ࡱ > i I bjbj.. 7D DbDb@ % 8 8 8 l l 7 R " " " " S T q7 s7 s7 s7 s7 s7 s7 $ D; = 7 1 " S 7 " " 7 " " q7 q7 z4 6 " m S g 4 u5 ]7 7 0 7 5 8 > > 0 6 > 6 7 7 7 > 8 B z : SS John & Monicas Catholic Primary School Policy for Personal, Social & Health Education & Citizenship This area of the curriculum aims to promote the spiritual, moral, cultural, mental and physical development of children as well as preparing them for the opportunities responsibilities and experiences of adult life. The content of the PSHE curriculum complements and supports work done across all the disciplines in school. PSHE and citizenship includes : sex and relationships education, drugs education (including tobacco, alcohol and medicines), bullying awareness, safety, civic rights, duties and responsibilities and developing thinking skills so children are equipped to make safe and healthy choices as they grow up. Children grow up in a complex and ever-faster-changing world and are exposed to an increasing range of influences. The school and its curriculum aim to build on and complement the learning that has already started at home, in relation to moral values and attitudes, and awareness of society. Parents or adults who care for the children we teach are the first time educators of their children, schools work in partnership with them, in developing children personally and emotionally, and as young citizens. From September 2020 the Relationships and Health Education aspect of PSHE is becoming a statutory requirement, therefore there is a separate detailed policy for this aspect of PSHE which can also be found on the school website. Aims PSHE provides a basis for children within which they can grow in confidence as people and become informed, thoughtful, responsible, healthy and safe members of society. The aims of PSHE and Citizenship are to enable: NC Strand 1 Personal development Understanding of themselves Developing confidence and responsibility and making the most of their abilities NC Strand 2 Active Citizens Learning about citizenship and how to play an active role as citizens NC Strand 3 Health and Safety Developing a healthy lifestyle Learning to keep safe NC Strand 4 Relationships Developing good relationships ( including sex education) Respecting differences between people NB: The Sex Education element is taught within a framework of Christian values and the Churchs teaching on marriage and Family Life. The emphasis is on the understanding that love is central to, and the basis of meaningful relationships. We hope to ensure: The development of a personal identity, and high levels of motivation The development of positive social interaction, and the skills to live and work with others. The development of the ability to be an active citizen Objectives Developing confidence and responsibility and making the most of their abilities Preparing to play an active role as citizens Developing a healthy, safer lifestyle Developing good relationships and respecting the differences between people The skills taught will include: How to make informed decisions to keep themselves safe and healthy Assessing, avoiding and managing risk Communicating effectively Resisting pressures Understanding rules ,rights and responsibilities Consider different points of view Explore moral, social and cultural issues Discuss and debate topical issues Principles of teaching and learning PSHE can be delivered in a cross-curricular way, or through a discreet lesson to deliver a planned scheme of work. Childrens learning in PSHE is fundamentally improved by the positive ethos in our school. Our Long term overview for PSHE & Citizenship indicates the areas that we have prioritised and how we timetable them into the school year. All activities in school contribute to this ethos, such as the work of mid-day supervisors in the playground, through assemblies and extra-curricular activities. Effective teaching of PSHE involves a range of teaching strategies, including group work, circle time, debate, discussion, role-play, and the use of visitors and outside agencies. The teaching strategy of circle time may be central to the delivery of the social and moral elements of PSHE. It extends the role of the teacher to that of a facilitator, enabling children to learn about themselves and their interactions with others. Where visitors are used to support and extend classroom teaching, they should be used to complement the schools scheme of work. The teacher should always be present and retains overall responsibility in the classroom. Differentiation and special needs Throughout their school career children will be at different levels of maturity, will have varied life experiences and a range of attitudes and feelings. Lessons should be planned to allow their perceptions to be articulated, with all contributions being valued and respected. In relation to some sensitive issues, such as Family Life and relationship (SRE) or drug education, the teacher needs to ensure that the teaching point is conveyed in language that is accessible to the children. Teachers may need to use different resources, activities or provide specific support depending on the needs of their pupils. Where childrens IEPs identify targets relating to their personal development, the teacher should ensure that opportunities are planned to support the pupil in achieving these. The programme should be broad and balanced and provide for all pupils different learning styles. Breadth & balance The PSHE programme should be delivered through a wide range of opportunities: Community involvement Communication activity Information communication technology Consideration of social and moral dilemmas Participation in decision making processes, including involvement in the school council Understanding of local, national and international organisations Understanding of environmental issues Cross Curricular Links: All curriculum areas make a contribution to PSHE and Citizenship. Some examples of cross-curricular contributions are: Family Life and relationship education through science The use of the Internet for information gathering, and Email as a communication tool, for example when looking at global citizenship issues. Discussion of issues through literacy The use of money for different purposes through numeracy Physical well being through physical education Global Issues through Geography and ESD teaching (ESD: Education for Sustainable Development) Context of modern issues in History Equal Opportunities and Racial Equality A schools equal opportunities policy applies to PSHE. Where appropriate, teaching materials, and individual group activities should reflect the cultural and ethnic diversity of society. Stereotyping, in terms of race and gender is to be avoided, and pupils progress should be monitored, ensuring that no child is disadvantaged. Equally, a childs religious beliefs and cultural differences will always be respected. We strive to create pupils who are tolerant and respectful of all regardless of race, gender or religion. Confidentiality Teachers cannot and should not promise total confidentiality. The nature of the subject is such that teachers may find themselves party to personal information which does not normally surface within the school environment. When a pupil discloses information which is sensitive, not generally known and which the pupil asks not to be passed on the request will be honoured unless child protection issues, police investigation or the need for referral to external services becomes apparent. Schemes of Work/Resources The PSHE Co-ordinator (Miss Geoghegan) will ensure that a bank of resources is created to support children and teachers in this subject area. Teachers at SS John & Monica use a range of appropriate materials for each topic they teach. Once this subject area is resourced, they will be kept centrally to allow staff to access the materials they need as they want them. Some Schemes we do follow are listed below: TenTen: Life to the full: We will be using TenTen resources as our main scheme to support teaching and learning in PSHE/RSHE lessons. Staff at SS John and Monicas have been supported by the PSHE co-ordinator on how this scheme will be delivered throughout this academic year. Life to the full covers all areas of learning, including, health and wellbeing, relationships and living in the wider world. SCARF: Coram life education A rich bank of resources can be found online via the SCARF website which is a scheme we buy into as a school. It includes lesson plans, interactive activities, videos and printable worksheets which lends itself to all aspects of PSHE. Healthy Schools Scheme As a school we are part of the Healthy School Scheme. This is an accredited scheme to help schools become healthier environments from a physical, emotional and social perspective. A committee has been formed consisting of adults representing all parts of the school. It is an ongoing process to continually improve and develop understanding of the importance of health. We are supported in this aim by Birmingham LA and the Health Education Unit. Eco-Schools SS John & Monicas is developing its Education for Sustainable Development by engaging in the Eco-Schools Award. It is hoped that our involvement in this scheme will benefit the school site, make us a more environmentally aware and sustainable organisation and heighten the childrens awareness of local and global environmental issues WOW Walk to school challenge- SS John and Monicas will continue to follow the WOW Walk to School challenge. WOW is our year round walk to school challenge. Pupils who walk to school at least once a week are rewarded with a monthly badge, helping build healthy habits for a lifetime. Daily journeys are logged by pupils on our interactive Travel Tracker. Children who do some form of exercise, especially a walk before school: Arrive fit, refreshed and ready to learn. Do better in class. Are happier, healthier and more independent. And more children walking to school means: Reduced congestion and improved safety at the school gate. Better local air quality and reduced CO2 emissions. Mode shift Stars- As a school we have now achieved our Silver Mode shift stars Award, which we were working towards throughout 2021-22. We carried out many exciting activities which contributed to our evidence bank. Some of these include: bling your bike to school day, Be Bright Be Seen, road safety week, clean air day and much more. We will now continue to develop our Mode shift stars award throughout 2022-2023, to gain the gold award. Assessment recording & reporting Teachers make regular informal assessments of childrens progress in PSHE and parents are kept informed of their childs progress in the annual school report. In addition, children may be given the opportunity to assess themselves, and within a positive and supportive framework, assess their peers. Monitoring and Review This policy will be monitored by the PSHE Co-ordinator and will be reviewed/updated annually. Appendix 1- Outlines the core themes, concepts and the essential skills and attributes developed through the programme of Study. Appendix 1: PSHE Curriculum 2022-2023 SS John and Monicas Catholic Primary School It is not enough to simply teach pupils about the issues covered in the subject content. It is vital that pupils have the opportunity to explore their attitudes, values and beliefs about these issues and to develop the skills, language and strategies necessary to manage such issues should they encounter them. The programme of study includes three core themes each with three topic areas: Health and WellbeingRelationshipsLiving in the Wider WorldHealthy Lifestyles Keeping Safe Growing and ChangingHealthy Relationships Feelings and Emotions Valuing DifferenceRights and Responsibilities Taking Care of the Environment Money Overarching concepts developed through the Programme of Study 1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online) 2. Relationships (including different types and in different settings, including online) 3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices) 4. Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world 5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010) 6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts) 7. Change (as something to be managed) and resilience (the skills, strategies and inner resources we can draw on when faced with challenging change or circumstance) 8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and win-win outcomes) 9. Career (including enterprise, employability and economic understanding) When working from the medium term plan it is important teachers start from the learning objectives and outcomes and then plan relevant activities to meet these. They may choose to draw on additional resources to support their planning and pupil learning. The essential skills and attributes detailed below have been added to the medium-term planning grids where appropriate, enabling teachers to clearly see the skills and attributes being developed through the PSHE lessons. Essential Skills and Attributes developed through the Programme of StudyPersonal effectivenessInterpersonal and social effectiveness 1. Self-improvement (including through constructive self-reflection, seeking and utilising constructive feedback and effective goal-setting) 2. Identifying unhelpful thinking traps (e.g. generalisation and stereotyping) 3. Resilience (including self-motivation, perseverance and adaptability) 4. Self-regulation (including promotion of a positive, growth mindset and managing strong emotions and impulses) 5. Recognising and managing peer influence and the need for peer approval, including evaluating perceived social norms 6. Self-organisation (including time management) 7. Strategies for identifying and accessing appropriate help and support 8. Clarifying own values (including reflection on the origins of personal values and beliefs) and re-evaluating values and beliefs in the light of new learning, experiences and evidence 9. Recalling and applying knowledge creatively and in new situations 10. Developing and maintaining a healthy self-concept (including self-confidence, realistic self-image, self-worth, assertiveness, self-advocacy and self-respect) 1. Empathy and compassion (including impact on decision-making and behaviour) 2. Respect for others right to their own beliefs, values and opinions 3. Discernment in evaluating the arguments and opinions of others (including challenging group think) 4. Skills for employability, including Active listening and communication (including assertiveness skills) Team working Negotiation (including flexibility, self-advocacy and compromise within an awareness of personal boundaries) Leadership skills Presentation skills 5. Enterprise skills and attributes (e.g. aspiration, creativity, goal setting, identifying opportunities, taking positive risks) 6. Recognising, evaluating and utilising strategies for managing influence 7. Valuing and respecting diversity 8. Using these skills and attributes to build and maintain healthy relationships of all kindsManaging risk and decision-making (integral to all of the above) 1. Identification, assessment (including prediction) and management of positive and negative risk to self and others 2. Formulating questions (as part of an enquiring approach to learning and to assess the value of information) 3. Analysis (including separating fact and reasoned argument from rumour, speculation and opinion) 4. Assessing the validity and reliability of information 5. Identify links between values and beliefs, decisions and actions 6. Making decisionsMiss Geoghegan PSHE coordinator September 2022 PAGE PAGE 1 + , - k l m q O εlYE1 'h B*CJ OJ QJ aJ mH ph sH 'hI B*CJ OJ QJ aJ mH ph sH $hA hI CJ OJ QJ aJ mH sH 0hA hI 5B*CJ OJ QJ aJ mH ph sH -hA hI B*CJ OJ QJ aJ mH ph sH 0hA hI 5B*CJ OJ QJ aJ mH ph3f sH 0hA hI 5B*CJ OJ QJ aJ mH ph sH 3hA hI 5>*B*CJ OJ QJ aJ mH ph sH -hA 5>*B*CJ OJ QJ aJ mH ph sH , - k l m n p q ^gdI P1$ 7$ 8$ H$ gdr(T P1$ 7$ 8$ H$ ^gdI Pd8 1$ 7$ 8$ H$ gdI P1$ 7$ 8$ H$ gdI $ P1$ 7$ 8$ H$ a$gdI O @ [ ìvcP