Personal Development - Learning for Life

The implementation of this curriculum is detailed in the document below.

Learning for Life Roadmap

Everybody Reading

Rationale

Research referenced in ‘Now the whole school is reading’: supporting struggling readers in secondary school - GOV.UK (www.gov.uk) shows that initiatives to create a reading culture and promote reading for pleasure increase struggling readers’ motivation and enthusiasm for reading.  

We create a reading culture at Priory and prioritise all pupils becoming proficient readers. One of the ways in which we do this is through our Everybody Reading initiative where pupils in Years 7-10 have 2 x 20 minute lessons in Learning for Life each week where they read and explore a class reader with their tutor. 

To support reading comprehension in these sessions, teachers use reciprocal reading strategies such as questioning, clarifying, summarising and predicting information from the texts being read. They model the decoding of words and read familiar words quickly by sight. Teachers read to the pupils with accuracy, pace and expression, employing strategies that fluent readers use.  

Learning for Life Days

At Penwortham Priory Academy there are five Learning for Life Days dedicated to allocated topics and content directed by the PSHE Association. This curriculum helps pupils to develop the knowledge, skills and attributes they need to manage life’s challenges and make the most of life’s opportunities. 

Through Learning for Life Days, pupils will again transition from Key Stage 2 to Key Stage 3 smoothly, building on prior knowledge and skills at Key Stage 2. 

Pupils are provided with challenging topics and meaningful learning experiences which can be applied to their own lives in a timely way. Challenging and thought-provoking learning experiences help pupils think hard to gain a better understanding of different aspects of life in order to address teenage pregnancy, substance misuse, unhealthy eating, lack of physical activity, emotional health and other key issues. Priory’s Learning for Life Days’ programme tackles barriers to learning, raises aspirations and improves the life chances of the most vulnerable and disadvantaged pupils. 

To be successful independent learners, pupils are given regular opportunities to reflect on and identify what they have learned, what needs to be learned next and what they need to do to continue their learning. The personal nature of Learning for Life Day education means that progress cannot be assessed in the same way as most other subjects and it would be inappropriate for assessment in Learning for Life education to imply passing or failing ‘as a person’. It is however possible to recognise and evidence progress and attainment in the knowledge, understanding, skills and attributes Learning for Life Days strive to develop. This is monitored through whiteboard activities, mind mapping and through PLCs. 

Pupils are continually required to think hard in lessons using ‘higher order’ skills such as analysis and evaluation. This element of their learning is addressed through the continual analysis and evaluation of their own lives and that of others, planning and implementing new strategies, creating a new way of conducting themselves. 

The Learning for Life curriculum on these days encourages pupils to develop skills for life which they can employ now or in the future. Pupils gain knowledge regarding a number of different life aspects, they discuss their current experience of each where appropriate, they develop an understanding of how to move forward in the future in a beneficial way to themselves and others and are assisted in identifying opportunities that are easy to engage with now. 

High quality guidance in the ‘Life beyond Priory’ unit provides impartial guidance regarding educational pathways and methods for successfully achieving future course and career goals. This supplements learning in Learning for Life Road Map lessons and other Gatsby experiences the school provides. 

Throughout their time in Learning for Life Days pupils are encouraged to evolve their character and improve the culture of our school. They are encouraged to adopt positive behaviours and attitudes in class which benefit them personally and the rest of the school community. They are encouraged to be positive, committed, respectful, kind, courteous, well mannered, safe, calm, orderly and take pride in themselves, their work and our school. Pupils albeit well integrated in terms of personal characteristics, still have sessions to appreciate aspects of gender, beliefs and disability. 

The resources created by staff or sourced from reputable organisations are designed to provide high quality personal development education which should engage, inspire and challenge pupils, equipping them with the knowledge and skills they need now and in the future. As pupils progress, they should be able to apply the knowledge gained to a greater extent to their own lives and see a greater impact. 

Knowledge underpins the Learning for Life Days’ curriculum, therefore whilst we teach different aspects of the curriculum, we apply what we have learnt in very varied, personal, current and new situations. Pupils are to be given an overview of their learning journey at the start of their unit of work so that they know what they’ll be learning, the skills they’ll develop, why they need to know this and how they’ll learn it. This will be provided in the form of the personal learning checklist (PLC) and will help them understand the Learning for Life Days’ schema and helps them understand how this subject links to others. 

The Learning for Life Days’ curriculum is sequenced internally to build on existing knowledge and skills, and incrementally develop new knowledge of new skills required for the current point of their life journey. The NHS SHNA survey report at the start of Year 9 also provides direction as to what needs to be taught when for our pupils. Pupils understand the sequence and what they’re required to learn as a result of using the PLCs. Spaced retrieval, repeated practice, self-evaluation, sharing experiences, discussion of strategies and discussion of application to one's own life, are used to ensure that Learning for Life Days’ concepts are understood and knowledge remembered.  During class discussion, pupils analyse their own life and that of others, and we place emphasis on the acquisition of Tier 2 and Tier 3 vocabulary. Modelling and explaining this vocabulary in our teaching. 
 

Year 7

Pupils will learn about: 

• Healthy Lifestyles 
• Self-concept 
• Medical Care 
• Social Influences 
• Financial Choices 

Year 8

Pupils will learn about:

• Mind Development 
• Media literacy and Digital Resilience 
• Diversity and Equality – Disabilities 
• Diversity and Equality – Beliefs 
• Careers - Choices and Pathways 

Year 9

Pupils will learn about:

• Positive Relationships 
• Diversity and Equality – Gender 
• Addiction – Knowledge 
• Intimate Relationships – Consent 
• Sexual Health - Prevent 

Year 10

Pupils will learn about:

• Unhealthy Relationships 
• Addiction – Impact 
• Pregnancy 
• Careers –  
• Life Beyond Priory 
• Personal Safety – Driving. Gangs. 

Year 11

Pupils will learn about:

• Being Mentally and Emotionally Exam Ready 
• Health Related Decisions 
• My Money – Money Management 
• Financing Life – House to car 

All schemes of learning include information regarding sources of information, guidance and support.

The implementation of this curriculum is detailed in the documents below.

Learning for Life Days

Assemblies

Assemblies at Priory operate on a carousel every week to allow each year group the opportunity to use the formal assembly space once a week. The start of each half term is led by the Head of Year and focuses on expectations and standards for the forthcoming weeks. The final assembly of every half term is a celebration event to reward pupils for their efforts in the last few weeks. In between these there is a set programme of assemblies for Years 7 to 10 focusing on National Awareness days, charities, and other Learning for Life themes. Year 11 have a more dynamic approach to assemblies to deliver themes which are pertinent to exams, college applications and well-being. Guest speakers and colleges are often invited in, hence there is no fixed calendar of events.

Visiting speakers, workshops and performances

The school also provides regular additional activities, workshops and lectures from visiting performance groups and speakers to support their social, moral, spiritual and cultural development and understanding of the Fundamental British Values. In recent months we have invited in, County Lines, Street Wise, Wasted Lives, Squad Goals, Lancashire Mind, The National Citizenship Service, The Royal British Legion, Fair Trade, and many more.

Trips and visits

In addition to the diverse and rich opportunities offered through lessons, we value opportunities to take pupils out on trips and visits of value. Trips and visits provided by subjects for pupils take part in include: The Great British Clean Up every year; The Duke of Edinburgh Award Scheme; and in April we will be starting to work with the local Army Cadets. Other volunteering opportunities in the community are advertised to pupils and attendance usually requires adult supervision: Our pupils volunteer at The Venue Penwortham, Bamber Bridge Football Club, for Galloway's support for the blind and The Hurst Grange Park Trust to name a few.