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Intent – What is Woodlane aiming to achieve through its PSCHE curriculum

  • To provide an outstanding, multi-sensory and personalised curriculum.
  • To help pupils to develop the knowledge, skills and attributes they need to manage many of the critical opportunities, challenges and responsibilities they will face as they grow up and in adulthood.
  • To support and enable pupils to develop an understanding of themselves, their sense of self and to build confidence and self-esteem.
  • To promote the importance of leading a healthy lifestyle and physical and mental well-being.
  • To support and develop skills in social communication in order to communicate effectively and build positive relationships.
  • To understand governance, democracy their role in the wider community and to respect all faiths and diversity.
  • To develop an understanding of the rights and responsibilities of citizens.  
  • To be able to assert themselves and know strategies to keep themselves safe in the wider world.
  • To understand and be able to apply key principles of online safety.
  • To understand and develop skills in financial capability.
  • To prepare pupils for work experience and the world of work.
  • To ensure all pupils leave Woodlane well-prepared for their transition to college and adulthood.

Implementation – How is the PSCHE curriculum delivered?

Curriculum Delivery

  • Pupils have full access to the PSHE Association Programme of Study and The Citizenship National Curriculum, which is differentiated to meet pupils’ learning needs and styles.
  • Woodlane High School’s Drugs, Alcohol and Tobacco Policy and Relationships and Sex Education Woodlane Policy inform the content of the lessons and are adapted to meet the individual learners’ needs
  • The PSCHE curriculum is designed to be challenging, supportive and appropriate to each pupil’s stage of development.
  • The PSCHE Curriculum offers opportunities for cross-curricula learning, to ensure pupils make significant personal development, including:
    • Educational visits;
    • Police workshops on knife crime and general safety;
    • MIND mental health workshops;
    • Travel training and road safety sessions;
    • Work experience placements for pupils in Year 11;
    • One to one careers advice;
    • Theme days and key skills day;
    • Emergency life-saving skills based on the Heart Start Foundation scheme;
    • Christmas shop enterprise project;
    • Image in Action RSE workshops;
    • Imperial College London Maker Challenge;
    • Personal hygiene sessions with the school nurse;
    • SaLT strategies/Word Aware integrated in to teaching;
    • OT strategies integrated into teaching;
    • Communication development through in-class drama.
  • The KS3 PSCHE curriculum is taught through 1.67 hours of lessons per week, (7% of curriculum time).
  • The KS4 PSCHE curriculum is taught up to year 10, with 1.67 hours per week, (7% of curriculum time).  
  • Year 11 have drop down sessions for SRE, CEIAG, guest speakers and other relevant workshops.
  • The PSCHE curriculum is designed to build and expand on previous skills, knowledge and understanding over a 4 year period.  It also plans for opportunities for repetition to embed knowledge, increasing the chance of information recall and to integrate new knowledge into larger ideas. 

Teaching and Learning

  • PSCHE lessons are taught by a subject specialist.
  • The PSCHE Subject Leader is well qualified, possessing a QTS within Primary Education, with a specialist in SEND as well as a SRE trained and a qualified youth worker.
  • The PSCHE curriculum is differentiated broadly into 3 levels of challenge, ‘all’, ‘most’ and ‘some’.  Further differentiation and personalisation is implemented when required.  
  • PSCHE homework is provided on a standardised format and is differentiated to provide the appropriate level of challenge.
  • In PSCHE we have a 3 tiered approach to supporting a pupil’s learning, including:

Universal – this is the teaching your child will receive from PSCHE subject teacher and will include adaptations to match learning needs.  All classes:

    • High quality, personalised lessons that are multi-sensory and dyslexia friendly;
    • Opportunities for homework support;
    • Have a maximum of 12 pupils per class to ensure there is a high level of support available from the teacher and TA; 
    • Have opportunities to ICT to engage learning;
    • Integrate speech, language and communication support;
    • Are supported either directly or indirectly by speech and language therapists;

Targeted - it may be appropriate to consider making additional short term special educational provision to remove or reduce any obstacles to your child’s learning.  This takes the form of a graduated four part approach of a) assessing your child’s needs, b) planning the most effective and appropriate intervention, c) providing this intervention and d) reviewing the impact on your child’s progress towards individual learning outcomes. Interventions may include:



  • Pupils collate Pupil Achievement Books, where they showcase their best work and progress over time in PSCHE.
  • Our bespoke Flight Path is used to track the progress of pupils in PSCHE and determine expected outcomes from different starting points.
  • The PSCHE subject teacher uses a range of formative and summative assessment procedures to assess progress and attainment, including:
    • Daily marking;
    • Self/peer assessment;
    • Informal/formal assessments;
    • B-Squared etc.

Impact – What difference is the PSCHE curriculum making on pupils?

  • The vast majority of pupils meet or exceed their expected progress in PSCHE.
  • All pupils leave Woodlane with having taken part in a work experience placement. 100% of pupils report to feeling more confident following their work experience placements and feel it has been useful for them.
  • Pupils are well-prepared for the next stage of their education and working life through their preparation for college, adulthood and the world of work.
  • All pupils learn about the notion of consent in RSE sessions and how to keep themselves safe.
  • All pupils have named person they can talk to in school if they feel sad, worried or confused.
  • All pupils learn about puberty and the physical and emotional aspects of growing up.
  • All pupils learn about healthy relationships.
  • Pupils understand the value of leading a healthy lifestyle and physical and emotional wellbeing.
  • All pupils develop their social and communication skills to enable them to have positive and healthy friendships and other relationships. 
  • All pupils develop an appreciation and respect of different cultures and diversity.
  • Pupils develop skills in financial capability and take part in an enterprise project.
  • All pupils learn to appreciate British values and their importance.
  • All pupils learn that they have rights.
  • All pupils develop an understanding of governance and democracy.
  • Pupils have a clear understanding of how to keep themselves safe through DAT sessions, Image in Action SRE sessions, Emergency Life Saving Skills sessions and police workshops.
  • The vast majority of pupils leave Woodlane as independent travellers.

* Please see annual SEF/SIP for further details.