The PSHE and RSHE curriculum has been designed to be age appropriate and follows guidance from the Department for education and PSHE association. It aligns with statutory guidance. Our Relationships curriculum uses materials from Life Lessons.
Overview of PSHE (Including RSHE)
Year 7 | Year 8 | Year 9 | Year 10 | Year 11 |
Why do we learn PSHE? | How can we talk about our mental health? | How can we self regulate? | What are healthy and unhealthy coping strategies? | How can we balance everyday pressures and responsibilities? |
How does it feel to start secondary school? | How can we develop a positive mindset? | How can we cope with complex emotions? | What are techniques for improving our mental health and reducing low mood? | How can we build resilience and overcome challenges? |
What are my emotions telling me? | Who am I? | Why can it be hard to talk about our feelings? | How can we improve our self esteem? | How does addiction impact mental health? |
How can we make healthy choices for our wellbeing? | How does our diet affect our physical health? | How could someone respond to emergencies involving drugs? | How can we overcome barriers to a healthy lifestyle? | How can we avoid exploitation and radicalisation? |
How can we build a positive relationship with ourselves? | How can we overcome barriers to physical exercise? | How can we stay safe in public spaces? | How can someone stop smoking or vaping? | How can I feel confident and safe when meeting new people? |
How can we build our resilience to challenges? | What are the facts about alcohol? | How can we avoid criminal exploitation? | What are the effects of illegal drugs on the body and mind? | How can people make healthy choices about cosmetic procedures? |
How do exercise and sleep impact our physical health? | What are the facts about illegal drugs? | How can we support everyone to have a positive body image? | How can people stay safe around alcohol? | What health issues affect people with female bodies? |
How do I keep my body and teeth clean? | How can we manage risks while trying new things? | How are people affected by hormone and mood cycles? | How can we manage powerful influence? | What does it mean to become a parent? |
What are the facts about smoking and vaping? | How can we all love the body we have? | How can we check our own health? | What life saving skills do I need? | What is fertility, infertility and miscarriage? |
How can we stay safe in different environments? | What is the importance of vaccination and healthcare? | How can blood, organ and stem cell donation save lives? | How does the media affect body image and the way we relate? | What informs a choice about continuing or ending a pregnancy? |
How can we perform first aid? | What happens during sexual intercourse? * | How can people protect themselves and others from STIs? * | What is healthy foetal development in pregnancy? | How can we access the healthcare we need? |
How do our bodies change during puberty? | What choices do people make around using condoms? * | How can people make healthy choices around contraception? * | How can we test for and protect each other from STIs? * | |
How does it feel to go through puberty? | ||||
What support might females need during their period? |
Year 7 | Year 8 | Year 9 | Year 10 | Year 11 |
What do we need from a healthy relationship? | What roles do we play in relationships? | When does showing vulnerability in a relationship make you stronger? | How can we repair a friendship? | Intervention |
How can we keep our friendships healthy? | How can families have healthy relationships? | How can we avoid pressuring other people? | How can we help our friends to have healthy boundaries? | |
How can we balance our needs, with our friends'? | How can we manage conflicts with friends? | How can we manage peer influence? | Why do some people have civil partnerships or marriages? | |
How do we have healthy boundaries with our friends? | How do power dynamics affect us? | How can we manage feelings around change? | How can people communicate honestly in a romantic relationship? | |
What rights do we have to privacy and our bodies? | How can we be active bystanders? | How do people decide if they are ready for romance and intimacy? | How can we respond to sexual behaviour online? | |
How do we identify and challenge bullying? | How can we end relationships with kindness? | Why is sexual consent so important? | How do gender stereotypes influence sexual violence? | |
What is sexual harassment and how can we stop it? | What are the signs of a healthy romantic relationship? | Why is connection important in romantic relationships? | What are the effects of sexual harassment on men and women? | |
What does identity mean to you? | How can we manage feelings in relationships? | How do online cultures affect our connection to each other? | How can we prevent controlling behaviour in relationships? | |
How can we reduce harmful stereotypes? | What is a healthy way to communicate about romantic feelings? | How can bystanders reduce sexual harassment? | What happens when romantic partners want different things? | |
Is it easy to find a feeling of belonging? | What could be the impact of viewing pornography? | What are the warning signs of unhealthy sexual behaviour? | How can we have a positive impact on romantic partners? | |
What does a community need to be healthy? | How can we create a school free from sexual harassment? | How can we reduce domestic abuse? | What can be the impact of combining alcohol and drugs with intimacy? | |
What can be the impact of discrimination? | How can someone respond to controlling behaviour? |
Year 7 | Year 8 | Year 9 | Year 10 | Year 11 |
How does the Equality Act protect everyone in the UK? | What does heritage mean to you? | What influences our sense of identity? | How do we measure our worth? | Intervention |
How can we create a world free from sexism? | What do the Fundamental British Values mean to you? | How are stereotypes used to spread hate and make money? | How do gender norms influence the way we behave? | |
How can we have a healthy relationship with our devices? | How can we support people to love freely? | How do we build a feeling of belonging? | What would our world be like if there was more tolerance? | |
How can we take control of our privacy online? | How can we create a world where disabled people thrive? | How can healthy communities make our lives better? | What is it like to live in Britain? | |
How do we choose what to share online? | How can we create a world free from racism? | What is the impact of sexism? | Why is talking about discrimination complex? | |
How can online content affect us? | How can the internet impact our wellbeing? | Why does sexism still exist today? | What is the social model of disability? | |
Who decides what we view online? | Can the internet improve our lives? | How can we create an anti-discrimination school? | How easy do people find it to express their religion or beliefs? | |
How does money affect the online world? | Why do people sometimes behave differently online? | How can we talk about gender with respect? | How important is money for happiness? | |
Ambitions and goals | What can be the impact of sharing intimate content? | What are my rights? | How might AI affect our lives? | |
Developing our strengths and interests | How can algorithms unite or divide us? | What impact can our online choices have? | How can we create a positive reputation online? | |
Taking control of our learning | How can we know what is real online? | What can be the impact of deep fakes? | Why can extremism spread online? | |
What aspirations do we have for the world? | Preparing for the world of work | How can we respond to online influence? | How can my strengths, interests and education help me decide where to go? | |
Budgeting for teenagers | Why can being online feel addictive? | Making decisions about the future | ||
How do we avoid losing our money? (gambling, loot boxes and advertising manipulation) | How do successful people achieve their goals? | Finding work locally and internationally | ||
Making financial decisions that work for me | Saving money and budgeting wisely | |||
How do we avoid financial scams and exploitation? |
Lessons indicated with are sex education and parents have a right to withdraw their child from these lessons until three terms before their 16th birthday (broadly, until Year 11). Should this be something you wish to consider, please contact Dr Quigley to discuss.
If you require any further information about our PSHE/RSHE curriculum or have any concerns please email Dr Quigley at CQuigley@tanfieldschool.co.uk