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Personal Development

In our curriculum, 'Personal Development' covers a range of learning topics that are focussed on the individual developing skills and understanding about what matters to them and, how they can interact with the world.  Dependent on their needs, the information covered in the Pathways of learning will cover statutory requirements and a tailored, relevant programme of learning.   The Personal Development Planning Framework identifies extension of knowledge along identified categories/areas of learning. 

The St Luke's Personal Development Planning Framework (revised July 2021)

Our programmes of learning ensure relevance and purpose, with Pathways leading to identified qualifications and outcomes that enable the child an understanding of the individuals' skills, knowledge and understanding for their next steps.

 

Social

  • Learning skills
  • Social awareness
  • Effects of my actions on others
  • Understanding and responding to others
  • Social skills, e.g. play
  • Sex and relationships inc. friendships
  • Teamwork
  • Hobbies & Leisure
  • Self-esteem and confidence
  • Awareness and tolerance of other cultures and religions

 

Emotional Literacy

  • Emotional Awareness
  • Self-regulation
  • Behaviours linked to emotion (self and others)


Independence

  • Travel Training
  • Independent Living
  • Cooking


Healthy

  • Personal Safety
  • Stranger Danger
  • Drugs & Alcohol
  • Medicines
  • eSafety


Healthy Living

  • Food
  • Exercise
  • Hygiene
  • Human body
  • Sex and relationships


Citizenship

  • Awareness of the community
  • Different services, e.g. shops, doctors
  • Our rights
  • Responsibilities, e.g. environment
  • British values
  • Shopping & Money
     

Curriculum Mapping Personal Development

Curriculum Map

KEYSTAGE 2

Managing Feelings (Identifying and expressing feelings, Managing strong feelings) Travel and Homeskills (taught through each year)

 

Autumn Term 1

Autumn Term 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Self-Awareness

1. Things we are good at

2. Kind and unkind behaviours

3. Playing and working together

World I live in

3.  Rules and Laws

Self-Care, Support and Safety

1. Taking care of ourselves

2. Keeping safe

Changing and Growing

1. Baby to adult

2. Changes at puberty

Healthy Lifestyles

1. Healthy Eating

3. Keeping well

The World I Live In

1. Respecting differences between people

 

The World I Live In

6. Money

Year 2

Self-Awareness

4. People who are special to us

5. Getting on with others

World I Live in

2. Jobs people do

3.Rules and Laws

Self-Care, Support and Safety

3. Trust

4. Keeping safe online

5. Public and Private

Changing and Growing

3. Dealing with touch

4. Different types of relationships

Healthy Lifestyles

2. Taking care of physical health

3. Keeping well

The World I Live In

5. Belonging to a community

The World I Live In

4. Taking care of the environment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

KEYSTAGE 3

 

Autumn Term 1

Autumn Term 2

Spring 1

Spring 2

Summer 1

Summer 2

Year 1

Managing Feelings (Zones)

1.Self Esteem (returning to school after lockdown)

(C&G 3). Friendships

SA 2. Skills for Learning

The World I Live In

1.Human Diversity

SA 3. Prejudice and discrimination (BLM Movement)

Changing

& Growing

1.Puberty

SC 6. Public and private

 

Self-Awareness (careers week link)

TW 6. Managing Finances (Maths)

Self-care, keeping safe

TW 5.Preparing for adulthood

TW 6. Home Skills

Healthy Lifestyles

1.Elements of a healthy lifestyle

2. Mental Well Being

Year 2

Managing Feelings (Zones)

2.Strong Feelings

3. (C&G 4) Romantic

Relationships/feelings & Consent

The World I Live In

2.Rights and Responsibilities

SC 4. Keeping safe online

3. Managing online information

Changing

& Growing

2.Positive unhealthy relationships

Self-Awareness (careers week link)

4. Managing Pressure

Self-care, keeping safe

1.Feeling unwell

2.Feeling frightened and worried

Healthy Lifestyles

3. Physical Activity

4.Healthy Eating

5.Body Image

Year 3

Managing Feelings (Zones)

4. (C&G 3)Expectations of friendships, relationships/abuse

The World I Live In

4.Taking care of the environment

5. Travel

Changing

& Growing

(C&G 5) Long Term Relationships

 

Self-Awareness (careers week link)

SC 5. Emergency Situations

SC 3. Accidents and Risks

Self-care, keeping safe

 

7. Gambling

2.Feeling frightened and worried

 

Healthy Lifestyles

6.Medicinal drugs

7.Drugs, alcohol & tabacco

KEYSTAGE 4

 

Autumn

Spring

Summer

Year 1

Preparation for Work – (ACC)

Rights and Responsibilities – (ACC)

Healthy Living (ACC)

 

 

 

The World I Live In

WILI 2: Rights and Responsibilities WILI 5: Preparing for Adulthood

Healthy Lifestyles

HL7: Drugs, Alcohol and Tobacco

 

Changing and Growing

CG1 Puberty

CG4 Romantic relationships, consent and contraception

CG5 Long term relationships and Parenthood

 

Changing and Growing

CG1 Puberty

CG4 Romantic relationships, consent and contraception

CG5 Long term relationships and Parenthood

 

Year 2

Managing Social Relationships – (ACC)

Managing  Money – (ACC)

Personal Development (ACC)

Health and Safety in the Home and in the Community (ACC)

Health and Safety in the Home and in the Community (ACC)

 

The World I live In

WILI 6: Managing Finances

Self-Awareness

SA 3 Prejudice and Discrimination

SA4 Managing Pressure

Self- care, Support and Safety

SSS4: Keeping Safe Online

SSS5: Emergency Situations

SSS6: Public and Private

Self-Awareness

SA 4: Managing Pressure

Self- care, Support and Safety

SSS1: Feeling Unwell

SSS 2: Feeling Frightened/Worried

 

Self- care, Support and Safety

SSS7: Gambling

 

 

 

An Example of Assessment areas - what we are looking for in the different Pathways:

This example is Key Stages 1 & 2: Changing and Growing

 

Encountering

Foundation

Core

Development

Enrichment

Enhancement

CG1 – baby to adult

 

Respond with curiosity to prompting about babies, what they look like and how they behave; about how we have changed since we were a baby.

Identify some of the differences between a baby, child and adult.

 

 

Describe how our needs have changed since we were a baby

Describe some of the things we can do now that we couldn’t do when we were younger.

Identify stages of the human life cycle.

Explain how the needs of babies, children, adults and older people differ

CG2 — Changes at puberty

 

Respond with curiosity to adult prompting of the names for body parts and changes of puberty

Recognise correct vocabulary for some of the main body parts, including genitalia. Recognise that bodies change as people become adults, including the onset of menstruation (when appropriate).

Describe the main physical differences between male and female bodies, including the onset of menstruation at puberty (when appropriate).

 

Identify whom we can talk to about growing and changing.

Describe some of the physical changes for both boys and girls that occur as we grow up (e.g. body shape, height, menstruation).

 

 

Describe what happens during puberty, including changes in mood, emotional changes, menstruation and wet dreams/ejaculation, hair growth, skin and voice changes.

 

Use correct vocabulary to name male and female reproductive organs.

 

Recognise that during and after puberty, some people enjoy masturbating, and this should be done in private.

Recognise that people experience the physical and emotional changes of puberty over different lengths of time.

 

Identify reliable sources of advice on growing and changing.

CG3 — Dealing with touch

 

Respond with interest to stimuli about different kinds of daily physical contact we experience

 

Respond to adult modelling/visual stimuli for how to show through our responses if we are unhappy/uncomfortable with the way someone is touching us.

Identify some of the ways trusted adults/family members may physically touch us as part of our daily care, during play or to show affection.

 

Demonstrate ways we can let people who help us know if we are not comfortable with the way we are being touched.

Explain that our bodies belong to us and that we have a right to feel safe.

 

Recognise the need to respect other people’s bodies and to ask for permission before we touch them

 

Explain when and why physical contact may be inappropriate (e.g. it causes us to feel upset, hurts us, we feel uncomfortable about it).

 

Identify occasions when it might be okay for someone to make us feel uncomfortable (injections, cleaning cuts or grazes); that these might be when we are unwell, injured or need medical treatment.

Describe different types of physical contact; explain how to differentiate between acceptable and unacceptable, comfortable and uncomfortable necessary and unnecessary physical contact.

 

Describe or demonstrate how to respond to unwanted physical contact; how to let someone know we don’t like it or want it. Identify trusted adults we can tell.

Explain that we have the right to protect our bodies from Inappropriate/ unwanted touching.

 

Explain how we can respect other people’s right to protect their bodies from inappropriate/ unwanted touching.

 

Explain when and whom to tell if we are worried, and the importance of persisting in telling until we feel comfortable and safe

Explain that our bodies should be looked after and that female genital mutilation (FGM) (removing or injuring female genitalia for nonmedical reasons) is wrong and illegal, even if some adults think it is necessary.

 

Identify someone we could safely go to for help if we are worried about ourselves or someone else

CG4 —Different types of relationships

 

Respond to stimuli about some of the different kinds of relationships there are within families.

Give examples of different types of relationships.

 

Identify the people who make up our family.

Identify different types of family.

 

Recognise others’ families in school may be different from their family.

Identify some of the ways in which we may be cared for by our families, friends and other adults who care for us.

 

Explain that two people who love and care for one another can be in a romantic relationship; that this is different from a friendship.

Recognise that two people in a long term relationship might live together or be married (or in a civil partnership); that getting married must always be a choice both people make together.

 

Recognise that two people who love and care for one another may or may not have children.

 

Identify some of the roles and responsibilities of parents and carers.

Explain the features of a healthy and positive friendship or family relationship.

 

Identify whom to tell if something in our family life makes us unhappy or worried.

 

Recognise that relationships, including marriage and civil partnership, can be between people of any gender