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Personal Development

 

subject overview

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 9-10 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
  • Intimate relationships reproductive health including fertility and contraception
  • Pregnancy, miscarriage and pregnancy choices
  • Sexual Transmitted infections
  • Dangers of risky behaviour

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 (SRE). The SRE 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 9-10 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 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.

 Our Relationships education, RSE, aims to ensure pupils are taught the knowledge and life skills they will need       to stay safe and develop healthy and supportive relationships.

unit overview - spring term

Subject: Drugs

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 health 3 and 4 learners will gain knowledge of 

  • Different drugs types are stimulants, depressants, hallucinogenic or Analgesics.
  • The importance of avoiding addiction 
  • The different consequences related to drug activity, including social implications as well as legal implications.
  • Drug classification laws and the impact on individuals.
  • Personal hygiene and self-examination
  • Oral health
  • Sleep
  • Different emotions
  • Mental ill health
  • Ways of managing well-being

Rationale

From 2020 it will be 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 Health 3 and 4, learners will look at many aspects of health such as self-examination, oral health and mental ill health, we believe the lessons will equip our learners to better understand the importance of looking after themselves. In year 10 (health 4) learners will move onto looking at different drugs and the dangers.

 In 2018 a major drugs case occurred within the London Borough of Harrow, which involved over £30k worth of class A drugs. Many learners became aware of the case and are aware of other cases, as such, we believe it is vital for young people to be educated about drugs and addiction and the consequences of drug activity. .

Within this topic Students will be able to develop their knowledge, about all drugs and appreciate the benefits of a healthy lifestyle, relating this to their own and others’ actions. Throughout the topic leaners will be taught ways of recognising and managing risks, the topic aims to make it real and relevant to learners demonstrating case studies of young people.

Ensuring that children are educated about drugs can help prevent them from using them, especially ones that are made to sound harmless, but are in reality very addictive or dangerous to the body with accurate information about the topic, a person will be more likely to make a fact-based and informed decision. Ensuring that children are educated about drugs can help prevent them from using them, especially ones that are made to sound harmless, but are in reality very addictive or dangerous to the body. Ensuring that children are educated about drugs can help prevent them from using them, especially ones that are made to sound harmless, but are in reality very addictive or dangerous to the body

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 year 9 and 10 learners will gain knowledge of

  • Income and expenditure
  • Credit and debit
  • Insurance
  • Pensions
  • Taxation
  • Fraud and ID theft
  • Investments
  • Dangers of gambling.

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 considers financial products that they may have heard of but have little knowledge of. A Survey conducted by Money SuperMarket 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 year 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.

The topic also interest learners as it aims to compliment other valuable part of the education at Harrow High School such as the careers education. 

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.