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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:
Section |
Cluster |
Sub-Cluster |
Developmental Strands |
Organisation of Experience |
A - Gives purposeful attention |
B - Participates constructively |
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C - Connects up experiences |
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D - Shows insightful involvement |
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E - Engages cognitively with peers |
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Internalisation of Controls |
F - Is emotionally secure |
|
G - Is biddable and accepts constraints |
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H - Accommodates to others |
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I - Responds constructively to others |
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J - Maintains internalised standards |
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Diagnostic Strands |
Self-limiting Features |
Q - Disengaged |
R - Self-negating |
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Undeveloped Behaviour |
S - Undifferentiated attachments |
|
T - Inconsequential behaviour |
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U - Craves attachment, reassurance |
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Unsupported Development |
V - Avoids/rejects attachment |
|
W - Insecure sense of self |
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X - Negativism towards self |
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Y - Negativism towards others |
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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
Curriculum
|
Autumn 1 Health & wellbeing |
Autumn 2 Living in the wider world |
Spring 1 Relationships |
Spring 2 Health & wellbeing |
Summer 1 Relationships |
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 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 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 |
Independence Responsible health choices, and safety in independent contexts |
Families Different families and parental responsibilities, pregnancy, marriage and forced marriage and changing relationships |
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PSHE Consultation:
Click on the links for the Parent/Carer consultation:
Parent/Carer Consultation Letter
Parent/Carer Consultation Questionnaire - Please complete by Wednesday 1st July