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Personal Development

 

Learning Journey & Sequencing Rationale

As Personal Development Teachers we place pupil’s development at the heart of each lesson. We want to develop learners into responsible adults who make sustained and valuable contributions to  their local communities, and society, through active citizenship and embodying British values.  We  aims to provide students with a curriculum which enables them to develop knowledge and  understanding of diverse cultures and key aspects of living a responsible life including healthy relationships. Within our topics we foster an attitude of tolerance, understanding and value  towards  differences of any kind.  We aim to raise the aspirations and opportunities of all learners such that they realise their potential by acquiring a place at a university, an apprenticeship, or a career of their choice. We hope to develop learners who are ready to thrive in Britain and the wider  world by knowing how to keep healthy and safe, be financially sound, and reflective.

unit overview - autumn term

Subject: Relationship and Sex Education 

Skills

  • Analyse others feelings and values 
  • Organisation of strategies to deal with difficult situations.
  • Selecting effective ways of resisting pressure,
  • Developing communication skills via presentations.
  • Developing a range of vocabulary using knowledge organisers
  • Identifying and accessing help and support
  • Clarifying own values
  • Showing empathy and compassion
  • Evaluate when a situation can be resolved safely and effectively by a young person themselves and when additional support may be required

Knowledge

Throughout Year 9 learners will gain knowledge on:

  • Right responsibilities and risks in relation to the law and online.
  • How to manage personal data
  • Harmful content online 
  • Female Genital Mutilation (FGM)
  • What is meant by grooming 
  • Forced Marriage 
  • Domestic violence 
  • The law on consent 
  • Details of extremism

Rationale

The Relationship and Sex Education scheme of learning covers aspects of the Government´s requirement that all secondary schools in England teach Relationships and Sex Education (RSE). The RSE guidance states ‘To embrace the challenges of creating a happy and successful adult life, pupils need knowledge that will enable them to make informed decisions about their wellbeing, health and relationships and to build their self-efficacy. Pupils can also put this knowledge into practice as they develop the capacity to make sound decisions when facing risks, challenges and complex contexts. Everyone faces difficult situations in their lives. These subjects can support young people to develop resilience, to know how and when to ask for help, and to know where to access support’.

Taking the above into consideration we have put together a curriculum which has been thought out and much consideration has been given to what is deemed as age appropriate. The lessons in year 9  build on from the content delivered at KS3. For example, in year 7 learners are taught about healthy relationships, in year 8 learners look at different types of relationships and in year 10 learners will explore intimate relationships and risky behaviour.  

Our Y9 curriculum includes lessons on topics such as FGM, according to the Harrow Council website ‘Between April 2015 and March 2016, 70 women or girls (i.e. under 18) in Harrow were identified as having had FGM at some point in their lives. Compared to the rest of the local authorities in England, Harrow ranks joint 27th highest and joint 19th highest in London’, as such we feel educating young people about the risks is vital and informing them where support is available will lower risks.

At the heart of every lesson is the aim of educating learners on how to stay safe and to ensure they understand risks and to be well informed about where they can go for help if in an unwanted situation or if they know of someone in such a situation. 

unit overview - spring term

Subject: Health 

Skills

  • Analyse others feelings and values 
  • Organisation of strategies to deal with difficult situations.
  • Developing a range of vocabulary using knowledge organisers
  • Identifying and accessing help and support
  • Clarifying own values
  • Showing empathy and compassion
  • Evaluate when a situation can be resolved safely and effectively by a young person and when additional support may be required.

Knowledge

Throughout Health 3 learners will gain knowledge of: 

  • Personal hygiene and self-examination
  • Oral health 
  • Sleep and the importance of it 
  • Different emotions and puberty 
  • Mental health 
  • Ways of managing well-being 

Rationale

From 2020 it has been made compulsory for all schools to teach Health Education. 

This topic covers aspects of the statutory requirement - the Department of Education states, ‘By making health education compulsory we will ensure pupils are taught about the benefits of a healthier lifestyle, what determines their physical health and how to build mental resilience and wellbeing. It will also make sure children and young people learn how to recognise when they and others are struggling with mental health and how to respond.’

In an Issue of Harrow Newsletter in May 2021 it was found: 

About a quarter of young people say they live with someone with a health or mental health condition- it is important for learners to be equipped in dealing with mental health issues.   One third say they don’t get enough sleep to feel awake and concentrate on their schoolwork.  60-65% sometimes or often feel down or depressed.

In Health 3, learners will look at many aspects of health such as self-examination, oral health and mental health and mental illnesses. We believe the lessons will equip our learners to better understand the importance of looking after themselves both physically and mentally. This unit will prepare Year 9 learners for the Health 4 unit they will move onto in Year 10, where they will be looking at how the body and mind may be affected by various drugs and the dangers of them.

A survey carried out by Young Minds in 2020 showed that 69% of young people returning to school in September 2020 after the UK’s first national lockdown, described their mental health as poor. With the current climate of the world going through a pandemic, it is crucial now more than ever that learners understand the importance of taking care of themselves physically and mentally, and how to relate the topics they learn in the Health 3 unit, to real life. 

unit overview - spring term

Subject: Citizenship 

Skills

  • Awareness of how to be/become an active citizen in society 
  • Life skills acquired that are not covered elsewhere on the curriculum, such as finance, religious tolerance, individual roles in society 
  • Analyse importance of voting in the UK election process and the effects of voting 
  • Evaluating and identifying foreign Government systems
  • Awareness of local and regional governance

Knowledge

Throughout Citizenship 3 will gain knowledge of:  

  • Role of the Government 
  • Role of the executive, legislative and judiciary
  • Electoral System
  • Foreign Government system
  • Local and regional governance

Rationale

The Government recommend that ‘citizenship education should foster pupils’ keen awareness and understanding of democracy, government and how laws are made and upheld. It is also recommended that the ‘Teaching should build on the key stage 3 programme of study to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens.’

Citizenship 3 at Harrow High School builds on what learners explored in Citizenship 1 and 2 in years 7 and 8. The aim is to provide pupils with knowledge, skills and understanding to prepare them to play and active and positive role within society whilst at Harrow High School but also thereafter. 

Whilst in year 7 and 8, learners look at how Parliament works, in year 9 and 10 they will build on this by looking at the work of the Government in more detail as well as Foreign Government Systems. Likewise, whilst in years 7 and 8 learners explored the work of different courts and the police and now in year 9 and 10 more focus will be given to their roles as Citizens.

Learners find the unit interesting as it looks at topical issues as well as building their knowledge on important issues which will help develop their understanding as Citizens in the U.K. 

unit overview - summer term

Subject: Finance   

Skills

  • Self-regulation 
  • Self-organisation 
  • Clarifying own values 
  • Enterprise skills and attributes
  • Making decisions 
  • Managing risk

Knowledge

Financial education is the teaching and learning that leads to individuals improving their knowledge, skills and attitudes in relation to money. The topic will endeavour to teach the importance of being financially responsible. 

Throughout finance in year 9 learners will gain knowledge of:

  • Income and expenditure 
  • Credit and debit 
  • Insurance
  • Pensions
  • Taxation and spending 

Rationale

Financial education has been a statutory part of the English secondary school national curriculum since 2014.

This scheme of work is interesting for our learners as it considers financial products that they may have heard of but have little knowledge of. A Survey conducted by MoneySuperMarket concluded that 81% of 18-24 year olds did not know what is meant by ‘interest’. Children and young people growing up today are exposed to an increasing range of financial decisions, from day-to-day activities, such as whether or not to download apps and music online, through to longer-term decisions, such as how to finance a car purchase, and whether to attend university or look for employment. As such, at Harrow High School we feel it is vital for learners to be given an opportunity to learn and build on skills which will help them during their school journey but also in their future lives. 

In finance 1 and 2 delivered in years 7 and 8 learners will have been given an introduction to finance education, they will have learnt about areas such as money, budgeting, different methods of payment. The aim of finance 3-4 delivered in year 9 and 10 is to extend their learning. In Year 9, the aim is for learners to be able to clearly distinguish the difference between financial products, such as credit and debit, income and expenditure. Alongside this, learners are expected to be able to accurately identify good and bad spending habits, and the value of financial products such as insurance and pensions. The Finance unit also aims to interest learners as it aims to compliment other valuable part of the education at Harrow High School such as the careers education.  

unit overview - summer term 

Carousel - Personal Development: Creative Careers

Skills

Applying knowledge from subjects taught in school and linking them to careers. Learners will develop skills that will build their character and strengthen resilience to help them make informed choices about their future.

These skills involve:

Using trustworthy websites to gather information on careers and their future

Reflecting on transition points in their lives

Evaluating their own skills and qualities

Finding ways of coping with transition points and how they would apply them to future times of change

Considering how to make realistic choices

Knowledge

- Learners understand the meaning of the terms equality, diversity and stereotyping

- Learners should be aware of the learning and progression pathways available

- Learners should be able to explain what workplace values are

- Learners should be aware of how important careers education is

- Learners should be aware of how not to limit their future options

- Learners should be aware of future opportunities in learning and work

- Learners should understand the term transition

- Learners should understand the importance of transferable skills

- Learners should be able to evaluate the different qualifications, starting salaries and duties of a wide range of jobs

- Learners should be able to understand the Standard Occupational Classification system

- Learners should understand the labour market information (LMI) is and how it can be useful to you

- Learners should understand how SOC will assist their personal

- Learners should be able to know where to access careers information

- Learners should be able to evaluate if a source is reliable and credible

- Learners should be able to use a trustworthy careers website

- Learners should be able to construct a careers action plan

- Learners should be able to take responsibility to make things happen in their own lives

Rationale

Learners will know how to describe their feelings during times of transition

Learners will know how careers education can help them plan for their future

Learners will know how their personal qualities and social skills can impact upon how employable they are

Learners will know how to select suitable sources of careers information that are fit for purpose

Learners will know how labour market information can impact their career choices.

Creative careers lessons adopt a strategic approach to linking curriculum learning to careers and embeds careers in subject learning. Learners look at real-life contexts and examples from the world of work can make subjects more relevant, motivate learners and raise attainment.

 

knowledge Organiser

A knowledge organiser is an important document that lists the important facts that learners should know by the end of a unit of work. It is important that learners can recall these facts easily, so that when they are answering challenging questions in their assessments and GCSE and A-Level exams, they are not wasting precious time in exams focusing on remembering simple facts, but making complex arguments, and calculations.

We encourage all pupils to use them by doing the following:

  • Quiz themselves at home, using the read, write, cover, check method.
  • Practise spelling key vocabulary
  • Further researching people, events and processes most relevant to the unit.