Overview
Spiritual, Moral, Social and Cultural (SMSC) development and Personal, Social, Health and Economic education (PSHE) at Lymm High School
Lymm High School is committed to providing the highest quality education to its young people and ensuring we are developing them for full participation in society as adults.
Our Values and Ethos summary states:
‘We are a high performing comprehensive school with a proud tradition of service to our community for over 400 years.’
As part of this tradition, we ensure that our students are socially aware and are given opportunities to develop so that they:
- [Are] successful and achieve their full potential;
- Enjoy learning and become independent lifelong learners;
- Become socially responsible citizens and members of the community;
- Become confident and capable individuals.
Spiritual, Moral, Social and Cultural (SMSC) development
Our SMSC provision is designed to support the following two key priorities set out in our Values & Ethos statement:
- Encouraging participation in a wide-ranging programme of extra-curricular activities, including opportunities to develop leadership skills
- Promoting the importance of being decent, socially responsible members of the community.
We work hard to achieve this through our daily interactions with students: role modelling the behaviour we would like to see, as well as through wide-ranging curricular and extracurricular experiences.
- Student Leadership
Our school is committed to developing the leadership capacity of young people. Our Leadership Ladder programme is an important part of this. It encourages our young people to participate and take leadership opportunities in a gently staged way and recognises their achievement of different levels of ‘leadership colours’.
We also have an active student leadership through school and hall councils building to participation as prefect or member of the Head Boy or Head Girl Team. Hall Council runs in each of the five Halls: Dunham, Tatton, Arley, Moreton and Walton. Each council is convened by our Head of Halls. Hall Councils run on a half-termly cycle and agenda items are decided based upon the form councils which take place the week before. In the week following the Hall Councils, representatives from the 5 Halls attend School Council where ideas are followed up and discussed.
We also have two Hall Captains in each Hall who lead on charity and hall events. In addition we have the two Head Students and their Deputies, who regularly represent the school and lead on different aspects of community life in the sixth form and in main school. We also have an active prefect group who serve the community through carrying out duties within school.
Our Leadership Ladder awards scheme and student leadership structures contribute to our SMSC offer, particularly the ‘Enable pupils to develop their self- knowledge, self-esteem and self-confidence’ and ‘Encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely’ strands.
- Sporting and Enrichment Activities
Students participate in many different sports activities that develop leadership: for example, acting as Hall and Form Sports Captains in organising teams for interhall and local sporting events. Young Leaders also volunteer with lunchtime and after school clubs, acting as referees, coaches and mentors. Many of our young leaders also assist with primary school events such as athletics competitions. Our sixth form BTEC Sport students assist with KS3 PE lessons in a number of different roles. We are an Enhanced Offer School for the Youth and Sports Trust.
- Duke of Edinburgh
Participation in the Duke of Edinburgh Award Scheme develops leadership, independence and resilience. Students volunteer to help in their local community, developing a socially responsible attitude. Our students are involved in a wide range of volunteering roles: coaching sports or teaching younger students: for example, as maths and reading buddies. Some of our students volunteer in charity shops, or work with children’s groups, for example, leading clubs for year 7s. Students are also involved in helping at Brownies, volunteering in a community café, in the local library and parks.
- Residential facilities
We are enormously fortunate to own our own fantastically well-equipped residential centre. All students attend an induction week at Ty’n y Felin, where the emphasis is on developing our young peoples’ social and emotional skills, their resilience, independence self-belief and self-confidence. Students participate in a wide range of outdoor pursuits, as well as having time for self-reflection and developing social connections with their peers and teachers. Students also visit Ty’n y Felin for residential field work, for example, in Geography and Biology, or for bespoke Study Skills sessions.
- Links with Local Faith Communities
We have very strong links with our local churches, who we visit for assemblies, recitals and, of course, our special Founders’ Day Service. We have a youth worker form the Warrington Youth for Christ Team who leads assemblies, co teaches in RE lessons and runs sessions with students. The emphasis is always on looking at different faith perspectives, and students are encouraged to ask questions whilst learning about different views.
Personal, Social, Health and Economic education (PSHE)
PSHE is a school curriculum subject through which students develop the knowledge that they need to keep themselves healthy, safe and prepared for life and work.
At Lymm High School, PSHE education is delivered explicitly through the Life Programme via:
- The weekly Form time schedule
- Fortnightly 45-minute sessions
- Talks from a range of specialist speakers across the academic year
Form tutors facilitate the majority of these sessions, which are planned by our specialist team of PSHE staff and quality assured beforehand. Where appropriate, external speakers are also used. In this way, we are able to ensure high quality, consistent provision that builds upon previously taught content. Please see helpful links to material used at the end of this section.
There is likely to be crossovers with subject specific curriculum; for example, students will learn about male and female bodies in both their science lessons and their PSHE lessons. The focus of these lessons is, however, likely to be different – while in Science, students will probably to considering the difference between male and female bodies in a detached and objective way, PHSE encourages students to reflect on the differences in terms of understanding their own bodies.
Although there is a temptation to see PSHE as an ‘add-on’ to the curriculum, successful PSHE education prepares students for life, and helps them to think about their own place in the world. A strong PSHE curriculum has an impact on both academic and non-academic outcomes for all students, particularly the most vulnerable and disadvantaged.
Elements of PSHE education became compulsory in all schools in September 2020, though there is sufficient freedom for us to ensure that we have adapt content as and when needed, to meet the needs of the young people in our community. We use the PSHE Association Programme of Study to ensure we cover the necessary elements of PSHE, whilst using contextual knowledge of our school to personalise our curriculum to the needs of our own students. We also create opportunity through Life Programme to cover current affairs, when needed.
Statutory guidance outlines what schools must cover, but not all that they should cover as part of broader PSHE provision, which also includes economic wellbeing and careers education. Health education is a compulsory part of every child’s education. Our curriculum offer at Lymm goes beyond statutory content in both breadth and depth, and although we recognise that parents and carers are the prime educators for children on many such matters, we aim to complement what they learn at home.
We advocate that young people are able to make the safest choices when they are armed with all of the relevant information, and in the increasingly complex world we live in, it is more important than perhaps ever before. We deliver content in a way that is objective and open. Only in doing so can we be confident that we are providing all of our young people with the knowledge that they need to make confident choices about their own health, careers, and economic choices.
Because PSHE is taught during Life Programme sessions, some terms will have fewer sessions than others, and this is just because we try to balance the content alongside Relationships and Sex Education (RSE) Spiritual, Moral, Social and Cultural (SMSC) development.
How PSHE Is Delivered
At KS3, Personal, Social, Health and Economic (PSHE) education is taught through a rich blend of activities:
- Fortnightly extended form sessions (45 minutes) led by form tutors using carefully planned resources.
- Weekly form-time sessions focusing on key themes and current issues.
- Assemblies, workshops and visiting speakers/organisations that bring specialist knowledge and real-world perspectives to enhance learning.
This structure ensures regular reflection and discussion while keeping content relevant and engaging.
Skills and Qualities Developed
Through PSHE, students develop the knowledge, skills and personal qualities needed to lead safe, healthy and fulfilling lives. They learn to think critically and make sound decisions by weighing up risks, considering consequences and exploring different viewpoints.
The curriculum fosters empathy and respect, encouraging pupils to value diversity, recognise prejudice and promote equality in line with the 2010 Equality Act. It also builds resilience and self-care, helping young people gain confidence, manage stress and maintain both mental and physical wellbeing.
Strong communication and relationship skills are emphasised so that students can form healthy friendships and navigate conflict effectively. In addition, PSHE strengthens financial awareness and digital literacy, equipping learners to make informed choices about money management and the responsible use of technology.
Core Themes Across All Year Groups
Every year group studies three overarching strands:
- Relationships – understanding friendships, families and romantic relationships, including respect and consent.
- Health & Wellbeing – promoting physical and mental health, positive lifestyle choices and personal safety.
- Living in the Wider World – exploring equality, British values, financial education, digital life and active citizenship.
Year 7
Students focus on healthy friendships and personal identity, learning how to stay safe and respect others as they move into adolescence.
- Healthy relationships & consent – Explore what respectful friendship looks like, how to communicate feelings, and how to recognise and challenge controlling behaviour. Students practise setting personal boundaries and understanding that consent must be mutual and can be withdrawn at any time.
- Puberty, menstrual wellbeing & emotional changes – Learn the physical and hormonal changes of puberty, how these can affect mood and self-image, and strategies for managing them. Menstrual health covers both biological knowledge and how to reduce stigma.
- Equality & British values – Study the principles of democracy, the rule of law, and individual liberty. Examine the 2010 Equality Act, discussing protected characteristics and why tackling racism, ableism, homophobia and transphobia is everyone’s responsibility.
- Online safety – Investigate the laws around cyberbullying and online harassment, how to be an “active bystander,” and practical steps to keep information private. Learn how to spot and report grooming and suspicious online behaviour.
- Healthy lifestyle choices – Explore how caffeine, alcohol, tobacco and vaping affect the body and decision-making. Understand the importance of good sleep, balanced diet and positive body image.
- Mental health & stress management – Recognise signs of anxiety, stress and low mood. Develop simple coping strategies such as mindfulness and knowing when and how to seek help.
- Practical life skills – Gain basic first-aid knowledge, when to call 999 or 111, and how to stay calm in emergencies. Discuss how to handle changes or conflict within families, including during holidays.
Year 8
The focus shifts to greater independence, more complex relationships, and wider social issues.
- Challenging prejudice and stereotypes – Analyse how racism, ableism, homophobia and transphobia can appear in the media, online and everyday life. Students learn strategies for challenging discriminatory comments and supporting peers.
- Romantic relationships & consent – Discuss the qualities of healthy romantic relationships, recognising signs of manipulation or abuse. Cover the law and ethics of sexting and the importance of clear, enthusiastic consent.
- Sexual orientation & gender identity – Build respect for LGBTQ+ identities, exploring terminology and understanding the impact of discrimination and how to be an ally.
- Online risks – Learn about emerging threats such as AI-generated content, deepfakes and blackmail scams. Understand data privacy rights and how to report harmful content.
- Mental health & body image – Explore pressures from social media and advertising, distinguish between healthy and unhealthy coping strategies, and learn where to find professional support.
- Substance awareness – Examine the effects and legal status of drugs, alcohol and vaping. Practise refusal and peer-pressure resistance skills through role play and scenarios.
- Financial education – Learn to separate needs from wants, create simple budgets and plan for saving. Understand how spending habits impact wellbeing.
- Family relationships – Reflect on changing family structures, managing disagreements, and where to seek support when home life is challenging.
- Female Genital Mutilation (FGM) – In line with government expectations, students receive a session towards the end of year 8 explaining what FGM is, why it is illegal and harmful, and how to seek help or report concerns.
- CELLS Workshops – Year 8 take part in a powerful series of sessions delivered by CELLS, an organisation that brings the reality of crime into school. Through interactive activities, a replica prison cell, and first-hand accounts from ex-offenders and families affected by serious crime, students explore how peer pressure and external influences can affect behaviour and learn about the real-life consequences of criminal actions.
Year 9
Students gain the knowledge and confidence to make informed, responsible choices as they approach young adulthood.
- Respectful relationships & break-ups – Understand how to end relationships respectfully, spot warning signs of abuse or coercion, and manage emotional fallout. Reinforce the principle of informed, ongoing consent.
- Sexual health – Deepen knowledge of contraception methods and their effectiveness, STI prevention, and how to access sexual health services. Discuss the impact of pornography on expectations and relationships.
- Substance education – Explore the physical and legal risks of cannabis, ketamine, so-called “legal highs,” and misuse of alcohol or vaping products. Examine how addiction develops and how to get help.
- Mental health – Identify signs of eating disorders, learn how to support peers and where to seek professional help, while challenging harmful body ideals.
- Financial literacy – Practise budgeting for real-life scenarios such as first jobs or living independently. Understand borrowing, interest rates, and how to avoid scams or debt traps.
- Civic engagement – Learn how the UK political system and justice system work, including how laws are made. Explore human rights, responsibilities as a citizen, and ways to participate in democracy. Discuss how to spot and counter political extremism (including the Prevent strategy).
- Digital & media literacy – Evaluate news sources for bias and reliability, identify misinformation and conspiracy theories, and understand personal rights and responsibilities in the digital world.
Fortnightly updates about our PSHE curriculum will be shared with families through the Parent Bulletin.
How PSHE Is Delivered
At KS4, Personal, Social, Health and Economic (PSHE) education continues to be taught through a blended model to keep learning relevant and interactive:
- Fortnightly extended form sessions (45 minutes) led by form tutors using age-appropriate resources.
- Weekly form-time sessions that allow follow-up discussion and reflection.
- Assemblies, workshops and visiting speakers/organisations to provide expert insight, guidance and real-world perspectives.
This structure supports pupils as they navigate the challenges of mid-adolescence and prepare for life beyond school.
Skills and Qualities Developed
Through PSHE in Years 10 and 11, students deepen and apply the skills they began developing in KS3:
Through PSHE, students develop the knowledge, skills and personal qualities needed to lead safe, healthy and fulfilling lives. They learn to think critically and make sound decisions by weighing up risks, considering consequences and exploring different viewpoints.
The curriculum fosters empathy and respect, encouraging pupils to value diversity, recognise prejudice and promote equality in line with the 2010 Equality Act. It also builds resilience and self-care, helping young people gain confidence, manage stress and maintain both mental and physical wellbeing.
Strong communication and relationship skills are emphasised so that students can form healthy friendships and navigate conflict effectively. In addition, PSHE strengthens financial awareness and digital literacy, equipping learners to make informed choices about money management and the responsible use of technology.
Core Themes Across KS4
All teaching continues to build around three strands:
- Relationships – maintaining healthy, respectful relationships, understanding consent, and recognising coercion or abuse.
- Health & Wellbeing – supporting physical and mental health, including substance awareness and personal safety.
- Living in the Wider World – developing financial competence, media awareness and active citizenship.
Year 10
Year 10 focuses on applying prior learning to real-life scenarios and exploring more complex social issues.
- Bullying & respectful relationships – examine different forms of bullying (drawing on BBC Bitesize resources), how to support others and safely challenge harmful behaviour.
- Consent & sexual health – explore capacity for consent, contraception options and where to access confidential sexual-health services.
- Pornography & sexting – understand the law, challenge unrealistic portrayals of sex, and learn how to protect oneself from image-based abuse.
- Substance education – analyse risks of cannabis, ketamine, so-called “legal highs,” alcohol and vaping, including legal implications and effects on mental health.
- Eating disorders & mental health – recognise warning signs, understand the link between body image and wellbeing, and know how to seek help.
- Financial skills – practise budgeting, understand borrowing and safe financial choices such as comparing credit options.
- Politics and the justice system – learn how UK laws are made, the roles of government and parliament, and individual rights and responsibilities within the justice system.
- Human rights & international responsibility – explore global issues such as inequality and how the UK contributes to international human-rights efforts.
- Active citizenship & political extremism – consider how to participate positively in democratic life and recognise signs of radicalisation or extremist ideology (including Prevent guidance).
- Digital literacy – examine AI, deepfakes, blackmail scams and online rights, building the ability to identify misinformation and verify news sources.
Year 11
Preparing for Life Beyond School
In their final year of KS4, students build independence and readiness for post-16 education, work and adult responsibilities.
- Intimacy, consent & the law – combine discussion of healthy intimacy with recognising pressure, persuasion and coercion. Reinforce the principle that consent must be informed and freely given.
- Impact of pornography & sexting/revenge porn – analyse how pornography can distort expectations and learn the legal and emotional consequences of sharing explicit images.
- Managing conflict & recognising abuse – develop strategies for resolving disagreements and identifying emotional, physical or online abuse in relationships or peer groups.
- Substance awareness – revisit the effects of drugs and alcohol, including the risks of alcohol abuse (using BBC Bitesize materials) and the influence of peer pressure.
- Mental health and coping strategies – explore depression, anxiety, self-harm, and healthy ways to manage stress, especially during exam periods and major life transitions.
- Prejudice & discrimination – use multimedia to examine the roots of discrimination and how to be an active bystander.
- Personal safety – examine how stereotypes, unconscious bias and social factors can lead to discrimination. Students learn to challenge prejudiced attitudes, stand up for others, and act as positive, active bystanders in their communities.
- First aid & emergencies – refresh knowledge of 999/111 procedures, including specific guidance on alcohol poisoning.
- Role models & gang culture – discuss positive vs. negative influences, the dangers of gang involvement, and the legal concept of “joint enterprise.”
- Financial literacy – understand income, tax, payslips, borrowing, credit and debt management to prepare for employment and independent living.
- Media and misinformation – strengthen skills to evaluate news, recognise fake content and challenge extremist narratives.
- Online rights & risks – stay informed about privacy, data protection and emerging digital threats such as AI-generated blackmail.
Fortnightly updates about our PSHE curriculum will be shared with families through the Parent Bulletin.
Please click here to see a visual overview of the KS5 Life Programme.
Key Stage 5 PSHE Curriculum
The Key Stage 5 PSHE programme aims to develop the knowledge, skills and attributes that our students need to manage their lives now and in the future. The skills they learn will help them to have healthy relationships, be safe and will guide them in accessing support for life and work in modern Britain.
Our curriculum aims to help students know how to play an active and positive part in society. We want to support their spiritual, moral, cultural and physical development and help them enrich their life experiences and interests through active discussion, debate and personal reflection. Our aim is to provide students with a knowledge of the local, national and global world and give them skills in confidence and assertiveness that will help them take the lead in work and relational scenarios they may face as they grow up. We aim to educate them on their rights and responsibilities and what it means to be a member of a diverse society.
What will I study?
Our curriculum covers multiple topics throughout the year. The key themes are:
- Relationships and sexual health
- Mental Health and factors that may affect us in sixth form
- Living in the Wider World: Money, tax, mortgages and debt
- Careers: Jobs, apprenticeships and university. What is right for me?
What skills/qualities are required?
- Respect for others
- Reflection and consideration
- Communication skills – verbal and written
How will I learn?
PSHE is taught by form tutors through fortnightly lessons. One Form Time a week is also given over to PSHE education, in particular relating to local and national issues that come up throughout the year. In addition to topical content, work from previous lessons will be reviewed in Form Time to allow key messages to be reiterated and prior learning consolidated. This gives students the opportunity to develop key points linked to their Life Programme lessons and build on their spiritual, moral, social and cultural development.
We also develop PSHE education in three Personal Development days across the term involving numerous external speakers and talks from our safeguarding and pastoral teams. Lesson resources include quality assured lessons from specialist organisations, adapted to the needs of our school. To bring our Sex and Relationship Curriculum to life we utilise video clips from Life Lessons (https://www.lifelessons.co.uk) to hear the viewpoints of a diverse range of students from other areas.
Autumn Term
| Topic | Details | Further details about the topic |
|---|---|---|
| Relationships and Resilience |
Students will be reintroduced to key relationship concepts such as what is sex and what is consent. Students will reflect on sexual harassment and consequences of sexual activity such as pregnancy and sexual health. Students will also be encouraged to reflect on their own motivations for the course they’re studying and how to be resilient and put the hours in. Lesson titles include: Year 12
Year 13
|
Students will be better able to keep themselves safe in sexual relationships and will know what sexual harassment is and how to tackle it. Students will be able to reflect on the skills and attributes needed to tackle Sixth Form in Year 12 and 13. |
| Topic | Details | Further details about the topic |
|---|---|---|
| Living in the wider world & Health |
Students will focus on making correct choices and how to help manage their own risks to health and relationships. Lesson titles include: Year 12
Year 13:
|
Students will be better able to manage their personal, romantic, career and financial choices. |
| Topic | Details | Further details about the topic |
|---|---|---|
| Health and Safety |
In Year 12 students will focus on choices and careers including work experience and their responsibilities in the workplace. They will reflect on stress and how to manage it. They will also reflect on health and nutrition. In Year 13 students will recap key First Aid principles. Students will reflect on nutrition and what they need to stay healthy living away from home. They will conclude their relationship education by considering how to nurture healthy relationships over the long term and make new friends. Lesson titles include: Year 12
Year 13
|
Students will be better able to reflect on the influence of substances and nutrition on their health. They will consider employment options including apprenticeships and university options. |
KS5 Personal Development Days focus on developing students’ knowledge on relationships, sexual health and safety, and sexual harassment. Students will also focus on the challenges they may face to their mental health growing up with online and in-person pressures such as addiction. Students will also use the time to consider their career and higher education ambitions. This will include visiting a university for exposure to a higher education establishment. External speakers will be invited in to discuss key issues such as gender and identity and sex and the law.
External speakers we use regularly include:
- The School Of Sex Education – Sexual health and relationships (https://schoolofsexed.org/)
- Beyond Equality – addressing prejudice and discrimination (https://www.beyondequality.org/)
- Sabina Gray – Drugs Awareness Speaker (https://www.sabinaosbournegray.com/)
- WhysUp – addiction and mental health (https://www.whysup.co.uk/)
- Just Like Us – Supporting Young LGBT+ people (https://www.justlikeus.org/)