PSHE
Great Massingham and Harpley C of E Federation
PSHCE Policy
Our Vision
Through a positive caring environment, we provide the opportunity for every child to reach their full potential. We embrace Christian values and ensure all children are ready for their next steps.
1 Aims and objectives
We believe that education in PSHE and citizenship enables children to become healthier, more independent and more responsible members of society. We encourage pupils to play a positive role in contributing to the life of the school and the wider community. In so doing, they help to develop their sense of self-worth. Staff teach pupils how society is organised and governed. They ensure that pupils experience the process of democracy through participation in the school council. They teach pupils about their rights and about their responsibilities. Pupils learn to appreciate what it means to be a positive member of a diverse and multi-cultural society. Indeed, the teaching of PSHE and citizenship helps in many ways to meet the objectives set out in The Children’s Act 2004 (‘Every Child Matters’) – that children ‘be healthy, stay safe, enjoy and achieve, make a positive contribution, and achieve economic well-being’.
School objectives in the teaching of PSHE and citizenship are for all pupils:
to know and understand what is meant by a healthy lifestyle;
to be aware of safety issues;
to understand what makes for good relationships with others;
to have respect for others;
to be thoughtful and responsible members of their community and their school;
to become active members of our democratic society;
to develop self-confidence and self-esteem;
to make informed choices regarding personal and social issues;
to develop good relationships with other members of the community.
2 Teaching and learning style
Staff use a range of teaching and learning styles to meet the PSHE and citizenship requirements of the National Curriculum. Our core resource across the federation is the PATHS curriculum. PATHS stands for Promoting Alternative Thinking Strategies. From the website www.pathseducation.co.uk:
The PATHS® Programme for Schools (UK Version) is a programme for educators and counsellors designed to facilitate the development of self-control, emotional awareness and interpersonal problem-solving skills. The programme consists of a variety of lessons, and additional materials and charts.
The PATHS® Programme for Schools (UK Version) is designed for use with primary school children. The purposes of The PATHS® Programme for Schools (UK Version) are to enhance the social competence and social understanding of children, as well as to facilitate educational processes in the classroom. The PATHS® Programme for Schools (UK Version) has been adapted for a UK audience by Barnardo’s.
Staff emphasise active learning by including pupils in discussions, investigations and problem-solving activities. They encourage pupils to take part in a range of tasks that promote active citizenship, e.g. charity fundraising, the planning of special school events (such as healthy schools week, anti-bullying week or an assembly), or involvement in helping other individuals or groups less fortunate than themselves. Teachers organise classes in such a way that pupils are able, through discussion, to set agreed classroom rules of behaviour, and resolve any conflicts. Staff offer pupils the opportunity to hear visiting speakers, such as health workers, police and local clergy, whom we invite into the school to talk about their role in creating a positive and supportive local community.
3 PSHE and Citizenship curriculum planning
PSHE and Citizenship is taught in a variety of ways. Sometimes, e.g. when dealing with issues in drugs education, PSHE and Citizenship is taught as a discrete subject. On other occasions, PSHE and citizenship themes are introduced through teaching in other subjects. Teachers deliver a considerable amount of the PSHE and Citizenship curriculum through the religious education curriculum. Teachers also develop PSHE and Citizenship through various activities and whole-school events, e.g. the school council representatives from each form meet regularly to discuss school matters. School offers a bi-annual residential visit in Key Stage 2 to the Horstead Centre, where there is a particular focus on developing pupils’ self-esteem, and giving pupils opportunities to develop leadership skills and positive group work.
4 The Foundation Stage
PSHE and Citizenship is taught in Reception class as an integral part of thematic work. As the Reception class is part of the Foundation Stage of the National Curriculum, teachers the PSHE and citizenship aspects of pupils’ work to the objectives set out in the Early Learning Goals (ELGs). Teaching in PSHE and citizenship matches the aim of developing a child’s personal, emotional and social development as set out in the ELGs.
5 PSHE and Citizenship and Inclusion
PSHE and citizenship is taught to all pupils, regardless of their ability. Teachers provide learning opportunities matched to the individual needs of children with learning difficulties. Intervention through School Action and School Action Plus will lead to the creation of an SEND Support Plan . When teaching PSHE and citizenship, teachers take into account the targets set for pupils in their support plans, some of which may be directly related to PSHE and citizenship.
For gifted and talented pupils, teachers will provide additional opportunities to take responsibility, develop leadership skills, think creatively and use their talents for the good of the class or the wider community.
7 Assessment for learning
Teachers assess the children’s work in PSHE and citizenship both by making informal judgements, as they observe them during lessons, and through formal assessments of the work done, gauging it against the specific learning objectives set out in the National Curriculum. They have clear expectations of what the pupils will know, understand and be able to do at the end of each Key Stage.
They report these achievements to parents and carers each year.
The role of the class-teacher is to make themselves aware of all Health and Safety guidance relating to DT and to teach children about safety in the subject before allowing them access to tools
8 Roles and Responsibilities
The subject is led by the subject leader. Standards of teaching and learning will be judged using work sampling, lesson observations, pupil voice and data review. The subject leader will report to the SLT and Governors via a subject action plan which will be reflected in the School SEF and SIDP.
Formally adopted by the Governing Board
On
Chair of Governors
To be renewed October 2021