CCEA defines Personal Development as;

'Encouraging each child to become personally, emotionally, socially and physically effective, to lead healthy, safe and fulfilled lives; To become confident, independent and responsible citizens, making informed and responsible choices and decisions throughout their lives’

Taking this definition, it means more than the continuum of life skills. It is a process that involves the entire world of the young person, of which school can play a significant part. Personal development involves knowledge, attitudes, skills, relationships and behaviour that can be utilised in and outside the classroom. This involves thinking processes, managing emotions, values and relationships along with a range of life skills that assist young people is coping with the challenges of every day living. This is inclusive of their present needs and helping them in their development toward adulthood.

At Round Diamond, we focus on the 5 key pillars that contribute to our Personal Development curriculum: Developing, Promoting, Enabling, Supporting and Providing.

Developing: 

o Responsible, respectful and active citizens who are able to play their part and become actively involved in public life as adults 

o Pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of law and mutual respect and tolerance 

o Pupils’ character, which Ofsted defines as a set of positive personal traits, dispositions and virtues that informs their motivation and guides their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others 

o Pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy 

o Pupils’ understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities 

o Pupils’ age-appropriate understanding of healthy relationships through appropriate relationships and sex education 

Promoting: 

o Equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative, and that individual characteristics make people unique 

o An inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race, religion or belief, sex or sexual orientation 

Enabling: 

o Pupils to recognise online and offline risks to their wellbeing – for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism – and making them aware of the support available to them 

o Pupils to recognise the dangers of inappropriate use of mobile technology and social media 

Supporting: 

o Readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully 

Providing: 

o An effective careers programme in line with the government’s statutory guidance on careers advice that offers pupils: 

o Unbiased careers advice 

o Experience of work, and 

o Contact with employers to encourage pupils to aspire, make good choices and understand what they need to do to reach and succeed in the careers to which they aspire