PSHE

Navigating School, Self and Society provides the foundation for students’ understanding of identity, community and respectful relationships. In Year 7, the focus is on transition to secondary school, building friendships, developing empathy and recognising bullying behaviours. This early stage helps students to explore who they are and how to establish themselves positively in the school community.

In Year 8, the programme develops further by examining bias, stereotypes and discrimination, encouraging students to reflect critically on how attitudes are shaped and to contribute to building diverse, supportive communities. By Year 9, the emphasis shifts towards application, as students learn to navigate peer influence, understand risk-taking behaviours and recognise sources of support for victims. This progression ensures that students move from understanding their personal identity, to respecting diversity in others, and finally to managing more complex social risks.

At Key Stage 4, these themes are built upon with specific workshops and assemblies designed to support students as they prepare for the transition into adulthood. Sessions include Transition to KS4 – Support Available, the Active Bystander Workshop delivered by Talk Consent, and a Cultural session celebrating diversity. The Game Changers programme, run by Show Racism the Red Card, provides a further opportunity for students to consider equality, discrimination and their role in challenging injustice. Alongside these, regular assemblies reinforce the importance of community, tolerance and respect, ensuring these values remain visible throughout the school.

In Key Stage 5, the themes deepen as students reflect on identity, relationships and their responsibilities in wider society. Workshops include Identity with the School of Sex Ed, Promoting Equality and Tackling Racism in Society with Show Racism the Red Card, and Future Relationships delivered by It Happens Education. These are complemented by Healthy Relationships sessions led by Talk Consent, which prepare students for life beyond college by equipping them with the knowledge, skills and confidence to form positive, respectful and supportive relationships.

Careers provision provides students with a spiral curriculum that addresses the 6 key pillars of the Career Development Institute guidance.  These are: Grow through life, Explore possibilities, Manage career, Create opportunities, Balance life and work and See the big picture.  Each year students will examine more complex issues within these pillars.

In year 7, the programme provides a foundation for students by looking at topics such as ‘Who am I?’ and ‘Possible future career opportunities’.  The focus is to begin to think about what a career is, and what it could look like in the future.

In Year 8, the programme develops further by starting to think about their own strengths and what success might mean to them.

By Year 9, the emphasis shifts towards how they can apply some of their previous learning to support them to begin to make choices for themselves.  This includes starting to think about study pathways for Key Stage 4.  At this stage the students should be developing an idea of what the world of work might look like and how it is changing, with new careers areas developing all the time.

At Key Stage 4, these themes are built upon with workshop days, assemblies and form time tasks.  These include taking part in the Dukes Careers School in Year 10, where students are given the opportunity to attend a networking day with industry professionals in their chosen career field at UCL.  The emphasis is on gaining real world experience and beginning to develop a clearer understanding of how different employers recruit.  For Year 11, delivery focuses upon possible post-16 choices.

In Key Stage 5, the themes students use the knowledge they have built through the Key Stage 3 and Key Stage 4 curriculum to begin to actively move towards their career aspirations.  Provision is designed to support students to take the practical steps needed to successfully progress after college.  Year 12 students reengage with the Dukes Careers School.  This allows them to look deeper into the same career pathway as they began to explore at Key Stage 4; or to investigate a different pathway.  Students are given many opportunities to interact with Higher Education via University visits and with potential employers, via virtual work experience events and fairs.

Understanding the Law gives students the knowledge and confidence to navigate their rights and responsibilities in modern society. In Year 7, the focus is on the foundations of legal awareness: understanding the age of criminal responsibility, learning about protected characteristics, and knowing how to report concerns safely. In Year 8, the curriculum moves into more practical matters, exploring stop and search procedures, the consequences of drug possession, and recognising anti-social behaviour. By Year 9, students apply this knowledge to more complex safeguarding issues such as Child Sexual Exploitation (CSE), Child Criminal Exploitation (CCE), gang involvement, intimidation, and online grooming. This staged approach ensures that students progress from a basic awareness of the law, to an understanding of legal processes, and ultimately to recognising how the law intersects with safeguarding and protection from exploitation.

At Key Stage 4, students build on this foundation with practical and interactive opportunities to deepen their legal understanding. Elections Day allows them to experience democratic processes in action and to reflect on the importance of civic participation. The BRAVE workshop, run by Connect Futures, challenges students to consider radicalisation, extremism and violence, building resilience against harmful ideologies while promoting informed, democratic citizenship. They also take part in a mock trial run by the Magistrates, focusing on issues such as joint enterprise. This immersive experience helps students to understand the judicial process, the roles within a courtroom, and the consequences of group decision-making in criminal contexts.

In Key Stage 5, the focus shifts to the more nuanced and societal aspects of law and justice. Connect Futures deliver sessions on fake news, misinformation and disinformation, equipping students with critical thinking skills to evaluate media and online narratives responsibly. Specialist input also comes from Nick Hickmott, who addresses the realities of drug misuse and its legal consequences, and the St Giles Trust, who run sessions on county lines and gangs, offering real-life insights into criminal exploitation and exit strategies. Finally, Allison Harvey’s Risky Business programme supports students in understanding how young people can be manipulated into unsafe or illegal activities, and how to recognise and resist such risks.

Through this progression, students move from legal awareness in KS3, to practical engagement with law and civic responsibility in KS4, and finally to critical, reflective analysis of crime, justice and safeguarding in KS5. This ensures they are not only informed about the law but are also equipped to apply their knowledge to real-world risks, preparing them to become active, responsible and resilient citizens.

Wellbeing and Wisdom: Thriving in Body, Mind and Life helps students to understand how to look after their physical, emotional, mental and financial health, while building the resilience and confidence to make informed choices.

In Year 7, the focus is on self-awareness and identity through the ARTiculate series of lessons: What makes me, me?, How can I stay mentally healthy?, and What have I learnt about myself?. These sessions encourage reflection, resilience and positive mental health awareness at an early stage.

In Year 8, the programme develops towards practical health and lifestyle choices, covering dental hygiene, healthy eating, body image, and health education. These topics equip students with essential knowledge to maintain their physical health, while beginning to link lifestyle choices with their wellbeing.

By Year 9, the emphasis shifts towards applied wellbeing. Students explore attitudes to mental health, the promotion of emotional wellbeing, and the differences between unhealthy and healthy coping strategies. They also learn vital life-saving skills through first aid, CPR and defibrillation, alongside sensitive but crucial topics such as cancer awareness, change, loss and grief. Together, these sessions prepare students to manage personal challenges and support others effectively.

At Key Stage 4, wellbeing education broadens with specialist workshops. Altered, Airbrushed and Unrealistic with Allison Harvey examines the impact of unrealistic media portrayals on self-esteem and body confidence, helping students to critically evaluate messages they encounter in everyday life. A MyBnk financial workshop strengthens the link between financial security and wellbeing, covering skills such as budgeting, saving and planning for the future. In addition, the college counsellor delivers a mental health workshop, while the college nurse provides input on physical health and healthy habits, creating a balanced and holistic programme.

In Key Stage 5, the focus shifts towards independence and preparation for adult life. The School of Sex Ed delivers workshops on reproductive and sexual health, while further sessions explore mental health and sleep, both vital for balance and resilience during times of pressure. MyBnk workshops return at this stage with a focus on moving into adult life, addressing credit, debt, financial planning and independent money management.

Across all stages, this strand of the curriculum builds from self-awareness and identity in KS3, to critical reflection and financial responsibility in KS4, and finally to independence and long-term wellbeing in KS5. This supports students leaving college not only knowledgeable about health and relationships, but also confident in managing their emotional, physical and financial wellbeing as they prepare for life beyond school.

Relationships and Sex Education (RSE) equips students with the knowledge, skills and values to form safe, respectful and fulfilling relationships while taking responsibility for their sexual health and wellbeing. The programme builds progressively from early self-understanding to navigating more complex issues as students mature.

In Year 7, the focus is on the foundations of healthy relationships. Lessons explore puberty and emotional changes, the importance of respectful relationships, and an introduction to consent basics. These sessions help students to understand themselves, their bodies and the importance of mutual respect.

In Year 8, the programme develops further into issues of identity and diversity. Students learn about gender identity and sexual orientation, explore relationship expectations, and are introduced to contraception. The emphasis is on respecting others, challenging stereotypes, and understanding the responsibilities that come with forming relationships.

By Year 9, the emphasis is on applying this knowledge to more complex contexts. Lessons cover sexual health, managing the ending of relationships, and navigating consent in more nuanced situations. This prepares students to think critically about their choices, understand boundaries, and seek help when needed.

At Key Stage 4, students deepen their understanding through expert-led sessions delivered by It Happens Education. These include workshops on intimate relationships, keeping your body safe and sexual health, choice, fertility and families, and developing digital lives. Together, these sessions equip students with both the knowledge and the practical strategies to manage relationships responsibly, including the impact of technology and digital culture.

In Key Stage 5, the focus broadens to preparing young people for adulthood and independence. The School of Sex Ed delivers a series of relationships and bodies workshops, which explore healthy intimacy, consent, body confidence and personal agency in greater depth. These sessions encourage reflection, self-awareness and the confidence to manage relationships with maturity and respect.

Across all stages, the RSE curriculum builds steadily from understanding self in KS3, to respecting others and navigating responsibilities in KS4, and finally to managing relationships safely, responsibly and confidently in KS5.

Online Safety equips students with the knowledge and resilience to navigate digital spaces responsibly, recognising risks while developing strategies to stay safe. The programme builds from protecting online reputation, to critically understanding digital influence, to managing more complex risks in the online world.

In Year 7, the focus is on building awareness of personal safety online. Lessons on online reputation and online financial harm introduce students to the risks of scams, identity theft and irresponsible sharing, helping them understand how their digital footprint can affect their future.

In Year 8, the programme develops into more critical engagement with online behaviours. Students consider “Are we responsible with social media?”, explore algorithms and their influence, and examine the risks of phishing and hacking. They are also introduced to the concept of deepfakes, prompting reflection on how digital manipulation can distort truth and influence perceptions.

By Year 9, students apply this learning to more complex and sensitive online issues. Lessons address the sharing of nudes, how social media portrays sex and relationships, microtransactions in gaming, and the dangers of sextortion. These sessions prepare students to recognise coercion, challenge unrealistic portrayals, and manage digital risks with resilience.

At Key Stage 4, the programme deepens through specialist workshops. Students take part in “How Do We Know What is True?”, building critical literacy around misinformation and disinformation. Talk Consent deliver a focused session on sexting and consent, highlighting the legal and emotional consequences of image sharing while promoting respect and responsibility in digital communication.

In Key Stage 5, students explore the broader social and psychological impacts of digital culture. Allison Harvey’s Overexposed: Porn, Relationships and Reality encourages students to critically analyse the influence of pornography on intimacy, expectations and identity. Psychology teacher Ian Duxbury leads a workshop on the impact of social media, exploring links with self-esteem, mental health and digital dependency. These sessions equip older students with the maturity and critical perspective needed to navigate complex online environments as independent young adults.

Across all stages, the Online Safety curriculum progresses from protecting reputation and managing risks in KS3, to critical evaluation and legal responsibility in KS4, and finally to independent resilience and reflective digital citizenship in KS5.