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 (Year 7 to Year 9) to equip students with the necessary skills and knowledge to begin to play their roles as young adults in the community.
Year 9 Personal Development Curriculum – Citizenship
- The Media – Including: What is the media? Recognising Fake News, difference between tabloid & broadsheet newspapers, media ‘bias’, censorship, freedom of speech and celebrity right to privacy, Managing Online stress- social media and FOMO (fear of missing out), body image and the media, Proud to be Me body confidence and self-esteem.
Personal, Social, Health & Economic Education (PSHEE)
- CEIAG – Preparation for options and the world of work– including: identification of personal skills & qualities, job families, choosing GCSE options, CV writing and letters of application.
- Relationships and sex education (RSE) – including: Key words and definitions, Sex and the law & Consent, methods of contraception (with condom demonstration), STI’s and where to get advice, Impact of viewing harmful online content such as pornography, Recognising Factors that lead to healthy intimate relationships.
- Health and Wellbeing – including: Illegal drugs- recap cannabis then wider research- including cocaine and heroin, Alcohol- recap units, effects on the body and wider impact on sexual health and relationships, Alcohol and advertising – Resisting the pressure to drink, Alcohol and first aid- practising the Recovery Position, basic first aid for minor or common injuries, what is CPR? using defibrillators, promoting positive mental health and finding out about infectious diseases.
Religious Education (RE)
- Buddhism project – Including: The Life and teachings of Buddha: The Four Noble truths, The 8 Fold Path and Karma, life of Buddhist monks, temples and shrines, Buddhist festivals and key celebrations.
- Moral Issues – Including: – Identification and discussion of current moral issues, factors to consider when trying to decide who to save in an emergency/natural disaster, media collection of how religion is effecting events around the world and what is genocide?
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
