‘It’s hard to blend in when you were born to stand out!’

PSHE Vision:

For all students to develop an understanding of the evolutionary society which we live in and challenge their perspectives on matters, to promote empathy and respect.

Our students will be engaged mentally, physically, socially and spiritually, to make well-informed decisions/choices for themselves, whilst developing their resilience throughout the conscious curriculum provisions and connectivity of the class reads.


Here at OSSMA, we look to develop our pupils holistically. This is often achieved through challenging the pupil’s perspectives and actively engaging them in societal matters.

With the conscious curriculum, PSHE has become more inter-related with other subjects to promote empathy and resilience within their learning. PSHE lessons promote kindness and respect to everyone, which is a lifelong OSSMA legacy we wish for all of our pupils.

OFSTED (2017)

“Pupils are ambitious and speak positively about the good careers advice and guidance they receive. This includes taught sessions in the personal, social, health and economic (PHSE) education curriculum and support from an external careers adviser.”

  • To prepare pupils for adulthood by developing their understanding of the world that they live in.
  • To promote empathy, tolerance and respect towards diverse communities.
  • To provide a greater understanding of personal factors which can affect the quality of their life and knowledge of how to manage these effectively, instilling confidence.
  • To develop pupils resilience so that they can overcome any adversity with confidence.
  • To challenge their opinions on current affairs and promote enthusiasm for societal matters.
  • To actively engage with being a healthy, positive, law-abiding citizen in their adulthood.
  • To equip the pupils with the necessary skills to make informed decisions regarding their futures/aspirations/daily functions, enhancing their XXXX
  • To challenge stereotypes and prejudice within society and learn to respect all communities.
  • To develop confidence in their critical thinking skills which will support pupils when making informed choices/decisions within adulthood.
  • To promote kindness, tolerance and respect towards all.
  • All PSHE lessons develop empathy within our pupils and confidence to discuss important matters.
  • PSHE lessons allow our pupils to address current matters, reflect on its impact and challenge them to bring about change, in a safe and controlled environment.
  • The pupils are able to dream and set big ambitions for themselves and learn the coping mechanisms to develop resilience to achieve their potential.
  • All topics are relatable to every single pupil. Perspectives on certain matters may be different thus promoting the levels of diversity, yet tolerance, acceptance and respect are upheld.

The class reads to enhance the pupil’s connectivity with the core values of the academy. Similarly, the class reads support the pupil’s engagement with discussions in PSHE lessons as well as developing empathy and kindness.

The class reads, promote a theme throughout the block, supporting the pupils understanding of the topic.

Year 7 have the opportunity to develop their resilience and kindness whilst reading Wonder. Pupils are able to reflect upon how they treat others and how they have adapted to the change and transitions of schools.

Year 8 have the opportunity to reflect on their ambitions through reading "Of Mice and Men" to develop their confidence and enthusiasm towards their futures.

Year 9 have the opportunity to develop their empathy whilst reading "THUG (The Hate U Give)" and reflecting upon diverse cultures.

  1. Transition into secondary
  2. Managing friendships
  3. Personal hygiene
  4. Diet, exercise and physical activity
  5. Financial education
  6. Political citizenship
  7. British Values
  8. Aspirations
  9. Bullying
  10. Managing puberty
  11. Physical and mental health choices
  12. Romance and family life
  1. Rights and responsibilities of living in a community
  2. British Values
  3. Financial education ( ethical decisions making)
  4. Personal Safety
  5. Raising aspirations
  6. Careers
  7. Crime and deviance
  8. Tackling discrimination
  9. Society and law
  10. Alcohol and drugs ( laws and risks)
  11. Managing mental and emotional wellbeing
  12. Managing with loss, separation and change
  1. Transition into KS4
  2. Understanding careers and future aspirations
  3. Political citizenship
  4. Gender identities
  5. Homophobia, transphobia
  6. Gang and knife crime culture
  7. Community responsibilities
  8. Assessing drug and alcohol abuse and addiction
  9. Managing peer pressure
  10. Dieting, lifestyle and coping mechanisms
  11. Managing conflict
  12. Consent
  1. Tackling mental health (stigma)
  2. Stress and anxiety (management)
  3. Media and role models
  4. Financial education (impact, risks and consequences)
  5. Living for the future
  6. Laws and legislations
  7. Crime and punishment
  8. Being safe (in relationships)
  9. Different family settings and roles within
  10. Sexting/sexually transmitted infections
  11. Homelessness
  12. Looking after the adult me
  1. British values
  2. Community cohesion
  3. Exam preparation
  4. Revision strategies
  5. Growing up
  6. Managing attention
  7. Political citizenship
  8. Acceptance/management of different relationships
  9. Relationship and violence ( signs, laws and consequences)

#iwill Health Hub Project

This is a social action project which is fully led by the students at the academy. The students have already created a garden terrace and a sensory wellbeing room. These facilities have been incorporated into the academy to provide a safe and therapeutic environment for all students to access to manage their emotions.

Within the project, there are two teams, team sensory and team garden. Students can select their team and it is their responsibility to maintain these spaces and promote mental wellbeing throughout the academy.

The purpose of this project is:

  • To improve the academy’s attendance, through enhancing social action opportunities.
  • To promote mental wellbeing opportunities within the academy and community.

Next steps

Since the establishment of the project, the students have greatly benefitted from being involved in the project activities. Therefore, the next step for the project is to fully embed this within the academy life at OSSMA. This will be achieved through PSHE lessons as well as community interactions.

Students will educate their peers on the importance of a healthy active lifestyle and mental wellbeing. The project has the main emphasis upon nurturing and the students are ambassadors of such kindness and empathy.