Personal Development

Intent 

At The John Warner School, our Personal Development curriculum is made up of; RSHE (Relationships, Sex and Health Education), PRE (Philosophy, Religion & Ethics) Citizenship, Careers, British Values and SMSC (Spiritual, Moral, Social and Cultural) Education. It is designed to empower students to be respectful, responsible, and caring individuals. We aim to equip them with the knowledge, understanding, and skills needed to navigate relationships, make safe choices, and embrace diversity in modern Britain. 

Our curriculum is informed by: 

• The RSHE Statutory Government Guidelines (2020) 
• The PSHE Association Programme of Study 
• A wide range of high-quality published and bespoke resources covering all statutory content 

We strive to support students’ spiritual, moral, social, and cultural (SMSC) development, promote mental wellbeing, and encourage reflection on personal values, ambitions, and behaviour. RSHE plays a key role in meeting the Ofsted Inspection Framework on Personal Development, Behaviour & Attitudes, Safeguarding, and British Values.  

Implementation 

In terms of implementation, we have established a systematic and coherent framework that spans the educational journey from Year 7 to Year 13. Students in Years 7 through 13 receive one timetabled Personal Development lesson each fortnight, with additional SMSC activities facilitated during form time. These engaging sessions cover short RSHE topics and include reflection tasks aimed at promoting critical thinking around personal and social issues.  

The curriculum is meticulously designed around six core thematic strands:  

• Me & My World 
• Celebrating Diversity & Equality 
• The Future; My Dreams and Goals 
• Health & Wellness 
• Relationships 
• Changes; Sex Education 

These themes are delivered consistently across year groups, ensuring that all students engage with relevant content at the same point in the academic year. Notably, our curriculum is structured in a spiral format, allowing topics to reappear at age-appropriate levels with increased complexity as students mature. Beginning in Year 7, early intervention efforts focus on fostering kindness and preventing bullying, thereby creating a foundation of wellbeing and positive relationships. 

In terms of delivery, Personal Development is predominantly taught by form tutors, although other staff members are invited to support where applicable. To ensure high-quality teaching practices, all staff involved in the delivery of Personal Development benefit from ongoing continuous professional development (CPD). This includes planning sessions and tailored one-to-one support, enhancing their capability to engage students effectively. Our resources are diverse, encompassing bespoke form-time sessions, external assemblies, guest speakers, and engaging school-run initiatives that promote kindness and anti-bullying. 

Assessment in Personal Development takes on a unique approach, given that it is a non-examined subject. Rather than relying on formal marking, we prioritise the assessment of students' Attitude to Learning (ATL), focusing on participation, effort, and engagement. Rather than traditional marking, feedback mechanisms include structured tasks throughout the lessons, reflection activities at the end of every lesson and self-assessment opportunities at the conclusion of each unit. This encourages honest reflection, allowing students to gain insights into their values and understanding while fostering a growth mindset throughout their learning journey. 

Impact 

The impact of our Personal Development programme is substantial, enabling students to: 

• Develop respectful attitudes and celebrate diversity. 
• Make informed, safe choices regarding physical and mental health. 
• Understand critical issues such as consent, online safety, and emotional wellbeing. 
• Handle relationships positively and show empathy in real-life situations. 
• Positively contribute to school life and the wider community. 

Evidence of this impact can be illustrated through several key measures: 

• Regular self-assessments that track growth and awareness. 
• Learning journals that reflect personal development over time. 
• Form-time records of SMSC activities that chart weekly engagement. To measure student engagement practically, educators may employ the following methods: Participation Counts: Record the number of students who actively engage in discussions or activities. Anonymous Surveys: Gather student feedback on their interest in and enjoyment of SMSC activities through regular surveys. Reflective Journals: Encourage students to write about their thoughts and learnings from the activities. Peer Observations: Train older students to observe and report on the involvement of their peers during activities. Activity Feedback Forms: Distribute forms after specific activities to assess student satisfaction and suggestions for improvements. 
• Outcomes from attitude reporting (ATL), highlighting student engagement and progress. 
• Feedback from student voice, parents, and staff. 

To maintain the efficacy of our curriculum, we conduct annual reviews of the materials we utilise, including our bespoke “Exploration” activities. Feedback is invaluable in guiding curriculum enhancements, and we are actively developing our Aspirations strand to provide more targeted career and goal-setting support for our students. 

In conjunction with the structured lessons, students engage in various opportunities to further their learning experience. The Year 7 Kindness Project, whole-school drop-down days, assemblies, and awareness campaigns are integral to our RSHE approach. These initiatives reinforce our commitment to British Values, Equality, SMSC, and Safeguarding. Through this carefully structured and reflective programme, our students are guided to become well-rounded, empathetic, and informed citizens who can navigate life’s challenges with confidence and compassion.