Personal Development

Citizenship, Religious Education,
PHSE and Careers IAG

Rationale

Personal Development at key stages 3 and 4 helps pupils lead confident, healthy and responsible lives as individuals and members of society. Through work in lesson time and a wide rage of activities across and beyond the curriculum, pupils gain practical knowledge, understanding and skills to help them live healthily and deal with spiritual, moral, social and cultural issues they face as they approach adulthood.

Personal Development gives opportunities to reflect on their experiences and how they are developing. It helps then understand and manage responsibly a wider range of relationships as they mature and show respect for the diversity of and differences between people. It also develops pupils' well being and self-esteem, encouraging belief in the ability to succeed and enabling them to take responsibility for their learning and future choice of courses and career. Personal Development at key stages 3 and 4 build on pupils' own experiences and on work in key stages 1 and 2 in the relevant areas of the curriculum.

Curriculum

• The components of Personal Development will be delivered as part of a combined programme, with enrichment from other subject areas and enrichment opportunities.
• All pupils will receive one 50-minute session per week
• The curriculum content in the subject overview is drawn from:
1) The non-statutory schemes of work for PHSE: Economic wellbeing and financial capability at key stage 3 and 4 (QCA 2007).
2) The statutory Citizenship programme of study for key stage 3 and 4 (QCA 2007).
3) The non-statutory programme of study for Religious Education (QCA 2007).
4) The local agreed syllabus for RE
5) The non-statutory PHSE: Personal wellbeing, programme of study (QCA 2007).
6) Quality Standards for Information, Advice and Guidance Framework (DCSF 2007).

Teaching Strategies

The delivery of Personal Development complies with the requirement to deliver the non-statutory guidance, statutory national curriculum and government advice in each area respectively. The delivery of each element is a fluid process. Teaching makes use of instruction, exposition, explanation and demonstration as appropriate. Opportunities are made available for the pupils to work individually, in groups and as a whole class. Teachers draw upon their on subject knowledge and experience as it is recognised that entitlement vary from year to year and will encompass contemporary issues. Where appropriate, the strands within Personal Development are augmented by: educational visits, visits by representatives of relevant organisations and other individuals.

Enrichment is linked to other subject areas providing relevance or case studies to compliment the core knowledge and understanding taught by the department.
At all times teaching, will both promote and be consistent with the school's policies on behaviour, bullying, equal opportunities and spiritual, moral, social and cultural development.

An overview plan for Personal Development is renewed annually.

Resources

The schemes of work contain topic, aims, learning outcomes and evidence of experience as well as suggestions for resources, starters and plenaries. They have been created to allow the use of up to date case study materials without the schemes of work becoming too dated too quickly.
The Personal Development teaching room (S6) has a wide range of resources to compliment the schemes and can be consulted to find a resource to suit the specific need of a class.

Assessment, Recording and Reporting

Assessment of pupils' work will be undertaken on a regular basis and will accord with the schools' assessment, recording and reporting policy. Pupils will receive regular feedback on the assessment of their work and will be informed of strengths in their work, areas for development and targets for improvement. Pupils will be encouraged to critically assess and reflect on their own work. Formal assessment at the end of key stage 3, as required by the qualifications and curriculum authority, will take place in the summer of year 9 for Citizenship. Assessment for RE is line with the non-statutory guidance.

Citizenship

Citizenship gives pupils the knowledge, skills and understanding to play a role in society at local, national and international levels. It helps them to become informed, thoughtful and responsible citizens who are aware of their duties and rights. It promotes their spiritual, moral, social and cultural development, making them more self-confident and responsible both in and beyond the classroom. It encourages pupils to play a helpful part in the life of their schools, neighbourhoods, communities and the wider world. It also teaches them about the economy and democratic institutions and values; encourages respect for different national, religious and ethnic identities; and develops pupils' ability to reflect on issues and take part in discussions.

  • My time at Beacon Hill provided a massive range of opportunities which have proved valuable not only whilst studying at sixth form and when applying to university, but also in everyday life.
    Former student, 12 A*-C grade GCSEs
  • When I left Beacon Hill I had a career path in mind; I wanted to teach. This was down to 5 brilliant years at the school. I was inspired by my teachers who encouraged and supported me to believe in myself and my abilities.
    Former Student
  • We are impressed with how both of our children have settled in and are progressing though the school. We find staff understanding & helpful.
    Parent Survey
  • Progress is tracked effectively and extra help given quickly to students who need it.
    Ofsted
  • The school has developed a really positive culture for learning, as a result of high expectations of both staff and pupils.
    Local Authority
  • The curriculum meets the needs of individual students particularly well [providing] a balance of academic and vocational courses for students to study at GCSE.
    Ofsted
  • Students have good attitudes to learning and are keen to succeed.
    Ofsted
  • Evidence from pupil interviews, work scrutinies and HMI visit indicates that the Stage not Age curriculum is impacting positively on the quality of learning in the school.
    Local Authority
  • Students benefit from a very wide range of activities which enrich the curriculum… a wealth of field trips, sporting activities and drama productions
    Ofsted
  • Teachers know their students extremely well and work is closely tailored to students’ individual needs.
    Ofsted