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Home | Curriculum | PSHE/Wellbeing/Careers


Year 7

Rights and Responsibilities (Character Counts)
Character Counts is a way to help us all understand how to be good people.  By thinking about the qualities within ourselves, we can make sure that as we grow into adults, we know how we should behave and respond to others.  Character counts looks at:

  • Giving students a language to communicate;
  • Making students reflect on their behaviour;
  • Helping them to understand why certain actions are wrong;
  • Making them accept responsibility for their behaviour;
  • Enabling good students to behave well and still be accepted.

Introduction to the 6 pillars of character:

  1.  Responsibility - What is responsibility? Who is responsible for them and whom they are responsible for? How to be responsible and how this can impact on their school life/community/environment.  This can then be covered through a relevant topic, for example, ‘Global Responsibility’ We see a Global Citizen as someone who:
    • Is aware of the wider world and has a sense of their own role as a world citizen;
    • Respects and values diversity;
    • Understands how the world works economically, politically, socially, culturally, technologically and environmentally;
    • Is outraged by social injustice;
    • Participates in and contributes to the community at a range of levels from local to global;
    • Is willing to act to make the world a more sustainable place;
    • Takes responsibility for their actions. (Oxfam 1997)
  2. Caring – Students should be able to understand what caring is and be able to describe aspects of caring.  Students will be able to identify factors that make it harder to care for someone.
  3. Respect – Students should be able to explain what respect is and how it can easily be gained or lost.
  4. Trustworthiness – Students will learn how to earn and how they can loose trust and how trustworthiness has an impact on school life.
  5. Fairness – Students will discover what a fair person does and how this will impact them in their school life.
  6. Citizenship – Students will understand what the term citizenship refers to and gain an appreciate of what good qualities a good citizen has.

Friendship and Bullying
To enable students to understand how their behaviour/attitude can impact others and gain an understanding around how friendships can sometimes succumb to bullying behaviour intentionally or un-intentionally.  Students will be able to recognise some of the factors, which may influence bullying relating to friendship, and use empathy to recognise and take into consideration other people’s feelings.


  1. Discuss what makes a good friend and respect and celebrate difference amongst people.
  2. Explore what is bullying and identify the different types of bullying behaviour.
  3. Look at who could be a bully and who could be a victim.  Identify what potential behaviours bullies do.  Taking responsibility for own actions, with a focus on ‘cyber’ bullying.
  4. What methods to use to diffuse bullying situations.  Explain what ‘fogging’ is and what ‘negative enquiry’ is.
  5. Discuss how easy it is to bully in cyber land, and the how dangerous the internet can be for victims and bullies.
  6. Look at what characteristics and feelings bullies and victims may have, and think about ‘are bullies and victims very different people’?

Stepping Up (Careers)
To support students in making informed decisions about their future. The PSHE programme supports the intensive CEIAG Programme. Gatsby Benchmark 1, 2, 3, 4


  1. Why is education important?
  2. Who is in my network?
  3. The hidden roles in business.
  4. Get involved.
  5. Developing a ‘can do’ attitude.
  6. Challenging assumptions.
  7. Exploring green careers.
  8. Social media skills.
  9. How to choose a career.
  10. Future focus.
  11. Meet the Professionals.

Operation Smoke Storm
Improve students’ attitudes and misconceptions about smoking, and increase awareness of smoking issues


  1. Explore the ingredients of a cigarette and the harm it can cause.
  2. Identify the characteristics of a smoker, looking at the visible and non-visible signs.
  3. Investigate the smoking industry and its unscrupulous practises of targeting young people.
  4. Research tobacco marketing strategies from the perspective of the executive and tobacco company, as well as the health campaigner.
  5. Identify the help that is available for individuals to stop smoking.
  6. Discuss anti-smoking strategies.

Mental Wellbeing 
(Peer Educator)
This topic aims to increase students' awareness of stigma linked to mental health problems, the role of language in stigmatisation and to reduce stigma, by increasing students' knowledge and understanding of mental health problems


  1. Mental Health Awareness - Learning that mental health is something that we all have, and that it changes over time in different circumstances.
  2. Myths, Facts and Stigma - Thinking about the differences between a myth and a fact and challenging them, looking at how they can result in stigma and discrimination.
  3. Staying Well - Knowing what the five ways to mental wellbeing are and enhance your own mental health.
  4. Getting Help - Helping yourself when you are not feeling at your best, different types of support and sources or help.
  5. Helping Others - Understanding how important relationships are to our mental health, and how to help others.
  6. Produce a display on tips of how to look after your mental health.

Dealing with Change
This topic is a collection of lessons that aims to build upon all other topics delivered as part of the year 7 PSHE programme.  It specifically looks at the change’s students may/will encounter when starting a new school.  It develops responsibility and resilience when dealing with personal changes to circumstances


  1. Dealing with change.
  2. Puberty/Personal hygiene.
  3. Menstruation presentation.
  4. Changing relationships with an emphasis on the Family – looking at different types of families.
  5. Stigma and Discrimination.
  6. Learning Styles.
Year 8

First Aid
The aim of this topic is to equip young people with the capacity to deal with emergencies, complete the St John’s Ambulance Young First Aider Award and be confident in dealing with emergency aid situations.


  1. DRABC and recovery position.
  2. Bleeding and shock.
  3. Bones, muscles and joint injuries.
  4. Burns and scalds.
  5. CPR including how to use a defibrillator.
  6. Assessment.

This will be an in-house certificated course where students will be required to demonstrate basic first aid skills and complete a multiple-choice exam to test their knowledge and understanding in a range of First Aid situations.

Raise student awareness of the growing numbers of teenage pregnancies both locally and nationally.  Encourage students to explore and be comfortable with their own feelings and values regarding sex and relationships.  Have accurate information to make informed choices about their own behaviour.


  1. What’s important in a relationship – Explore what makes a good relationship, what’s your personal idea of a good relationship and the qualities you think makes a good relationship on Are you ready for a relationship?
  2. Why do teenagers want to have sex - Explore student views on teenagers having sex and suggesting that there is more to sex that just the physical side.  Discuss the consequence of having sex without being ready for it.
  3. The law and sex – Research what the law says about sex and look at it from a parent/guardian’s point of view.
  4. How does a woman get pregnant – Discuss the sequence of events for a woman becoming pregnant. Look at condoms as a form of contraception.
  5. Saying no to sex – Look at what would stop you having sex.
  6. Emergency contraception - Discuss Emergency contraception, and other options.  Look at the facts about abortion, and who’s out there to help.

Thinking Ahead (Careers)
To support students in making their subject choices and giving them opportunities to link subjects to career pathways. The PSHE programme supports the intensive CEIAG Programme. Gatsby Benchmark 1,2,3,4


  1. Who and what influences your career choices?
  2. Your personal profile – Part 1.
  3. Your personal profile – Part 2.
  4. Promoting STEM.
  5. Promoting Languages.
  6. Which way now? – Year 8 pathways.

Alcohol and Smoking
This topic aims to promote resilience, and build on knowledge, skills and behaviours to enable young people to make responsible, healthy and safe choices around the use of alcohol and drugs


  1. Discuss what you know about alcohol and explore alcohol and the law.
  2. Investigate the effects of alcohol.
  3. Consider alternative drinks and responsible drinking.
  4. Explore what you know about smoking and look at smoking and the law – building on work completed in year 7.
  5. Research the effects of smoking.
  6. Identify help and support available for those that need it.

Looking after yourself
The aim of this topic is to provide students with a holistic view of health.  To make students aware that being healthy is not just about your physical health, but more so about your mental, social and intellectual health as well.


  1. Healthy Behaviours - Students will learn that physical, mental, sexual and emotional health affect our ability to lead fulfilling lives.  Explore the concept of ‘health’, and what aspects lead to an unhealthy life and lifestyle.  Understand that keeping healthy involves following routines.  Explore these routines.  Immunisation and vaccination.
  2. Diet and health – Students will explore what makes up a healthy diet, the consequences of an unhealthy diet and the amount of sugar that foods contain.  They will look at diet related illnesses.
  3. Exercise and health – Students will look at the benefits of exercise and how much exercise an individual needs to do to remain healthy.  They will look at exercise related conditions.
  4. Hygiene and health – Students will explore how germs can cause illnesses, they will look at simple hygiene techniques to avoid cross contamination.
  5. Lifestyle and health – Students will look at making informed choices about their health by looking at the consequences of poor lifestyle choices (smoking, alcohol, drugs).
  6. Emotional health and support – Students will learn to be able to recognise poor emotional health and know where to go to get the support they need.

Real Game
The aim of this unit to get students to know what the difference is between a job, occupation and a career.  For students to know and understand what the main characteristics of different jobs are and the different jobs that are available.  Students will then be able to identify that different occupations require different skills, and some can be transferable


  1. Introduce to Real Game, brainstorm and show the difference between a job, occupation and career.  Complete the Spin game.
  2. Discussion on career changes.  Complete the Dream Clouds – student’s wishes for the future.  Think about their priorities for the future.
  3. Students to be allocated roles for the Real Game.  Look at the day in the life, who am I and qualifications of their roles.  Students to interview the other people in their group about their job.
  4. Students to look at the money required to afford a dream lifestyle.  Students to calculate expenditure sheets/calculate income/calculate expenditure/work out balance.
  5. Students should adjust dream lifestyle to one they can afford.  Look for creative examples of saving money.
  6. Presentation of their results.
Year 9

The aim of this topic is to explore the concept of diversity and understand its meaning in terms of encompassing acceptance and respect.  Students should be able to understand that everyone is unique, recognise individual differences and embrace/celebrate the rich dimensions of diversity contained within everyone. 


  1. Students to look at challenging stereotypes.  
    During this lesson students will explore definitions and the casual use of the word ‘gay’
    They will look at stereotypes and the consequences if you do not fit into a typical stereotype.
  2. Homophobic bullying
    During this lesson students will be introducing to the ‘Stonewall’ charity.  They will be watching the first section of the DVD ‘FIT’ called ‘Dance and Drama’ In this section students are introduced to the 6 main characters. Students will then complete character profiles on each of the actors.
  3. LEE’s story
    Highlight the issues that were raised STEREOTYPING, GENDER, FRIENDSHIP.
  4. Karmel’s story focuses on themes of ‘COMING OUT, IMPACT OF HOMOPHOBIA, and IMPACT OF HOMOPHOBIC LANGUAGE.
  5. Teg’s story focuses on themes of DIFFERENCE, and DIFFERECNT FORMS OF BULLYING.

Provide students with accurate and up to date information on the types of contraception available to them for the prevention of unwanted pregnancies and sexually transmitted infections.  To give students information so they may make an informed choice about intimate relationships


  1. Risk and Resilience.
  2. Relationships and Sexuality.
  3. Infections and Protection.
  4. Relationships and Parenthood.
  5. Consent.
  6. Testing/Procedures and sexual health services.

All About Me (Careers)
To support students in making informed decisions about their future careers, higher education and further education. The PSHE programme supports the intensive CEIAG Programme. Gatsby Benchmark 1,2,3,4


  1. Match the skills and qualities to the job.
  2. Understanding job advertisements.
  3. Europe and beyond.
  4. What might university be like.
  5. Thinking ahead.
  6. 2034.
  7. Meet the Professionals.

Being Aware 
The aim of this unit is to address current issues that students meet.  It provides a safe platform from which students can discuss openly the issues that they are faced with daily.  Discussion will centre on the pressures that young people face in terms of peer and media pressure, the consequences of their actions not just now but in the future.  This is a fluid programme and can accommodate other issues if appropriate 


  1. Knife Crime.
  2. Gambling.
  3. Online and the Media - Sexting.
  4. Sexual exploitation, grooming and honour-based violence, FGM.
  5. Radicalisation.
  6. Gender identity/sexual orientation, self-harm and suicide.

Body Image
The aim of this topic is to get young people to think about body image in a positive way and encourages being more accepting of their own image.  Students will be encouraged to like their own image, and to be aware that images portrayed by the media are sometimes impossible to achieve.  To be body aware in terms of eating healthy and self-examination to maintain good health


  1. Students explore the concept of Body Image and how society can influence young people into becoming something they are not.  Explore the pressures on both sexes to comply with a certain type of body image to be socially acceptable.
  2. Students explore the concepts of eating disorders, looking at the three most common eating disorders, identifying signs and symptoms.  Information on where to get professional help should this become an issue.
  3. Students will look at the cosmetic industry and how they are drawn into altering their physical appearance through surgery.  Discuss when it is a positive use of cosmetic surgery.  Look at some of the negative effects Students to explore internet safety and the harm that can be done by sharing images online.
  4. Students explore the term cancer and look at the different types of cancer.  Focus on Breast and Testicular Cancer and how-to self-exam.  Investigate what happens if there are abnormal lumps.
  5. In the session students will look at Skin cancer and focus on facts of skin cancer.  Highlighting the importance of being aware of any changes in their skin and know what and where to go to get help and advice.  Look at other cancers that are not so well publicised but equally deserving of attention.
  6. Students look at the work of the Teenage Cancer Trust.  Exploring the problems young people face when they are diagnosed and promoting the need for young people to be treated in a ward that is of people their age.

Moral Thinking
This unit really gets the students thinking about their own values and decision-making skills. It uses thought experiments to challenge the student’s values and ideas, using the Armageddon thought experiment to consider not just their own values but the wider community’s needs.

  1. Outline the unit of work.  To consider how people make decisions and form an opinion.
  2. To understand what a thought experiment is.  To work through several classic thought experiments.  To continue to develop confidence in stating an opinion and defending it.
  3. To apply the skills that have been developed in previous experiment to a whole class situation.  To participate in the experiment fully.  Armageddon Thought Experiment.
  4. Cyberbullying.
  5. Safe social networking.
  6. Sexting/pornography – Concentrating more on Pornography as Sexting is covered in BEING AWARE.

Ken Stimpson Community School
Staniland Way
PE4 6JT (Sat Nav users: PE4 6WR)