Personal & Professional Development Sessions

PERSONAL AND PROFESSIONAL DEVELOPMENT AT UTC READING

At our school, we are committed to delivering high-quality personal development to our young people to ensure they are equipped with the skills and knowledge to be successful in the wider world.

Our Personal and Professional Development (PPD) Programme encompasses PSHE, Citizenship, RSE, RE and Careers so students get a well rounded experience of the core elements we feel are important to them for their futures, in an age appropriate way.

CURRICULUM TOPIC COVERAGE

RELATIONSHIPS AND RESPECTFUL BEHAVIOURS

Characteristics of healthy, respectful relationships
Friendships, peer influence and boundaries
Consent and communication in relationships
Ending relationships safely
Recognising unhealthy or abusive relationships
Sexual harassment, exploitation and coercive control
Domestic abuse, forced marriage, honour-based violence, and FGM
The impact of stereotypes and discrimination
Respect for diversity, equality and protected characteristics

ONLINE SAFETY AND DIGITAL RELATIONSHIPS

Online relationships and digital consent
Sharing images, sexting and legal implications
Digital reputation and personal data protection
Online grooming, exploitation and scams

INTIMATE AND SEXUAL RELATIONSHIPS

Sexual consent and the law
Sexual health, contraception and STI prevention
Pregnancy, choices and parenting responsibilities
Online sexual behaviours and pornography
Pressure, exploitation and grooming
Media influence on sexual expectations

See our RSE page for more information

MENTAL HEALTH AND WELLBEING

Recognising mental health issues (e.g. anxiety, depression)
Emotional regulation and resilience
Stress management and coping strategies
Sources of support and help-seeking
Impact of social media on wellbeing

PHYSICAL HEALTH AND LIFESTYLE

Physical fitness and exercise
Nutrition and healthy eating
Sleep and wellbeing
Personal hygiene and disease prevention

SUBSTANCE USE

Drugs (illegal and prescription misuse)
Alcohol and tobacco
Vaping and emerging substances
Risk, addiction and health impacts

SAFETY AND RISK MANAGEMENT

Personal safety and risk assessment
Basic first aid and CPR
Emergency response skills
Road safety and personal security

THE CHANGING BODY

Puberty and sexual development
Fertility and reproductive health
Body image and media influences

ECONOMIC WELLBEING AND CAREERS

Financial literacy (banking, budgeting, debt)
Employment rights and workplace expectations
Career pathways and decision-making

Please see our Careers page for more information

SHAPED BY OUR SCHOOL COMMUNITY

Our PPD programme has been developed in consultation with both parents and students to ensure it is not only compliant with statutory requirements but also relevant and appropriate to the context of our school community. Through surveys, focus groups, and feedback opportunities, we have carefully shaped the content and delivery style to reflect the diverse needs and experiences of our students.

We continue to review and adapt the programme regularly to ensure it remains engaging, inclusive, and responsive to the evolving social landscape our students navigate.

A SAFE SPACE FOR LEARNING AND DISCUSSION

We recognise that these topics can be sensitive, and we are proud to create a respectful and inclusive learning environment where students feel safe to ask questions, explore different perspectives, and engage in open dialogue. Lessons often include structured debate, group discussion, and scenario-based activities, enabling students to reflect critically and develop their own values and understanding.

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Year 10

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Year 12

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Georgina Craven

Executive Director of SEND (SENCo)

Georgina is an experienced SEND leader with over thirteen years specializing in supporting neurodiverse learners and leading SEND provision. Beginning her career as an LSA, she progressed through roles including Senior LSA, Teacher of Biology, Director of SEND, and now Executive Director of SEND. A qualified teacher with a Marine Zoology degree from Newcastle University, Georgina also holds a Master’s in SEND, specialising in SEMH and Autism, alongside the National Award for SEN Coordination and accreditation as an Access Arrangements Assessor. She has contributed to SEND practice at both school and local authority level, including sitting on EHCP panels and leading school‑wide implementation of SEND technology systems. As a Therapeutic Thinking trainer, she champions inclusive, neuroaffirming practice rooted in the social model of disability and strongly believes in celebrating the strengths that neurodiversity brings to education and the wider world.