their specialist subject knowledge is developed.
  • Lead regular planning and preparation meetings throughout the year, scheduled on the school calendar
  • Share resources on SharePoint
  • Take on board feedback from staff and Student Council to ensure the programme is regularly reviewed.











The PSHCE curriculum is covered across many subject areas as well as through some assemblies, tutor time activities and/or collapsed sessions/days. In addition, bespoke PSHCE lessons take place on a rolling programme for one-hour each week – see theme rotation and further details below.  During term one the lesson will be on a Monday, term two a Tuesday etc. and students will be notified through ‘student notices’ and via the printed calendar in student planners when these lessons will take place.


  7 8 9 10 11  
1 Sep/Oct R H L R L   Core Themes for PSHCE


2 Nov/Dec H L H L R   H – Health and wellbeing


3 Jan/Feb L R R H H   R – Relationships


4 Feb/Mar R H H L R   L – Living in the wider world


5 Apr/May H L R R *   * GCSE Interventions (En/Ma)


6 Jun/Jul L R L H **   ** Exams and study leave



Using the Secondary Thematic Model from the PSHE Association as a guide, all topics will be tailored to meet the needs of the year group and can be altered to take account of local and national changes.


H – Health and wellbeing

Year 7

Personal Safety: Personal safety in and outside school, including first aid.

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


Year 8

Drugs and alcohol: Alcohol and drug misuse and pressures relating to drug use

Emotional wellbeing: Mental health and emotional wellbeing, including body image and

coping strategies


Year 9

Peer influence, substance use and gangs: Healthy and unhealthy friendships, assertiveness, substance misuse, and gang exploitation

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


Year 10

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

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


Year 11

Building for the future: Self-efficacy, stress management, and future opportunities

Independence: Responsible health choices, and safety in independent contexts



R – Relationships

Year 7

Transition & Diversity: Transition to secondary school; Diversity, prejudice, and bullying

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


Year 8

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

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


Year 9

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

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


Year 10

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

Addressing extremism and radicalisation: Communities, belonging and challenging extremism


Year 11

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

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



L – Living in the wider world

Year 7

Developing skills and aspirations: Careers, teamwork and enterprise skills, and raising aspirations

Financial decision making: Saving, borrowing, budgeting and making financial choices


Year 8

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

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


Year 9

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

Employability skills: Employability and online presence


Year 10

Financial decision making: The impact of financial decisions, debt, gambling and the impact of advertising on financial choices

Work experience: Preparation for and evaluation of work experience and readiness for work


Year 11

Next steps: Application processes, and skills for further education, employment and career progression



3.    British Values

Kingsmead School is committed to serving its community.  It recognises the multi-cultural, multi faith and ever-changing nature of the United Kingdom.  It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalization by those wishing to unduly, or illegally, influence them.


It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Kingsmead School is dedicated to preparing pupils for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its pupils.


The Government emphasises that schools are required to ensure that key ‘British Values’ are taught in all UK schools.  The government set out its definition of British values in the 2011 Prevent Strategy.


We uphold and promote the following British Values:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those with different faiths and beliefs


The examples that follow show some of the many ways Kingsmead School seeks to embed British values:-



The principle of democracy is reinforced by the Kingsmead School ethos, with democratic processes being used for important decisions within the school community, for instance, elections being held for senior students. Our elected Student council play a strong role in school; members of the year council are elected by their class peers and are involved in making our school a better place. Student questionnaires, surveys and interviews are also conducted regularly as part of our QA process and we believe that this active participation will sow the seeds for a more sophisticated understanding of democracy in their future.

The principle of democracy is embedded in the curriculum as well as in form time and assemblies. Examples include the study of the importance of Magna Carta and the development of Parliament in KS3 History and a mock elections at times of national elections.


The rule of law

The importance of laws, whether they be those that govern the class, the school, or the country, are consistently reinforced by the Kingsmead School ethos.  Students are taught the rules and expectations of the school and these are constantly reinforced through assemblies and our climate for learning.

The rule of law is also embedded in the curriculum and the extended curriculum. Pupils are taught the value and the reasons behind laws that govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Examples include the study of the application of air pollution and climate change legislation in Science. We welcome a range of visitors who reinforce this message.


Individual liberty

At Kingsmead School, students are actively encouraged to make independent choices, with the knowledge that they are in a safe, secure and supportive environment. Staff at Kingsmead School work hard to provide a positive ethos; they educate and provide boundaries for pupils to make informed choices, through a safe environment and an empowering education. Pupils are encouraged to set personal targets and choose tasks in class which challenge them, giving them more freedom to determine their own success. We offer a range of extra-curricular activities which pupils have the right to choose from, based on their interests. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised on how to exercise these safely, for example through online safety.

Kingsmead School also reinforces the value of individual liberty explicitly within the curriculum and extended curriculum.

We are confident that our PSHCE programme will prepare students well for life in the 21st century.


4.    Links

Relationships Education, Relationships and Sex Education (RSE) and Health Education Draft statutory guidance for governing bodies, proprietors, head teachers, principals, senior leadership teams, teachers – 2019


Relationships Education, Relationships and Sex Education and Health Education guidance (


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