Our Three Aims
1. Evaluate
Introduce an assessment to gather children’s personal development knowledge towards the end of primary school.
2. Educate
Find a way to rebalance primary curriculum priorities to make space for teaching personal development effectively.
3. Elevate
Reinvest attributable cost savings on related societal issues made in the longer term into personal development education.
1. Introduce an assessment to gather children’s personal development knowledge towards the end of primary school
There is currently no way of formally and consistently assessing children’s knowledge of personal development and evaluating various aspects of their emotional, social and moral growth at key stages of their education, for example through SATs.
In response, we have created a draft test ourselves which we are currently trialling.
This offers schools the ability to quickly assess and gather data on their pupils’ knowledge at Year 5/6.
Results offer teachers crucial personal development data, which does not currently exist, before children transition to secondary education.
These results help them to address gaps in knowledge for individuals/groups and sharpen the focus of their personal development education provision.
We feel that the principle of such a test (which could also be created for Year 10/11) will prove to be a useful starting point for further development by DfE and consideration given as to whether it ultimately becomes a statutory requirement for schools.
2. Find a way to rebalance primary curriculum priorities to make space for teaching personal development effectively
The next government should consult with the teaching profession on doubling the amount of time in the curriculum for coverage of personal development topics from the current (commonly taught) 60 minutes per week.
We recognise that space will need to be created in an already cramped curriculum, however this deserves higher prioritisation.
Lessons may be focused on areas for development identified in the fully-fledged personal development test.
For example, there could be more around computer safety, the impact of knife crime, and additional lessons on conflict resolution and peer pressure for example.
On obesity, greater focus on healthy eating and lessons on cooking, making healthy choices and mindfulness, would be natural early intervention activities.
The outcome would be more effective education (especially in primary schools) and, through earlier and better targeted intervention, the clear potential to impact on major societal challenges and related government spend over time.
We also know that there are schools who are going above and beyond the typical 60 minutes per week and we want to encourage more schools to take the same approach.
3. Reinvest attributable cost savings on related societal issues made in the longer term into personal development education
Schools are in a very strong position to support children in developing positively and creating an impact on the next generation.
To help educate children in areas such as conflict resolution, emotional regulation and self-care, improved self-worth and self-confidence, reduced anxiety, healthy relationships, and better understanding of nutrition, we can reasonably expect that increased coverage of personal development will ultimately impact on societal issues in the long term.
A desirable follow-on benefit would be to reinvest attributable cost savings (billions of pounds) on related societal issues made in the longer term into personal development education, including teacher training, through the new ITTECF framework and ongoing professional development, and high-quality resources.
In the shorter term, however, we might consider how pupil premium funding may be used to support personal development.
