Personal Development

Curriculum Leader: Mr R. Jones

 

Personal Development is like no other subject: there is no exam, it is discursive, involves projects in school, assemblies, alternative curriculum days, outside speakers and workshops and is approached from a different angle to other parts of the school curriculum. Sometimes described as ‘learning about life’, it covers a range of topics, for example, sex & relationship education, drug education, mental health, peer pressure, self-esteem, healthy eating to name but a few topics.

 

The main focus of the curriculum content is to address the newly statutory content (from September 2020) in the personal, social, health  & economic education (PSHE), as well as making a significant contribution to the planned careers programme.  The department also devotes specific curriculum lessons as to promoting basic important British values as part of pupils’ spiritual, moral, social and cultural (SMSC) development.

 

An overview the whole programme can be found here (in the curriculum overview tab

 

All pupils are currently taught Personal Development by a member of the department team one hour a week at key stage 3 and one hour a fortnight in key stage 4

Given the sensitive nature of some of the material there are a large number of policies (see policy and forms) that are highly relevant to this area.  Please note that parents have the right to withdraw children from the Sex & Relationship Education programme and in the first instance should contact the school to be informed of the procedure.

Personal Development will enable students to feel positive about who they are and to enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities pupils will learn to recognise and manage risk, take increasing responsibility for themselves, their choices and behaviours and make positive contributions to their families, schools and communities.

 

Students will learn to recognise, develop and communicate their qualities, skills and attitudes. They build knowledge, confidence and self-esteem and make the most of their abilities. Students will learn to identify and articulate feelings and emotions, learn to manage new or difficult situations positively and form and maintain effective relationships with a wide range of people.

 

Our aim therefore is to provide pupils with:

  • Accurate and relevant knowledge
  • Opportunities to turn that knowledge into personal understanding
  • Opportunities to explore, clarify and if necessary challenge, their own and others’ values, attitudes, beliefs, rights and responsibilities
  • The skills and strategies they need in order to live healthy, safe, fulfilling, and responsible and balanced lives.

 

At Fulford we know that learning and undertaking activities in Personal Development contribute to achievement of the wider curriculum entitlement at Fulford School

  • Have access to a broad and balanced curriculum which supports the concept of equal value and opportunities and that promotes personal development and meets individual needs
  • Experience enjoyment in learning and achieve a sense of purpose and fulfilment in the tasks and activities presented to them
  • Enjoy a curriculum and learning environment which nurtures self-respect, self-confidence and the ability to respect other people’s points of view
  • Experience school as a caring supportive community where there is equal opportunity for all, a real concern to develop individual potential and where the learning partnership of children, parents and teachers is developed and valued
  • Experience a range of teaching and learning styles in a range of learning environments
  • Have access to individual personal, social, careers and vocational guidance to ensure that education is seen to develop the ‘whole person’
  • Are involved in the assessment and review of their own work, progress and resulting target setting
  • Understand their role in society and the economy and can act as active citizens in the local, national and global community

 

In Personal Development lessons at Fulford, we will:

  • Create a comfortable class room climate where students are confident and discuss their hopes, fears and sensitive issues
  • Develop a set of ground rules for the PSHE class room
  • Model good practice in the way we talk to students
  • Provide enrichment opportunities that support and develop our students emotional and physical well being
  • Work with external providers to provide the best possible experience and expertise for our students
  • Remain flexible with our Curriculum and respond to issues as and when they arise.

Autumn Term

WeekYear 7Year 8Year 9Year10Year 11

1A

7/9A

Core theme living in the wider world   Transition

Welcome ground rules

Welcome/icebreaker

 

Welcome /Icebreaker

Survey monkey

Core theme  Living in the wider world

Prevent & British values 4

1Extremism – far right

Core theme  Living in the wider world

Careers 1  – start programme (computer room)

2B

14/9B

 Transition 2

Welcome/Icebreaker

Core theme Relationships

Bullying and girls

Core theme Health & Well Being

Risk taking introduction

  

3A

21/9A

Transition 3

When pupils need and how to get help

Cyber bullying Inc. homophobic

Binge drinking

 

2. Prevent- Isis

Careers 2- job investigation including local job market information

(Computer room)

4B

28/9B

Transition 4 –preparation for school-sleepBack me up – peer pressure

Plastered/ alcohol strength

 

  

5A

5/10A

Transition 5– self review

Self assessment

Core theme Health & Well Being

Drug education

Introduction to drug education & prescription drugs

 

Alcohol – final lesson3. Undersatnding the motives for radicilisation3. York College Talks

6B

12/10B

Transition 6 -homeworkDrug researchDrugs education – intro  

7A

19/10A

Transition 6 Personal responsibility – rules

 

Computer room drugs research

 

Drugs research project

 

4. Modern BritainCareers 4  Introduction to module
 Half termHalf termHalf termHalf termHalf term

8B

2/11

Transition 7Autism talkAlcohol – health & addiction

NPS drugs

 

  

9A

9/11

Transition School rules 8– chewing gum specific

Core theme Health & Well Being

Healthy living exercise

Drugs & the lawWork experience looking for placements5.  Personalised programme by the teacher (computer rooms booked

10B

16/11

Core theme Relationships

Bullying Introduction

Healthy living exercise & mental health

Theatre visit /post lesson Drugs recognising risk

 

  

11A

23/11

Homophobic bullying

 

Consequences of not living healthilyRisk taking summary & assertiveness

Core theme Health & Well Being

6.International drugs trade

Year 11 Mocks

 

12B

30/11

Cyber bullying-

 

Core theme Living in the wider world

Gambling

What is cancer 1 

Year 11 Mocks

 

13A

7/12

 

Peer pressure-

How to be assertive and remain friends

 

GamblingWhat is cancer 27. Crime, gangs and county lines6 Personalised programme by the teacher (computer rooms booked

14B

14/12

Anti bullying poster

 

Core theme  -living in the wider world

Careers investigation

Core theme  -living in the wider world

Careers – unifrog?

  
 End of termEnd of termEnd of termEnd of termEnd of term

 

 

Spring Term

15 A

4/1

Core theme Health & Well Being

Healthy eating -Balanced plate

Careers gender stereotypingCareers – unifrog?8. Cannabis

7 Interview

 

16B

11/1

Healthy eating 2 (computer room)

Careers – unifrog personality job matching quiz

 

Careers option choices

 

  

17A

18/1

Diet sugar and teethCareers – unifrog recording activities and competenciesCareers – business taster lesson

Core themes Health & Well Being  & Relationships

8.Sti’s

PSHE Core theme Relationships

8. Sexual consent1

 

18B

25/1

Food poisoning

Core theme Relationships

Sexual Orientation and Gender Identity

 

Core theme Health & Well Being

Yr. 9 reports

York University Young minds talk

  

19A

1/2

Bacteria v Vaccinations

Relationship Values

 

York University Young minds talk

9. Is love blind? -Identifying healthy and unhealthy relationships

 

9 Sexual consent

20B

8/2

Smoking – computer lessonParentingPromoting emotional wellbeing & resilience  
 Half termHalf termHalf TermHalf termHalf term

21A

22/2

Smoking computer room/presentations

 

Core theme Health & Well Being

Body image 1

 

Stress

10. Managing conflict in relationships

 

10 Pornography

22B

1/3

Smoking presentation

Peer assessments

Body image 2Importance of sleep 

2nd set of mocks (one week only)

 

23A

8/3

Solvent abuseBody image 3Float

11. Addressing relationship abuse

 

Core theme Health & Well Being

 

11. Fertility and reproductive

Health issues

24B

15/3

Solvent abuse – sniffing mag

 

Body image 4

Core themes Health & Well Being  & Relationships

Beginning relationships

  

25A

22/3

FloatFloatConsent12. Sex education plenary12. Stress management Inc. exercise
 End of termEnd of termEnd of termEnd of termEnd of term

 

 

Summer Term

26B

12/4

Core theme Relationships

Family

British values 2

Introduction to democracy

 

Preventing STis  

27A

19/4

Responsibilities to friends

How does the UK Compare?

 

Contraception

 

Core theme living in the wider world

 

14 preparing for work experience health and safety

 13 NPS drugs Inc. festivals drug use

28B

26/4

Core theme  Living in the wider world  British values 1

Identities and diversity:

Stereotypes

 

Making campaign materialsCondom negotiation  

29A

3/5

Seeking refugePresenting and voting on local campaignUnplanned pregnancy and pregnancy choices

15. Year 10 mock exams float

Preparing for work experience 2

14. Jessie Nelson  – odd one out

30B

10/5

Racism

 

British values 3 -Justice

Criminal justice system

Intro

Relationship expectations  

31A

17/5

Disability

Criminal Justice system

Young people and the law

Sex Education Plenary

Survey monkey 2

 

Work experience week

 

Year 11 Exam start

 

32B

24/5

PSHE Core theme Health & Well Being

First aid –school nurse

Core theme Health & Well Being

Teenager psyche

 

Core theme Relationships

Family life (PSHE assoc)

Long Term Commitments

  
 Half termHalf termHalf termHalf termHalf term

33A

7/6

 

First aid- school nurse

Teenage psyche 2

 

Family life (PSHE assoc)

Legal status of marriage

16 Work experience recording unifrog 

34B

14/6

Core theme Relationships

Puberty

Self-Injury 1

Year 8 reports

Family life (PSHE assoc)

Parenting

 

Yr. 10 reports 

35A

21/6

Healthy Relationships

Self-injury – myths and coping strategies

Yr. 8 reports

Core themes Health & Well Being  & Relationships

Year 9 reports

Exploited

17 CVs 

36B

28/6

 

Introducing consent

Core themes Health & Well Being  & Relationships

Sexting

Exploited sexual exploitation?  

37A

5/7

Core theme Health & Well Being

Organ donation

Sexting 2-just send itInfluencers and online advertising

18 Covering letters mock application for a job

Work experience survey/careers fair survey

 

38B

12/7

Blood donation

Core theme Health & Well Being

Social media and mental wellbeing

18 Murder games – online gaming protection  

39A

19/7

Float

Law & ethics use of social media

 

Murder games – online gaming protection19. Float/complete CVs etc. 

PSHE               British values,              Careers/WRL

content coming soon…

Schools should continue to develop knowledge on topics specified for KS1/2 as required and in addition cover the following content by the end of KS4:

Families

·      that there are different types of committed, stable relationships.

·      how these relationships might contribute to human happiness and their importance for bringing up children.

·      what marriage is, including their legal status e.g. that marriage carries legal rights and protections not available to couples who are cohabiting or who have married, for example, in an unregistered religious ceremony.

·      why marriage is an important relationship choice for many couples and why it must be freely entered into.

·      the characteristics and legal status of other types of long-term relationships.

·      the roles and responsibilities of parents with respect to the raising of children, including characteristics of successful parenting.

·      how to: determine whether other children, adults or sources of information are trustworthy, judge when a family, friend, intimate or other relationships is unsafe (and to recognise this in others’ relationships); and, how to seek help or advice, including reporting concerns about others, if needed.

Respectful relationships including friendships

·      the characteristics of positive and healthy friendships (both on and offline) including: trust, respect, honesty, kindness, generosity, boundaries, privacy, consent and the management of conflict, reconciliation and ending relationships. This includes different (non-sexual) types of relationship.

·      Practical steps they can take in a range of different contexts to improve or support respectful relationships

·      how stereotypes, in particular stereotypes based on sex, gender, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice).

·      that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due tolerance and respect to others and others’ beliefs, including people in positions of authority and due tolerance of other peoples’ beliefs.

·      about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders to report bullying and how and where to get help.

·      that some types of behaviour within relationships are criminal, including violent behaviour and coercive control.

·      what constitutes sexual harassment and sexual violence and why these are always unacceptable.

·      the legal rights and responsibilities regarding equality (particularly with reference to the protected characteristics as defined in the Equality Act 2010) and that everyone is unique and equal

Online and media

·      their rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts including online.

·      about online risks, including that any material someone provides to another has the potential to be shared online and the difficulty of removing potentially compromising material placed online.

·      not to provide material to others that they would not want shared further and not to share personal material which is sent to them.

·      what to do and where to get support to report material or manage issues online.

·      the impact of viewing harmful content.

·      that specifically sexually explicit material e.g. pornography often presents a distorted picture of sexual behaviours, can damage the way people see themselves in relation to others and negatively affect how they behave towards sexual partners.

·      that sharing and viewing indecent images of children (including those created by children) is a criminal offence which carries severe penalties including jail.

·      how information and data is generated, collected, shared and used online.

Being safe

·      the concepts of, and laws relating to, sexual consent, sexual exploitation, abuse, grooming, coercion, harassment, rape, domestic abuse, forced marriage, honour based violence and FGM, and how these can affect current and future relationships.

·      how people can actively communicate and recognise consent from others, including sexual consent, and how and when consent can be withdrawn (in all contexts including online).

Intimate and sexual relationships including sexual health

·      how to recognise the characteristics and positive aspects of healthy one-to-one intimate relationships, which include mutual respect, consent, loyalty, trust, shared interests and outlook, sex and friendship.

·      that all aspects of health can be affected by choices they make in sex and relationships, positively or negatively, e.g. physical, emotional, mental, sexual and reproductive health and wellbeing.

·      the facts about reproductive health, including fertility and the potential impact of lifestyle on fertility for men and women.

·      that there are a range of strategies for identifying and managing sexual pressure, including understanding peer pressure, resisting pressure and not pressurising others.

·      that they have a choice to delay sex or to enjoy intimacy without sex.

·      the facts about the full range of contraceptive choices, efficacy and options available.

·      the facts around pregnancy including miscarriage.

·      that there are choices in relation to pregnancy (with medically and legally accurate, impartial information on all options, including keeping the baby, adoption, abortion and where to get further help).

·      how the different sexually transmitted infections (STIs), including HIV/AIDs, are transmitted, how risk can be reduced through safer sex (including through condom use) and the importance of and facts about testing.

·      about the prevalence of some STIs, the impact they can have on those who contract them and key facts about treatment.

·      how the use of alcohol and drugs can lead to risky sexual behaviour.

·      how to get further advice, including how and where to access confidential sexual and reproductive health advice and treatment.