PHSEE Programme and Policy



PSHEE refers to those aspects of school life – its thinking, planning, teaching and organisation – explicitly designed to contribute to the process of growing up, getting on with other people, the formation of values and the preparation of the boy for responsibility in adult life.  This includes helping boys to understand themselves, their behaviour, health and development, our society, their school and effective learning skills and how to make decisions and moral judgements.  It happens in every classroom, in the playground, the sports hall and games field, the dining room and the library – all parts of the school throughout all sessions of the school day, from the moment the first pupil arrives in the morning to the time the last one leaves in the evening.

PSHEE is essentially concerned with the education of the whole person rather than with the knowledge that person needs and underpins all aspects of learning.  Over the course of their time at the school, boys will develop confidence in their own opinions and their abilities to defend them whilst respecting those of others and they will become better informed to make choices about their own and others’ behaviour and lifestyles.

The Qualifications and Curriculum Authority has defined four strands within PHSEE:

  • to develop confidence and responsibility
  • to prepare pupils to play an active role as citizens
  • to develop a healthy, safer lifestyle
  • to develop good relationships and respect others

Each of these strands is central to the PHSEE programme throughout the school.

The PSHEE programme in this school seeks to promote and develop the Every Child Matters (ECM) outcomes:

Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing.

The visible PSHEE curriculum will include a planned and coherent approach to personal development and be reflected in the ethos and values of the school and is dependent upon that ethos for its effectiveness.

The 1992 act states: “The Chief Inspector for England shall have the general duty of keeping the Secretary of

State informed about … the spiritual, moral, social and cultural development of pupils.” (Ed. (Schools) Act 1992)

The Education Act 2002 states that:

(1) The curriculum for a ….. school satisfies the requirements of this section if it is a balanced and broadly based curriculum which—

(a)  promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and

(b)  prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

Section 2.5 of the National Curriculum framework (published in July 2014) states that, ‘All schools should make provision for personal, social, health and economic education (PSHEE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.’

The PSHE Association has identified three overlapping and linked ‘Core Themes’ (Health and wellbeing, Relationships, Living in the Wider World).  These are expressed as areas of core knowledge, understanding, language, skills and strategies, and will be taught in accordance with pupils’ readiness.  They are appropriate across all key stages and build upon Early Years Foundation Stage Learning. It is important to recognise that many decisions about both health and lifestyle are made in a social context or are influenced by the attitudes, values and beliefs of significant others.

PSHEE education should respect and take account of pupils’ prior learning and experiences. Programmes will reflect the universal needs shared by all children and young people as well as the specific needs of the pupils in the school. PSHEE education will be taught through a spiral programme, revisiting themes, whilst increasing the challenge, broadening the scope, and deepening pupils’ thinking.

PSHEE education prepares pupils for both their futures and their present day-to-day lives. It is essential that pupils have the opportunity to recognise and reflect on how learning is relevant to them and can be applied in their own lives. PSHEE education has a rich body of knowledge which will be taught through topics. Learners need to ‘know about..’, ‘know how to..’ and also ‘be able to..’.


Through the PSHEE programme boys will:

  • develop confidence in themselves as well as a sense of corporate responsibility, so that every boy has the self-belief to do well for himself but also to contribute fully at school and in his life ahead to those around him and to wider society
  • be encouraged to show an awareness of others at the same time as self-discipline for themselves, and to show empathy with and enjoyment of the diverse cultures and traditions that are represented at Woodcote House and in the surrounding community and city of which the school is a part
  • learn the basic rules and skills for keeping himself healthy and safe (including Internet Safety and Cyber-bullying issues) and for behaving well
  • learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying
  • learn about the wider world and the interdependence of communities within it
  • learn how to make informed and balanced decisions on important moral, social, cultural, political and environmental issues, and those related to their own and others’ health and well-being
  • be encouraged to discover his own aspirations, and to develop his own ambitions and his personal targets in a sustained, determined manner
  • learn about his rights, responsibilities, duties and freedoms and about laws, justice and democracy
  • learn to take part in decision-making and different forms of action
  • develop critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than his own
  • learn to argue a case on behalf of others as well as himself and speak out on issues of concern


By the time they leave the school boys will have:

  • built on their own experiences and on the early learning goals for personal, social and emotional development
  • developed their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues
  • become more mature, independent and self-confident
  • recognised that prejudicial behaviour on the grounds of faith, beliefs, race, gender or sexual orientation is not acceptable
  • understood the importance of recognising and combatting discrimination
  • understood that the right to hold other faiths and beliefs is protected in law
  • acquired some of the knowledge, skills and understanding to prepare them to play a full and active part in society
  • acquired a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
  • understood the separation of power between the executive and the judiciary, and that some public bodies can be held to account through Parliament others maintain their independence
  • developed a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced and that living under the rule of law protects individual citizens and is essential for their well-being and safety
  • developed an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
  • been equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs
  • embraced change, feeling positive about who they are and enjoy healthy, safe, responsible and fulfilledlives
  • learnt to recognise, develop and communicate their qualities, skills and attitudes and reflect on and clarify their own values and attitudes

These outcomes are reflected directly in the curriculum aims – for young people to become successful learners, confident individuals and responsible citizens they need to have the facts, concepts, skills, attitudes and values that the PSHEE programme seeks to deliver.

Sources: ERA 1988; Education (Schools) Act 1992; 1996 Ed. Act; National Curriculum 1999, 2014


Resources used within the PSHEE department come from different sources. The two main resources that will be used and taken from the pshe association and other reliable resources 

  • Juniors 1, 2 and 3rd form get two timetabled lessons per week delivered by Mrs D Ramage, as well as one form time PSHEE lesson delivered by their form tutor per week.
  • 4th, 5th and 6th form get one timetabled lesson per week delivered by Mrs D Ramage as well one PSHEE lesson delivered by their form tutor per week.

In addition, the school is divided into four houses which meet on a regular basis to acknowledge and celebrate individual and group achievement both in the classroom and in other aspects of school life, notably in sports. 

Links with other Subjects 

There are links with most other subject areas within the school curriculum.  Principal amongst these are:

Links with moral and religious education in TPR, including consideration of tolerance of and respect for those with differing religious views

English, particularly the study of Literature, and Drama are likely to raise opportunities for consideration of many of the issues covered in PSHEE

Many aspects of Health and Personal Development Education (including Sex Education) overlap with areas of the Science Curriculum

Environmental issues are also raised within the Science and Geography Curricula

In both Geography and History pupils will encounter peoples of different cultural, ethnic and/or religious beliefs to their own

The PE and Games Curriculum will cover aspects of personal health and fitness.


Planning and Assessment

The following questions therefore arise, ‘How do we assess and evaluate learning in PSHEE?’; ‘On what criteria do we assess and evaluate?’; ‘What evidence do we need to collect and why of the learning in Life


The Scheme of Work include both Learning Objectives (what we want the boys to learn in the course of the lesson(s)) and Learning Outcomes (how it is that the boys can demonstrate this learning).  These need to be clear, precise and measurable in some way.

Individual lesson plans will, therefore:

  • have clear and precise Learning Objectives;
  • have clear, precise and measurable intended Learning Outcomes;
  • show how the teacher will gauge the boys’ starting points;
  • have activities that are appropriate to achieve the learning outcomes and that take into account best practice;
  • have explicit opportunities for assessment and evaluation.

Boys should be given the opportunity to retain and collect their own evidence of their learning and development in all aspects of the subject.  This might take the form of written work (including sketching, drawings/posters, etc.); photographs of collaborative or display work; opportunities to reflect on and record their observations on their own and their peers learning, both formal and informal.  In addition teachers should also collect evidence of learning within individual lessons and over longer periods.  This can take the form of photocopying/photographing work completed in the lessons, recording observations, and retaining lesson plans/notes.

Class and Form Tutors will be also be forming their own informal assessments of those in their charge during PSHEE and other form sessions.  The effectiveness of PSHEE can also be assessed by the everyday observation of boys within the school community.

Curriculum Enrichment

Various external groups and individuals are invited into the school for special sessions.  It is hoped to extend this in the future to at least one visit by an external agency per year group per academic term, on average.

Topics Covered

It was felt that, as a boys’ school, there is no need to cover the material on puberty earlier than in year 7.  It was felt that there is a danger of over-sexualising younger children if material is introduced at a younger age.  Therefore, the Program of Study will include the following;

Year 3

Group and class rules; that bodies and feelings can be hurt and how to respond when this happens to themselves or others; the difference between secrets and surprises; developing a vocabulary to describe feelings; sharing their own and listening to other people’s opinions

Year 4



Teasing and Offensive behavior

A to Z of feelings

Liking and Loving

In Science, Reproduction as one of the seven Life Processes

Year 5

Resolving differences

Making rules and laws

Celebrating variety

A healthy mind

In Science, life cycles of plants and animals

Year 6

Anxieties and worries

How to express your ideas

Year 7

Growing and changing


Friends and friendship, including peer pressure

In Science, Human Reproduction

Year 8


Becoming an Adult


Appendix 2; PSHEE CurriculumMap

PSHEE Curriculum Map

J1 & 2 Form 3 Form 4 Form 5 Form 6
Michaelmas Healthy lifestyle


Bacteria and viruses

Shared goals

Fire safety


Recognising an unhealthy relationship/

Physical contact


Recognising and responding to bullying

Anti-bullying week


Right and Wrong

Coping with Pressure

Points of view

Decisions about resources


Health and disease – beat the bugs


Anxieties and worries

Beliefs, Customs and


Managing time

Values: right and wrong


Being a Good Neighbour


Internet safety and ICT

Growing and Changing


Other Cultures and life-styles

At home and in the StreetThe

Police (including talk)


Internet safety and ICT


Racism, prejudice and discrimination

How to make decisions

Becoming an adult

The role of the House of Lords



J1 & 2 Form 3 Form 4 Form 5 Form 6
Lent Human rights



Achievements, strengths and goals

Internet safety


Health and safety

First aid

Internet safety

Stranger danger

Road safety

UNICEF Day for Change

All in a day’s work

Antisocial behaviour


Resolving differences

Money Matters

UNICEF Day for

Change/Children’s rights

You as a Consumer

Eating and Exercise

How to express your ideas

Attitudes to work

UNICEF Day for Change

Internet safety and ICT

Friends and Friendships

The Power of Advertising

Employment and unemployment

Drinking and alcohol

UNICEF Day for Change

Internet safety and ICT

Human rights issues

Banking and ways of saving

The power of the press

Local Government



J1 & 2 Form 3 Form 4 Form 5 Form 6
Summer Relationships

Resolving disputes

Internet safety





Water safety

Making rules and Laws

A Healthy mind

Celebrating variety

Reflection and moving on

Britain’s Government  People with

disabilities(including talk)  Resources, Waste and recycling

Reflection and review

Internet safety and ICT

The school as a community  Taking action on the local

environment  Food and water

Addiction (external speaker)

Reviewing progress

Internet safety and ICT  Which political party do you support?

Being a World citizen

You as a consumer

Drugs (external speaker)

First Aid training

Reflection and review


The PSHEE Scheme of Work

The three Core Themes identified by the PHSEE Association are:

  1. Health and Well being
  2. Relationships
  3. Living in the Wider World, including Economic wellbeing and being a responsible citizen.

*The detailed scheme of work can be found on the central system along with other academic schemes of work.