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About Consilium

Personal Development

Personal Development Curriculum 

Preparing students for life beyond school 

Our Personal Development (PD) curriculum is an important part of life at Thornhill. It helps students develop the knowledge, skills and confidence they need to make informed decisions, build healthy relationships, stay safe and prepare for life beyond school. 

Our curriculum is carefully planned and age-appropriate. Students revisit important topics as they move through the school, allowing them to build on what they already know and apply their learning to real-life situations. 

The curriculum is informed by the Department for Education's statutory guidance for Relationships Education, Relationships and Sex Education (RSE) and Health Education, as well as relevant elements of Citizenship, careers education and financial education. 

What do students learn? 

Our PD curriculum covers four broad areas: 

Below is a more detailed overview of our curriculum for each year group 

Year 7 Curriculum 

Wellbeing Healthy Choices My Body & Me Healthy Relationships Healthy Intimate Relationships Identity & Community Digital Lives Aspiration & Money Transition
What are my emotions telling me? What are the facts about smoking and vaping? What support might females need during their period? What do we need from a healthy relationship? What is sexual harassment and how can we stop it? What does identity mean to you? How can we have a healthy relationship with our devices? Ambitions and goals How does it feel to start secondary school?
How can we make healthy choices for our mental wellbeing? How can we stay safe in different environments?   How can we keep our friendships healthy? How can we reduce harmful stereotypes?   How can we take control of our privacy online? Developing our strengths and interests Four Year 6 transition lessons available as part of the Life Lessons primary curriculum
How can we build a positive relationship with ourselves? How can we perform first aid?   How can we balance our needs with our friends'? Is it easy to find a feeling of belonging?   How do we choose what to share online? Taking control of our learning  
How can we build our resilience to challenges?   How do our bodies change during puberty? How do we have healthy boundaries with our friends? What does a community need to be healthy?   How can online content affect us? What aspirations do we have for the world?  
How do exercise and sleep impact our physical health?   How does it feel to go through puberty? What rights do we have to privacy and our bodies? What can be the impact of discrimination?   Who decides what we view online?    
How do I keep my body and teeth clean?   Genitals and reproductive systems How do we identify and challenge bullying? How does the Equality Act protect everyone in the UK?   How does money affect the online world?    
    How do our genitals change during puberty?   How can we create a world free from sexism?        
             
               
               

Year 8 Curriculum 

Wellbeing Healthy Choices My Body & Me Healthy Relationships Healthy Intimate Relationships Identity & Community Digital Lives Aspiration & Money
How can we talk about our mental health? What are the facts about alcohol? How can people understand their sexual desires? What roles do we play in relationships? What are the signs of a healthy romantic relationship? What does heritage mean to you? How can the internet impact our wellbeing? Preparing for the world of work
How can we develop a positive mindset? What are the facts about legal and illegal drugs? How can we all love the body we have? How can families have healthy relationships? How can we manage feelings in relationships? What do the Fundamental British Values mean to you? Can the internet improve our lives? Budgeting for teenagers
Who am I? How can we manage risks while trying new things? The importance of genitals (including FGM) How can we manage conflicts with friends? What is a healthy way to communicate about romantic feelings? How can we support people to love who they love? Why do people sometimes behave differently online? How do we avoid losing our money? (gambling, loot boxes and advertising manipulation)
How does our diet affect our physical health?   The importance of vaccination and healthcare How do power dynamics affect us? What could be the impact of viewing pornography? How can we create a world where disabled people thrive? What can be the impact of sharing intimate content?  
How can we overcome barriers to physical exercise?   What happens during sexual intercourse? How can we be active bystanders? How can we create a school free from sexual harassment? How can we create a world free from racism? How can algorithms unite or divide us?  
    What choices do people make around using condoms? How can we end relationships with kindness? How can someone respond to controlling behaviour?   How can we know what is real online?  
             
               
               

Year 9 Curriculum 

Wellbeing Healthy choices My body & Me Healthy Relationships Healthy Intimate Relationships Identity & community Digital Lives Aspiration & money
How can we talk about our mental health? What are the facts about alcohol? How can people understand their sexual desires? What roles do we play in relationships? What are the signs of a healthy romantic relationship? What does heritage mean to you? How can the internet impact our wellbeing? Preparing for the world of work
How can we develop a positive mindset? What are the facts about legal and illegal drugs? How can we all love the body we have? How can families have healthy relationships? How can we manage feelings in relationships? What do the Fundamental British Values mean to you? Can the internet improve our lives? Budgeting for teenagers
Who am I? How can we manage risks while trying new things? The importance of genitals (including FGM) How can we manage conflicts with friends? What is a healthy way to communicate about romantic feelings? How can we support people to love who they love? Why do people sometimes behave differently online? How do we avoid losing our money? (gambling, loot boxes and advertising manipulation)
How does our diet affect our physical health?   The importance of vaccination and healthcare How do power dynamics affect us? What could be the impact of viewing pornography? How can we create a world where disabled people thrive? What can be the impact of sharing intimate content?  
How can we overcome barriers to physical exercise?   What happens during sexual intercourse? How can we be active bystanders? How can we create a school free from sexual harassment? How can we create a world free from racism? How can algorithms unite or divide us?  
    What choices do people make around using condoms? How can we end relationships with kindness? How can someone respond to controlling behaviour?   How can we know what is real online?  

Year 10 Curriculum 

Wellbeing Healthy Choices My Body & Me Healthy Relationships Healthy Intimate Relationships Identity & Community Digital Lives Aspiration & Money
Healthy and unhealthy coping strategies How can someone stop smoking or vaping? How does the media affect body image and the way we relate? How can we manage conflict healthily? Why do some people have civil partnerships or marriages? How do we measure our worth? How might AI affect our lives? How can my strengths, interests and education help me decide where to go?
Techniques for improving mental health and reducing low mood What are the effects of illegal drugs on the body and mind? Pregnancy and healthy foetal development How can we help our friends to have healthy boundaries? How can people communicate honestly in a romantic relationship? How do gender norms influence the way we behave? How can we create a positive reputation online? Making decisions about the future
How can we improve our self-esteem? How can people stay safe around alcohol? What does it mean to become a parent? How can someone understand sexual pleasure and attunement? What would our world be like if there was more tolerance? What is it like to live in Britain? Why can extremism spread online? Finding work locally and internationally
How can we overcome barriers to a healthy lifestyle? How can we manage powerful influence? How can people make healthy choices around contraception? How can someone communicate choices about sex and intimacy? Why is talking about discrimination complex? What is the social model of disability?   Saving money and budgeting wisely
What life saving skills do I need? (Part 1)     How can romantic relationships be impacted by culture and technology? How can we respond to sexual behaviour online? How easy do people find it to express their religion or beliefs?   How important is money for happiness?
What life saving skills do I need? (Part 2)     How can we prevent controlling behaviour in relationships? How do gender stereotypes influence sexual violence?      
        What are the effects of sexual harassment on men and women?
             
               
               

Year 11 Curriculum

Wellbeing Healthy Choices My Body & Me Healthy Relationships Healthy Intimate Relationships Identity & Community Digital Lives Aspiration & Money Transition
Balancing everyday pressures and opportunities How does addiction impact mental health? How can people make healthy choices about cosmetic procedures? How can you tell if a friendship is positive? How can someone be a positive long-term romantic partner? How do values influence our decisions? What would you change about the online world? How the internet can help me achieve my goals How does it feel to complete secondary school?
How can we build resilience and overcome challenges? How can we avoid exploitation and radicalisation? What health issues can affect people with female bodies? What influences our ability to connect to others? What happens when romantic partners want different things? Why do humans need to feel like they belong? How can we promote equality and respect online? How we tackle challenges to our goals and dreams  
How can I feel confident and safe meeting new people? What does it mean to become a parent? How can we deal with grief and loss? What is the key to maintaining a healthy romantic relationship? What does it mean to be anti-racist? How is data used to make money and influence us? What are my rights and responsibilities at work?    
  Fertility, infertility and miscarriage How can we have a positive impact on romantic partners? Making financial decisions that work for me          
  The choice to continue or end a pregnancy How can we repair when things go wrong? Gambling: making healthy choices          
  How can we access the healthcare we need? What can be the impact of combining alcohol and drugs with intimacy? How can we test for, and protect each other from, STIs? How do online cultures and content affect sexual relationships? What support do survivors of sexual violence and harassment need?      
             
               
               

Safeguarding and Staying Safe 

Keeping students safe is at the heart of our Personal Development curriculum. 

Students are taught how to recognise potentially unsafe or harmful situations and what they can do to protect themselves and others. This includes learning about: 

  • Grooming and exploitation, including online exploitation; 

  • Coercion and controlling behaviour; 

  • Domestic abuse; 

  • Sexual harassment and harmful sexual behaviour; 

  • Criminal exploitation and county lines; 

  • Online manipulation and emerging digital risks; and 

  • The risks associated with AI-generated sexual imagery. 

Throughout the curriculum, students are reminded of the trusted adults and support available to them and how to report a concern. 

If a student makes a disclosure or raises a safeguarding concern during a PD lesson, this is dealt with in accordance with the school's safeguarding procedures. 

Equality, Diversity and Respect 

We want every student to feel valued, respected and included. 

Students learn about equality and the protected characteristics set out in the Equality Act 2010. They are encouraged to challenge prejudice, discrimination and harmful stereotypes and to understand their rights and responsibilities. 

Our curriculum promotes respectful discussion and helps students understand that people may have different experiences, identities, beliefs and backgrounds. 

Developing Knowledge and Skills 

PD is more than simply learning facts. Students are taught how to use their knowledge to make sensible and informed decisions. 

Through discussion, scenarios, debate, reflection and practical activities, students develop skills such as: 

  • Critical thinking; 

  • Decision-making; 

  • Communication; 

  • Evaluating information, particularly online; 

  • Recognising and managing risk; 

  • Resilience; 

  • Ethical reasoning; and 

  • Knowing when and how to seek help. 

We teach important vocabulary explicitly, helping students to talk confidently and appropriately about subjects that can sometimes be difficult or sensitive to discuss. 

How do we know what students have learned? 

PD is not an examination subject, but we regularly check students' understanding. 

Teachers use questioning, discussion, retrieval activities, scenarios and written or creative reflections to identify what students know and understand. This helps teachers identify misconceptions and decide when important knowledge needs to be revisited. 

Students are never expected to share personal experiences or disclose private information as part of an assessment. We assess their knowledge and understanding through fictional and realistic scenarios. 

Preparing students for the future 

Our aim is that every student leaves Thornhill with the knowledge, confidence and judgement to: 

  • Build healthy and respectful relationships; 

  • Recognise and respond to risk; 

  • Look after their physical and mental wellbeing; 

  • Make informed decisions; 

  • Critically evaluate information; 

  • Understand their rights and responsibilities; 

  • Manage aspects of their personal finances; 

  • Make informed choices about education, training and employment; and 

  • Participate positively and responsibly in society. 

Personal Development therefore plays an important role in preparing students not only for their time at school, but for life beyond it. 

Working with Parents and Carers 

We recognise that parents and carers play a vital role in their child's education. We aim to work in partnership with families and provide clear information about what students learn and why. 

We work in partnership with Life Lessons and below is a link to their parents guide. If an alternative version is required please contact Mrs Cherry Crooks cherry.crooks@consilium-at.com. 

Parent Guide

 

Bengali Parent Guide 

 

Our RSE Policy is available on the school website. Parents and carers are welcome to contact the school if they have questions or would like further information about the curriculum. 

Where external organisations or visitors contribute to PD, their involvement is carefully planned and quality-assured by the school and is delivered within our safeguarding and curriculum expectations. 

Can parents withdraw their child from RSE? 

Parents and carers have the right to request that their child is withdrawn from some or all sex education delivered as part of statutory RSE, subject to the arrangements set out in the Department for Education's statutory guidance. 

There is no right to withdraw a student from: 

  • Relationships Education; 

  • Health Education; or 

  • Statutory Science lessons, including relevant teaching about human development and reproduction. 

What should I do if I have concerns? 

We encourage parents and carers to speak to us before making a withdrawal request. We are happy to explain what is taught, why it is taught and how sensitive topics are approached. 

If you wish to request withdrawal from sex education, please contact our Assistant Principal for Personal Development- cherry.crooks@consilium-at.com. We will arrange a discussion and make sure you have the information you need. 

Where a student is withdrawn, appropriate educational provision will be made during those lessons. 

Students' views 

As students approach the end of compulsory schooling, they have an increasing voice in decisions about sex education. From three terms before a student turns 16, a student can choose to receive sex education even where a parent or carer has previously requested withdrawal. 

We believe that open communication between school, students and families is the best way to ensure that young people receive accurate, age-appropriate information and are well prepared for adult life. 

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