Aims and Objectives

At Swalwell Primary School, Personal, Social and Health Education (PSHE) and Citizenship enables our children to become healthy, independent and responsible members of society. Our pupils are encouraged to develop their sense of self worth by playing a positive role in contributing to school life and the wider community. They learn how society is organised and governed and experience the process of democracy in school through the school council. We provide opportunities for them to learn about rights and responsibilities and appreciate what it means to be a positive member of a diverse society.

Our aims are to enable the children:

  • To recognise their own worth;
  • To work well with others;
  • To develop positive relationships and respect for others;
  • To understand our common humanity, diversity and differences;
  • To know and understand what constitutes a healthy lifestyle;
  • To develop safety awareness;
  • To be positive and active members of a democratic society;
  • To develop self-confidence and self-esteem, and make informed choices regarding personal and social choices;
  • To form good relationships with other members of the school and the wider community.

The Framework for PSHE

The knowledge, skills and understanding to be taught in 4 interrelated sections:

  1. Developing confidence and responsibility and making the most of pupils' abilities.
  2. Preparing to play an active role as citizens.
  3. Developing a healthy, safer lifestyle.
  4. Developing good relationships and respecting the differences between people.

The Framework for Citizenship

This comprises 3 interrelated strands:

  1. Social and moral responsibility.
  2. Community involvement.
  3. Political literacy

Forms of Curriculum Provision

PSHE and Citizenship cannot always be confined to specific timetabled time.

At Swalwell Primary school PSHE and Citizenship is delivered within a whole school approach which includes:

  • Discrete curriculum time. (Weekly PSHE lessons, followed by class assembly 3.00pm – 3.30pm every Tuesday).
  • Teaching PSHE and Citizenship through and in other subjects/curriculum areas. (Through topic work, refer to Curriculum Maps)
  • Through PSHE and Citizenship activities and school events.
  • Through pastoral care and guidance.

Teaching and learning styles

We use a range of teaching and learning styles, including the children in activities such as discussions, role play, games, investigations and problem-solving activities. We encourage the children to take part in a range of practical activities that promote active citizenship, e.g. charity fundraising, the planning of school special events such as an assembly or involvement in an activity to help other individuals or groups less fortunate than themselves. We organise classes in such a way that pupils are able to participate in discussion to resolve conflicts or behaviour. Children have opportunities to meet and work with members of the community, such as health workers, fire fighters, police, and representatives from the local church, whom we invite into the school to talk about their role in creating a positive and supportive local community. Children take in different roles of responsibility during their school life such as class and school councillors, sports organising crew, peer mediators and buddies.

Good teaching relies on using appropriate methods for the aim of the lesson or unit of work. All teachers are encouraged to develop a repertoire of flexible, active learning methods.

  • Effective starting and ending strategies.
  • High order questioning skills.
  • Climate building and ground rules.
  • Agenda setting.
  • Working together.
  • Values clarification.
  • Information gathering and sharing.
  • Consensus building.
  • Problem solving.
  • Understanding another point of view.
  • Working with feelings and imagination.
  • Reflection, review and evaluation.
  • Circle Time.
  • School Council (preparatory activities).
  • Drama and role-play.

PSHE and Citizenship curriculum planning

We teach PSHE and citizenship in a variety of ways. Some of the objectives are covered in dedicated PSHE times. Many of the objectives are covered through other areas of the school’s curriculum e.g. RE, Assemblies, Science and the attitudes and expectations of behaviour promoted by adults in the school.

We also develop PSHE and citizenship through activities and whole-school events e.g. the school council representatives are voted in by their class for a term, they meet regularly to discuss school mattersevery few weeks with the Head Teacher. Key Stage One & Two visit places of worship and each year group participates in an annual school trip. We offer a residential trip to Kingswood in Year 6, where there is a particular focus on developing pupils self esteem and giving them opportunities to develop leadership, team work and co-operation skills.

Foundation Stage

We teach PSHE and Citizenship in the Foundation Stage as an integral part of the topic work covered during the year. We relate the PSHE and Citizenship aspects of the children’s work top the areas of learning set out in the Foundation Stage guidance to develop a child’s personal, emotional and social development. We also support Citizenship Education in the Foundation stage through other areas of learning such as Knowledge and Understanding and Communication, Language and Literacy.

Teaching PSHE and Citizenship to children with special needs

At SwalwellPrimary School, we teach PSHE and Citizenship to all children, regardless of their ability. Our teachers provide learning opportunities matched to the individual needs of children, including those who are gifted and talented or have learning difficulties. When teaching PSHE and Citizenship we take into account the targets set for the children in their Individual education Plan (IEPs).

Use of Visitors

A growing number of community based agencies, including the police, drugs services, theatre in education groups, peer education projects and youth services are actively involved in drugs education in schools.

There are opportunities to use community based agencies in schools in order to accelerate the development of programmes and policies. Careful consideration needs to be given to issues of content, co-ordination and consistency: external support should be provided in partnership, particularly for primary schools and between primary schools and secondary schools". - guidance on good practice, DPI - Home Office (1998)

At Swalwell Primary school all community based agencies who visit to provide curriculum support, are issued with the following code of conduct:

  • Be willing to share their experiences, beliefs and insights, but avoid criticising the experiences and insights of others and imposing their views upon children in any way.
  • Be familiar with the school's aims, ethos and policies and plan their involvement in the light of the aims and curriculum at the school.
  • Seek to use engaging teaching and learning methods which involve the children actively and communicate at appropriate levels for the age group concerned.
  • Make clear to children who they are, who they represent and what they are offering to children.
  • Develop ways of speaking to children, which communicate their open approach, avoiding any hidden agenda to convert young people.

Prior to agencies attending the school, relevant staff ensure that:

  • checks have been made with the LEA in regard to CRB
  • their input is integrated within a planned programme
  • appropriate planning sheets/lesson plans have been produced
  • school/class background information has been issued
  • resources have been checked for suitability
  • confirmation of dates and times have been confirmed in writing
  • an evaluation process has been agreed.

Other Related Policies

All subject policies should indicate their contribution to PSHE and Citizenship in school.

  • Sex and Relationship Education.
  • Drug Education.
  • Child Protection.
  • Equal Opportunities.
  • Cultural Diversity.
  • Inclusion.
  • Behaviour Policy/Discipline.
  • Health and Safety.
  • Assessment, recording and reporting.
  • Special Needs
  • Bullying

Dissemination and Professional Development

This policy will be shared with

  • Teachers
  • Governors
  • Parents
  • Children

Staff will be given regular opportunities to develop their thinking and skills in delivery of PSHE/Citizenship by:

  • Staff meetings (termly).
  • INSET (bi-annually for all staff and included in induction for new staff)
  • PSHE/Citizenship Network meetings (LEA provided).

Health Promoting Schools Award (the National Healthy School Standard)

At Swalwell Primary school we recognise the Health Promoting Schools Award as an effective vehicle to promote PSHE and Citizenship which offers an integrated whole-school process, set alongside nationally agreed criteria, looking at health issues in their wider sense.

Assessment Recording and Reporting

Assessment needs to value and recognise what pupils have done or completed successfully, thereby raising their self-esteem. A variety of approaches to the assessment of individual achievement will therefore need to be practiced by teachers. Teachers need to exercise caution in judging the individual performance of pupils, in terms of attitudes, values and behaviours apparent, as their own will undoubtedly have an influence on this process.

Assessment in PSHE and Citizenship, a record of children's progress can be found in class portfolios of work to provide evidence and progress. The Weekly Friday Newsletter and school website display reports to parents which include evidence of their child's awareness of topical events, exercise of responsibility and contribution to the life of the school and beyond the school.

In PSHE and Citizenship there are two broad areas for assessment:

  • Children's knowledge and understanding, for example, information on health, understanding of rules, understanding of health and safety procedures, and the meaning of ideas including democracy.
  • How well children can use their knowledge and understanding in developing skills and attitudes, for example through participating in discussions, group tasks and activities, managing conflict, making decisions and promoting positive relationships.

Clearly defined learning outcomes based on the Framework assist the assessment process

Achievements of pupils in PSHE and Citizenship are reported to parents at the end of each year in the child’s school report.

Role of PSHE Co-ordinator

The Co-ordinator will:

  • raise awareness amongst all staff of their contribution to the pupils' personal and social development and agree the overall aims, objectives and priorities
  • establish a shared view of best practice to which all pupils are entitled
  • lead policy development
  • agree the main priorities for the pupils' personal and social development and identify the major opportunities for meeting these priorities across the curriculum
  • provide appropriate support and training for staff
  • monitor and evaluate the programme, including the use of outside agencies, and pupils' responses to the programme
  • carry out a continuous process of review and development of the programme as part of the annual cycle of school improvement
  • attend relevant LEA courses and network meetings
  • order and monitor resources.

Monitoring and review

  • The PSHE and Citizenship Co-ordinator is responsible for monitoring the standards of children’s work and the quality of teaching. This person supports colleagues in the teaching of PSHE and Citizenship, by giving them information about current developments in the subject. Strengths and weaknesses in the subject and areas for further improvement are discussed with the head teacher and colleagues and feedback is given to the governor responsible for PSHE and Citizenship.

Answering Difficult Questions

Sometimes an individual child will ask an explicit or difficult question in the classroom. Questions do not have to be answered directly and can be addressed later. This school believes that individual teachers must use their skill and discretion in these situations and refer to the PSHE/Citizenship Co-ordinator concerned.

Resources

Staff use the objectives from the QCA scheme of work, Discovery RE to plan PSHE and Citizenship lessons. Staff have access to the LCP PSHE folders for Key Stage One and Two and the Social and Emotional Aspects of Learning (SEAL) resources. The school has a range of books dealing with aspects of PSHE including bereavement, healthy food and making the correct choices. We also have empathy dolls, parachute games and all of the resources from the SEAL pack e.g. feelings fans.

Next Policy review: 2018

Appendix 1

The following has been produced from: PSHE at Key Stages 1 and 2 - Initial Guidance (QCA)

Discrete Provision

This could include separately planned curriculum time with themes such as 'my family' or 'using our money' or a focus on discussion through circle time or playing games together. This approach has the advantages of enabling clear planning for identifiable provision and easier monitoring.

Provision through teaching and learning in other subjects/curriculum areas

Provision for some aspects of PSHE and Citizenship could be made through other subjects including RE.

Some subjects in the curriculum have opportunities to make links with the Framework through their programmes of study. See The National Curriculum handbook for primary teachers in England.

  • English: skills in enquiry and communication, stories that illustrate aspects of personal and social development.
  • Mathematics: aspects of financial capability, counting and sharing.
  • Science: (including medicines), sex, health, safety and the environment.
  • Design & Technology: health and safety, healthy eating, realising that people have needs as they generate design ideas, use of technology.
  • ICT: communicating with others via e-mail, finding information on the internet and checking its relevance.
  • History: use of sources, reasons for and results of historical events, situations and changes, diversity within societies studied, significant people, events, ideas and experiences of people from the past.
  • Geography: topical issues concerning environment, sustainable development, land use, study of pupils' own locality and places in different parts of the world, including less economically developed countries.
  • Art and Design: reflecting on and responding to ideas and experiences communicated through works of art, craft and design from different times and cultures.
  • Music: making the most of abilities in playing or singing, issues of cultural diversity, their value and their expression.
  • Physical Education: teaching and learning about health and safety, development of personal and social skills through team and individual activities, games and sports.
  • RE: religious and moral beliefs, values and practices that underpin and influence personal and social issues and relationships.

PSHE and Citizenship Activities and School Events

Residential experiences, visits and special days in school provide opportunities for children to plan and work together, and develop and maintain relationships under different circumstances. They can discover new qualities and characteristics through volunteering, participating and reflecting on new experiences. The links between Health Promoting Schools Award (the National Healthy School Standard) PSHE and Citizenship and pastoral care and guidance are important. Where children are taught largely by a class teacher, these links may occur more naturally, but the role of other staff is also important.

Appendix 2

The following has been produced from 'Passport : A framework for personal and social development' (Calouste Gulbenkian Foundation)

Assessing, recording and reporting PSHE

a)Assessing

Assessment is as central to personal and social development as it is to any to any other learning process. Baseline assessment, with regular reflection on personal experiences, provides information which can be indicative of pupils' progress and achievement.

The central role of self-assessment

The individual's feelings and responses must always be respected. In the past, schools have been reluctant to introduce assessment in PSHE in case pupils are deemed to 'fail as people'. Sensitive teachers understand that some aspects of personal and social development are not linear, for example, self-esteem can rise and fall through the influence of events at any stage of life.

  • Any judgement about self-worth has to be made by the individual. It should be their decision whether they share it with others.
  • Unlike knowledge and skills, it is inappropriate to assess pupils' values. However, pupils should be encouraged to reflect on how their personal values relate to those of the school and society, and on the consequences of challenging these values.

Assessment, therefore, should allow the learner to:

  • pose the questions
  • make the judgement in the light of the evidence of his/her current strengths and needs
  • reconsider and plan in terms of his/her growth and development.

This will have a positive impact on a pupil's self-awareness and self-esteem.

Self-assessment can be influenced by the view of others. Information from a range of sources will help pupils to see themselves through the eyes of other people.

What can be assessed?

  • Factual knowledge and understanding, knowledge of facts (the effects of drugs, why hygiene is important, where support and help can be found) is the least difficult aspect of personal and social development to assess. Non-threatening approaches using quizzes, word searches, and games work best. Understanding and being able to apply knowledge may be observed and assessed in real or simulated experiences eg, during the planning of projects or in role-play.
  • Personal and social skills, schools must ensure that pupils have had opportunities to learn and practise these. They can be assessed in real or simulated activities.

Who can be involved in assessing skill level and progress?

  • Individuals themselves, their peers and teachers.
  • Adults from outside school, for example, employers can assess pupils' skills during work experience of when carrying out mock interviews.

Opportunities to gain accreditation

  • Schools have their own award systems for accrediting competencies.
  • Local and national bodies, for example, ASDAN Youth Award and the Duke of Edinburgh Award Scheme offer awards that can supplement school initiatives.
  • National standards for the Key Skills are built into a number of qualifications. GNVQs provide a nationally recognised framework for accrediting some aspects of personal and social skills.

b)Recording