Personal Development Curriculum

COVID Update

Following on from rising covid rates in Leicestershire, the Local Authority has asked that face masks be reintroduced in all secondary schools for students and staff in communal areas. This is a sensible way to help keep students, staff and our wider community safe from covid this winter. 

Therefore, from Monday, we are requesting that all students (except those with a medical exemption) wear a face mask travelling on school transport, in corridors and when queueing indoors for food. 

Thank you in advance for your cooperation in keeping our local communities healthy and safe.

What is Personal Development?

 

The Cedars Academy, in partnership with parents, has a vital role in preparing children and young people to negotiate the challenges and opportunities of an increasingly complex world. This presents many positive and exciting opportunities, but also challenges and risks. The Personal Development Curriculum is the place where we deal with real-life issues affecting our children, families and communities. It’s concerned with the social, health and economic realities of their lives, experiences and attitudes including relationships. It supports pupils to be healthy (mentally and physically), safe (online and offline) and equipped to thrive in their relationships and careers. 

Parents’ and carers’ support is important to the success of our personal development programme. Pupils are encouraged to talk about the curriculum with parents and carers.

 

The Personal Development Curriculum:

  • Contributes to physical and mental health and wellbeing, encouraging individual responsibility for health.
  • Contributes to the safety and protection of our children and young people, from staying safe online to understanding risks associated with drugs and alcohol and knowing the law surrounding these topics.
  • Contributes to the information young people need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships, and know boundaries within the law.
  • Promotes independence, resilience and responsibility — preparing children and young people for future roles as parents, employees and leaders.
  • Supports employability by developing the personal and social skills demanded by commerce and industry.
  • Supports pupils to be critical consumers of information, and develops the skills to identify misleading news or views on social media and elsewhere.

The Personal Development Curriculum is taught through the Tutor Programme and in RE/PDC in Years 7 - 11.  As a school, we operate a whole school approach to Personal Development and some appropriate topics are explored in tutor time and assembly.  Other subject areas contribute to certain topics such as biology in Science and aspects of relationship and health education arise in RE, English, Drama PE and Food Technology.

A wide range of teaching methods are used that enable pupils to actively participate in their own learning. This includes the use of quizzes, case studies, research, role-play, video, small group discussion and use of appropriate guest speakers. Where it is regarded as particularly beneficial, pupils are divided into single-gender groups for a part of lessons or whole lessons. Occasional use of drama productions also form part of the programme.

Teaching is conducted in a safe learning environment through the use of ground rules and distancing techniques so that pupils are not put on the spot or expected to discuss their own personal issues in class. Teaching resources are selected on the basis of their appropriateness to pupils. 

What will my child learn during these lessons?

 

The Personal Development curriculum is underpinned by the ethos and values of The Lionheart Academies Trust of ‘academic excellence and holistic development’ and we uphold it as an entitlement for all our pupils. We recognise the need to work with parents and carers to ensure a shared understanding of Personal Development and to deliver an effective and personalised programme that meets the needs of our pupils.  

The school believes that pupils should have opportunities to have their genuine questions answered in a sensible and matter-of-fact manner. Teachers will use their skill and discretion to decide about whether to answer questions in class and, if so, how. They will establish clear parameters of what is appropriate and inappropriate; they will follow the school behaviour for learning policy and discuss ground rules with pupils by taking an approach that encourages pupils to be mature and sensible.  Like other subjects, discrete personal development lessons gradually build key concepts and skills through topics that are relevant to children and young people’s age and stage of development. Personal Development lessons cover a wide range of topics and curriculum areas based on the three core themes of:

  • Health and wellbeing
  • Relationships
  • Living in the wider world  

Health and Wellbeing Education aims to give your child the information they need to make good decisions about their own health and wellbeing, to recognise issues in themselves and others, and to seek support as early as possible when issues arise.

Topics include:

  • mental wellbeing
  • Internet safety and harms
  • physical health and fitness
  • healthy eating
  • drugs, alcohol and tobacco
  • health and prevention
  • basic first aid
  • changing adolescent body

 

Relationships Education will build on the teaching at primary school. It aims to give young people the information they need to help them develop healthy, nurturing relationships of all kinds. They will explore what healthy and unhealthy relationships look like and what makes a good friend, colleague and successful marriage or committed relationship.

At the appropriate time, the focus will move to developing intimate relationships, to equip your child with the knowledge they need to make safe, informed and healthy choices as they progress through adult life.

Topics include:

  • secondary transition
  • friendship, including respectful relationships
  • healthy and unhealthy relationships
  • families
  • online media
  • anti-bullying
  • being safe
  • body image
  • consent, rape and sexual abuse
  • harassment and stalking
  • intimate and sexual relationships, including sexual health
  • relationship types and sexuality
  • British values
  • Identity & diversity

 

 

As pupils progress through the years they will be taught the facts and the law about sex, sexuality, sexual health and gender identity in an age-appropriate and inclusive way. It must be recognised that young people may be discovering or understanding their sexual orientation or gender identity. All pupils should feel that the content is relevant to them and their developing sexuality. Sexual orientation and gender identity are explored at a timely point and in a clear, sensitive and respectful manner. 

The aim of Relationships Education is to give young people the information they need to help them develop healthy, nurturing relationships of all kinds, not just intimate relationships in a secure learning environment taught by professionals. It should enable them to know what a healthy relationship looks like and what makes a good friend, a good colleague and a successful marriage or other type of committed relationship.

Effective Relationships Education does not encourage early sexual experimentation. It should teach young people to understand human sexuality and to respect themselves and others. It enables young people to mature, build their confidence and self-esteem and understand the reasons for delaying sexual activity. Effective Relationships Education also supports people, throughout life, to develop safe, fulfilling and healthy sexual relationships, at the appropriate time. Knowledge about safer sex and sexual health remains important to ensure that young people are equipped to make safe, informed and healthy choices as they progress through adult life.

Living in the wider world aims to teach our young people how to be responsible citizens and possess the skills needed for the future.  Living in the wider world draws upon our 4Rs of Resilience, reciprocity, resourcefulness and being reflective. Our young people will also learn about careers and other work-related learning aspects including citizenship and financial management. 

Topics Include:

  • Financial literacy and money management
  • Enterprise skills
  • Employability skills
  • Crime and it’s impacts on community
  • Prejudice and discrimination
  • Skills for independent living
  • Applying for college, jobs, university
  • Rights and responsibilities in the workplace and how these rights are protected

 

Do I have a right to withdraw my child from Personal Development?

 

If you do not want your child to take part in some or all of the Sex Education lessons delivered at secondary school, you can ask that they are withdrawn. The principal will consider this request and discuss it with you.

The science curriculum in all maintained schools also includes content on human development, including reproduction, from which there is no right to withdraw children.

There are huge personal and social benefits of a young person receiving RSE education any withdrawal may have detrimental effects on the child.  This could include any social and emotional effects of being excluded, as well as the likelihood of the child hearing their peers’ version of what was said in the classes, rather than what was directly said by the teacher.

From September 2020 parents and carers cannot withdraw their child from Health Education or the Relationships Education element of Personal Development, because it is important that all children receive this content, covering topics such as friendships and how to stay safe. A young person, up until three school terms before they turn 16, can choose to receive Sex Education if they would like to, and we as a school should arrange for your child to receive this teaching in one of those three terms. 

Whilst every effort is made, sometimes relationship and sex topics can arise incidentally in other subjects, lessons and situations and it is not possible to withdraw pupils from these relatively limited and often unplanned discussions.