Aims

  • To enable students to achieve their full intellectual and personal potential;
  • To encourage students to develop their individual talents and skills so that they are able to use them now and in later life.
  • To help and guide our students through their personal and social development.
  • To encourage qualities of self-discipline, co-operation, enthusiasm and initiative so that our students can take a full and effective place in society.

The PD curriculum encompasses the statutory programme of study for Citizenship, the non-statutory framework for PSHEE, statutory SRE (Sex & Relationships Education), Alcohol, Drugs and Tobacco Education and the National Framework for Careers Education and Guidance.

Knowledge, Understanding & Skills

The PD curriculum enables students to understand and acquire for themselves:

    • the skills and confidence to maximise their achievements;
    • principles for distinguishing between right and wrong and considering issues of justice and injustice;
    • knowledge, understanding and appreciation of their own beliefs and cultures and those of others;
    • enduring values, integrity and autonomy to help them become caring and responsible citizens capable of contributing to the development of a just society;
    • the ability to challenge racism, discrimination and stereotyping;
    • an awareness and understanding of our local, national and global environment;
    • the ability, as consumers, to make informed judgements and decisions and to understand their rights and responsibilities;
    • the skills and knowledge to keep safe and healthy;
    • the skills to make decisions regarding their education and career plans;

 

  • self esteem and emotional well-being, to be able to form and maintain worthwhile and satisfying relationships, based upon respect for both themselves and others;
  • the skills to take a useful and active part in their school and the local community.

We also aim to encourage students to develop the generic skills they need to function as effective members of society and in the workplace, including:

  • working in a team
  • decision-making
  • problem solving
  • planning, monitoring and reviewing
  • investigation and research
  • self-awareness
  • self-presentation

In planning the PD curriculum, account has been taken of the need and desire of students to:

  1. follow a programme that is varied, motivating and challenging;
  2. be valued as individuals, to have their individual learning needs met and to have their successes recognised;
  3. follow a curriculum that has meaning for them and is relevant to their future lives and careers;
  4. be offered support and guidance in planning their learning and recognising their achievement.

Learning Outcomes: students will:

  • know about healthy, safer lifestyles and be able to make informed choices;
  • develop good relationships and appreciate the benefits of friendships, including those with people from backgrounds different from their own;
  • have hopes and aspirations for themselves and others;
  • enjoy describing their abilities and interests;
  • know how to set targets for improving their performance in school and other activities;
  • be able to find out about topics in which they are interested, and share their findings in different ways, backing up their opinions;
  • understand the importance and need to continue with learning after they have left school;
  • identify people and organisations from whom they can seek impartial advice about personal issues;
  • be able to identify their income and expenditure, work out the balance and plan for future spending and saving.

students will be able to:

  • be responsible, caring and capable of helping make things better for themselves and others;
  • take an active and responsible role in school and community activities;
  • explain some of the rights, responsibilities and duties of people in their communities, eg the role of the voluntary sector, forms of government and the criminal, legal and economic systems;
  • understand the diversity within and between religions and how this is expressed;
  • understand about the way the world is changing and how these political, religious, social and economic changes affect individuals and groups of people;
  • understand what is meant by “sustainable development” and know why it is important to people’s lives;
  • use our Careers Resource Centre to find and use information (paper and ICT-based) about personal issues, learning and work;
  • participate in activities within and outside school which provide opportunities to develop skills for employability and enterprise;
  • describe and demonstrate a range of these skills – showing leadership, drive, self-reliance and innovative approaches when working on asks and in teams;
  • describe a range of opportunities available to them post-16/18 in terms of learning and work;
  • reflect on their abilities, achievements, interests and skills to make realistic choices for progression after key stage 4;
  • understand the differences between various institutions such as school, college, university and employment;
  • give an account of their work experience placement, identifying what they have learned about work and its impact upon their schoolwork and future career plans;
  • understand how changes in employment patterns might affect their career plans;
  • produce a plan and personal targets for the next and future stages in the learning and work.

students will be encouraged to:

  • develop their own values and attitudes, and recognise their own and others’ rights and responsibilities;
  • show respect for the beliefs and values of others in their school, community and other social contexts, in their conversations, behaviour and work;
  • think about, discuss and explain moral and cultural issues, in the context of their own lives, in an informed manner and with increasing confidence;
  • relate and apply their learning about moral and cultural issues to their own and others’ lives, their family, their community and to society.

Assessment

All students complete one Common Assessment task (CAT) each term, which feeds into their Progress Trackers. Students are given either written or verbal feedback with clear guidance on what is needed to improve in order to reach or exceed their personal target.
Students are guided to read the comments on their work/act upon feedback, note this in their planners & share with parents. In addition, many lessons and activities provide opportunities for peer & self assessment.

The subject is often focused around discussion and debate, but also makes use of ICT, project work, group work and individual reflection and target-setting. Links are made to other subjects including literacy and numeracy across the curriculum. Students are encouraged to take increasing responsibility for their own learning and development and to make links to world events and current affairs.
Throughout Years 7-11, students have the opportunity to engage with a number of visiting speakers including Devon and Cornwall Police, Cornwall Magistrates, SE Cornwall Breathers (Smoking), Cornwall Fire & Rescue (Road Safety), Victim Support (Healthy Relationships & Domestic Abuse), Acorn Pregnancy Crisis, Brook Advisory Service, K3, Alcoholics Anonymous, Citizens Advice Bureau, St John Ambulance, Cornwall EBP (Enterprise & Business Partnership), Army (Human Rights), Cornwall College.

Programme of Study – Outline

PD encompasses a variety of elements that together contribute to our students’ personal development:

PSHEE
Personal, Social, Health and Economic Education focuses on the individual, and the knowledge and skills they need to be healthy and stay safe and to make informed decisions. It encompasses Healthy Living (including Drugs, Alcohol and Sex & Relationships Education), Financial Wellbeing, Life Skills.

Citizenship
Citizenship covers some similar topics to PSHEE but from the wider viewpoint of society, and the students’ role as a young citizen. It encompasses Crime and the Law, Politics, Pollution, Globalisation, and Human Rights.

Careers
Careers Information, Education and Guidance encourages students to have high aspirations and make appropriate choices about their future. It encompasses Options, Work Experience and Post-16/18 Choices, as well as careers in general.

Year 7

Autumn Term Spring Term Summer Term
  • An introduction to saltash.net and PD.
  • Young People & The Law.
  • Bullying.
  • Me & My Future.
  • Puberty & Personal Hygiene.
  • Introduction to Drugs – legal drugs, including smoking.

Year 8

Autumn Term Spring Term Summer Term
  • The Real Game – communities, job roles.
  • The Real Game – budgeting, career aspirations, etc.
  • Politics & Government.
  • Drugs – categories.

Year 9

Autumn Term Spring Term Summer Term
  • Introduction to Year 9, study skills, etc.
  • Pollution, the environment & globalisation.
  • The options process – decision-making, etc.
  • Sex & Relationships Education – healthy relationships, pressure, contraception, STIs, HIV/AIDS, etc.
  • Enterprise Days.
  • Drugs – alcohol.

Year 10

Autumn Term Spring Term Summer Term
  • Work Experience preparation – CVs, personal statements, letters of application, workplace skills, employer expectations, etc.
  • Healthy Living – diet, anorexia, etc.
  • Relationships, pregnancy & parenting.
  • Drugs – Class A drugs.
  • Work Experience – final preparation, including health & safety.

Year 11

Autumn Term Spring Term Summer Term
  • Work Experience reflection & planning for post-16.
  • Building a career portfolio.
  • Human Rights.
  • Drugs Education – review.
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