Personal Development at Kirkby Stephen Grammar School incorporates the subject areas of Citizenship, PHSEE, RE and Careers Education. Students are taught in mixed ability groups and receive two lessons per fortnight. The modular based course builds over three years (Yr7 to Yr9) to equip the students with the necessary skills and knowledge to begin to play their roles as young adults in the community.
Year 7 Personal Development Curriculum- Citizenship
- Rights and responsibilities – including: What are my responsibilities to myself and others? Concept of Rules and why we have them, Decision making in school and the role of the school council, Children’s rights and the UN Convention on the Rights of the Child (UNCRC)
- Individuals can make a positive difference & practical Volunteering project.
- Local Government and Local Action- including: The work of a local councillor, Town Planning – considering needs and ‘Design a new town activity’, Pressure groups and ways to initiate change, Student survey- strengths and weaknesses of living in their local area, Letter to local councillors identifying problems and suggesting solutions.
- Animal rights- including: RSPCA’s five freedoms & laws, looking at the pros and cons of Animals in zoos, circus and aquariums, ‘From farm to fork’ and Animal testing
Personal, Social, Health & Economic Education (PSHEE)
- Healthy living & wellbeing – including: Puberty, personal hygiene, exercise, diet, dental hygiene, anti-smoking and promoting positive mental health
- Managing social relationships – including: Transition to secondary school, developing positive interactions within social situations, forming Positive FRIENDSHIPS, Anti-Bullying, Self Esteem and resilience building,
- Safe Communication online- Key terms and definitions, ‘Sexting’ and what is a ‘digital footprint’?
Religious Education (RE)
- ‘Faith in My Community’ – Introduction to the 6 major world religions including: Founders, symbols, leaders and places of worship.
- Theists, Atheists and Agnostics
- Moral codes and the 10 commandments
- What was the Holocaust? And pre- war Jewish life
The Right of Withdrawal from Religious Education (RE):
Religion and belief have become more visible in public life in recent years, making it important that all pupils should have an opportunity to engage in RE. However, the parent of a pupil at a community, foundation, or voluntary school (or pupils themselves if they are aged 18 or over) may request that they be excused from all or part of the religious education (RE) provided.
Parents who wish to withdraw their children from RE should be aware of its aims and what is covered in the RE curriculum and that they are given the opportunity to discuss this if they wish. It should be made clear whether the withdrawal is from the whole RE curriculum or specific parts of it. No reasons need be given.
Important – limitations to withdraw
- If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching. A pupil may be required to work in another area of the school, such as library or break out area.
- Whilst parents or carers have a right to withdraw children from RE, they should note that children may also encounter religions and beliefs and wider aspects of faith in other areas of the curriculum from which there is no right of withdrawal.
- On occasion, spontaneous questions about religious matters are raised by pupils or issues related to religion arise in other curriculum subjects such as history or citizenship (PSHE). For example, schools promote community cohesion and help pupils to understand ideas about identity and diversity, feelings, and emotions within both religious and non-religious contexts.
Managing the Right of Withdrawal
If pupils are withdrawn from RE, schools have a duty to supervise them, though not to provide additional teaching or to incur extra cost. Pupils will usually remain on school premises where it is feasible and appropriate.
Where a request for withdrawal is made, the school must comply and excuse the pupil until the request is rescinded. Though not legally required, it is good practice for a head teacher to invite parents to discuss their written request.
(Section 71(3), School Standards and Framework Act 1998).
Assessment arrangements
A formally assessed piece of work is marked on the 1-9 grade scale at the end of most topics. Students are given summative and formative feedback. For certain topics however, a formal assessment is not appropriate. Here an alternative way of measuring progress will be used- for example a quiz or other written/verbal knowledge check. In addition, regular self-review, peer review and informal feedback from teachers occurs.
Contact for further information – Mrs Sarah Bell, Subject Lead
