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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 aim 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

Sex and relationship education

Subject: Relationship and Sex Education     


  • 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


  • Throughout Year 7 learners will gain knowledge on:
  • The different types of relationships including friendships, boyfriends/ girlfriend/ family relationships and dealing with relationship break-ups including reasons for marriage and divorce
  • Improving relationships
  • Negative consequences of stereotypes, prejudice and discrimination.
  • Consequences of bullying.
  • Dangers of knife crime and gangs
  • Definition of harassment
  • Importance of diversity and equality.


The Department for Education is introducing compulsory Relationships Education for primary pupils and Relationships and Sex Education (RSE) for secondary pupils from September 2020. 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’

At Harrow High School we strongly agree with the above and with that in mind have put together topics which cover aspects of the above. Topics have been thought out and much consideration has been given to what is deemed as age appropriate. As such in year 7 learners start with looking at friendship, respect, effects of bullying, equality this progresses on in year 8 by looking at other types of relationships as well as safe and unsafe relationships.

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.

We believe that the topics can help learners stay safe, especially when dealing with peer pressure and difficult situations. At Harrow High School we have learners from many different cultural backgrounds, we believe it is vital for learners to understand the importance of identifying risks and ways of staying safe as well as knowing where to go if they are concerned.

The topic aims to build and nurture healthy relationships, which we believe will have a positive impact on learner’s well-being during their years at Harrow High School but also into their adult lives.  





Subject: Health


  • Analyse others feelings and values
  • Analyse things that are beneficial against things that are deemed as detrimental
  • 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
  • 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


Throughout this topic learners will gain knowledge of

  • Health and exercise
  • Benefits of exercise
  • Different lifestyles and disease
  • Organ and blood donation
  • Dangers of a poor diet.


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’.

At Harrow High we believe teaching about Healthy Lifestyles is vital, it not only contributes positively whilst they are at school but will prepare them for their adult lives.

In the recent Harrow Obesity Strategy 2014 -2018 it is stated ‘there are over 44,000 obese adults in Harrow and one in five children aged 10 years old are of an unhealthy weight’. With these figures, we feel it is vital to educate learners about what is considered as healthy and unhealthy and for learners to link and understand how unhealthy can lead to unhealthy lifestyles and poor health.

This topic also covers stress and what it means and ways of dealing with stress, again this contributes immensely to the overall well-being of our learners.



Subject: Finance  


  • Identifying what is good value for money
  • Analysing decisions
  • Identifying risk
  • Managing spending habits
  • Managing how to save money
  • Analysis of savings accounts benefits


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 education in year 7, learners will gain knowledge of:



Finance education became a statutory part of the English secondary school national curriculum in 2014, alongside Citizenship education. KS3 finance education aims to cover the functions and uses of money, the importance and practice of budgeting, and managing risk. The introduction of finance education to learners at such a young age in Year 7 aims to encourage them to develop their character whilst moving onto the next academic milestone of the transition from primary education to secondary education. Through finance education, learners will be introduced to financial key terms and concepts that they will be further familiarised with in Year 8 where they will continue enhancing financial knowledge and awareness. It is crucial for learners to become equipped with the knowledge and skills needed to survive in society with the benefit of financial stability in their future, given the increase in young people taking out loans – this is supported by a survey that Money Advice Trust commissioned YouGov to conduct of 18-24 year olds in 2016 regarding their attitudes and experience of credit and debt; the results showed that more than a third of young people have taken out loans through credit cards, overdrafts and other sources and the same figure showed that they do not have a guaranteed and set plan to repay such borrowed money. Over 51% claimed they worry about their finances on a regular basis, which would be expected to play a role in the increased worry over mental health amongst young people. With this considered, it is vital that learners are taught from a young age how to manage money well and how to budget, as well as encourage learners to aspire to make sound financial decisions.

Throughout Year 7 finance education through Personal Development, learners are introduced to key concepts and terminology regarding finance education, which is further enhanced in Year 8, and then developed to encourage deeper exploration and extended learning opportunities in Years 9 and 10.




Subject: Citizenship


  • Identifying how to be/become an active citizen in society
  • Identifying Fundamental British Values
  • Develop an understanding of civic education
  • 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 aims of different UK political parties
  • Establishing right wing from left wing UK political parties


Throughout the Active Citizenship unit, Year 7 learners will gain knowledge of: 

  • How Parliament works (House of Commons, House of Lords, monarch)
  • Political parties
  • How the election process works, voting, first-pass-the-post
  • Members of the cabinet, how the cabinet helps the PM
  • Brexit


The government guidelines for Citizenship teaching in KS3 includes a high-quality citizenship education that helps to provide pupils with knowledge, skills and understanding preparing them to play a full and active part in society. It states that students should gain an understanding of democracy, which learners at HHS acquire through the Active Citizenship unit when learning in Y7 about Parliament, how the election process works, why voting is important in the UK.

The purpose of Citizenship education is to encourage students to explore and critically analyse political and social issues, which is carried out in the Active Citizenship unit in Personal Development through teachings on Brexit – it is important learners understand why Brexit took place and how it affects the UK, as it will alter several aspects of UK society including their future. Further skills that learners are able to acquire through effective Citizenship education includes the ability to weigh, evidence, debate and make reasoned arguments. These skills are instilled throughout the unit through extended writing and the use of real-life topical events, i.e: Brexit, the election, current Government, etc. Citizenship being such a broad subject, it proves easier to bring in topical issues and events in society and relate these to lessons, for example when looking at the Government and the Cabinet, learners have the opportunity to relate this information to the Government’s decision-making process throughout the ongoing Coronavirus pandemic; this contributes towards developing learners’ analytical and critical thinking skills, as well as an opportunity for debates and extended writing expressing their opinion and views.

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.



First aid

Carousel - Personal Development: First Aid

Applying knowledge of basic treatment for common injuries and life-saving skills. Learners will develop skills that will build their character and strengthen community resilience.

These skills involve:

Using the Recovery Position

Administering CPR and how to use a defibrillator

Treating minor and severe bleeding

Treating a casualty with allergies

Treating a casualty with asthma

Saving someone who is choking

Treating a head injury


Knowledge Organisers

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.