PSHCE/Personal Development Days

“Never judge a book by it’s cover”. Lester Fuller

Article 2 (non-discrimination) The Convention applies to every child without discrimination, whatever their ethnicity, sex, religion, language, abilities, or any other status, whatever they think or say, whatever their family background.


In KS3 PSHE education is a planned, developmental programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives now and in the future. As part of a whole-school approach, PSHE education develops the qualities and attributes students need to thrive as individuals, family members and members of society.

At KS4 students study PD (Personal Development) which brings together teachers and students to discuss things that matter. The course is based on the Philosophy for Children (P4C) programme which encourages students to think creatively and critically in order to communicate and cooperate with others.

Both PSHCE and PD uphold the schools commitment to the Rights Respecting School Award. These subjects nurture students’ abilities in safe and inspirational classrooms.  The RRSA values are embedded into schemes of learning and support students in becoming responsible, happy, healthy and active citizens.

Upcoming Trips:


  • Four overlapping and linked ‘Core Themes’ (Health and Wellbeing, Relationships, SRE and Living in the Wider World), are expressed as areas of core knowledge, understanding, language, skills and strategies, and are taught in accordance with students’ readiness, when appropriate across all Key Stages. It is important to recognise that many decisions about both health and lifestyle are made in a social context or are influenced by the attitudes, values and beliefs of significant others. 
  • PSHE is taught across Key stage 3. PD is taught across Key stage 4
  • PSHE and PD long term planning is in place across the curriculum including Science, Physical Education, ICT and Humanities to ensure duplication does not occur and to enable a holistic approach to learning.
  • PSHE and PD are also taught within tutor time and on targeted Personal Development Days when topics can be explored in more detail and outside speakers can be brought in to add further expertise.
  • Schemes of learning encourage progression, focusing on developing core skills, RRSA values and knowledge.
  • The PSHE and PD teachers share best practice with other colleagues in terms of curriculum design and delivery.
  • The Head of Department keeps the appropriate members of SLT informed of proposed changes to curriculum delivery or content;
  • The Head of Department reviews their own CPD needs and the requirements of those in the department regarding curriculum planning and delivery within their area of responsibility.

Teaching staff will:

  • Ensure the curriculum is implemented in accordance with this Curriculum Area policy;
  • Keep up to date with developments in PSHCE and PD;
  • Contribute to departmental evaluation and development of the curriculum;
  • Contribute to the school’s commitment to the Rights Respecting Schools Award;
  • Participate in high quality professional development, working with colleagues to develop their skills in understanding the learning needs of their students and how best to plan a curriculum to address those needs and engage students;
  • Work in partnership with other agencies to provide an appropriate range of curriculum opportunities;
  • Use a range of activities and styles when teaching PSHE so that learning becomes memorable and different learning styles are catered for;
  • Give students constructive feedback that allows them to be successful.

Students will:

  • Have a voice and contribute to the design of the PSHE and PD curriculums;
  • Have personalised support within PSHE and PD lessons;
  • Have knowledge of the RRSA values and their links to PSHE and PD subjects.

The PSHCE and PD curriculums will enable pupils:

  • To maintain physical, mental and emotional health and wellbeing including sexual health;
  • To learn about parenthood and the consequences of teenage pregnancy;
  • To assess and manage risks to health in order to keep themselves and others safe
  • To make informed choices about health and well-being matters including drugs, alcohol and tobacco; maintaining a balanced diet; physical activity; emotional health and well-being and sexual health;
  • To respond in an emergency including administering first aid;
  • To develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills;
  • To recognise and manage emotions within a range of relationships;
  • To deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and other violence and online encounters;
  • To understand consent in a variety of contexts (including in sexual relationships);
  • To manage loss including bereavement, separation and divorce;
  • To respect equality and be a productive member of a diverse community;
  • To identify and access appropriate advice and support;
  • Help students become happy, healthy, responsible and active citizens through the promotion of the RRSA values;