PERSONAL, SOCIAL, HEALTH, ECONOMIC, EDUCATION (PSHEE) POLICY
Rationale:
PSHEE refers to those aspects of school life – its thinking, planning, teaching and organisation – explicitly designed to contribute to the process of growing up, getting on with other people, the formation of values and the preparation of the boy for responsibility in adult life. This includes helping boys to understand themselves, their behaviour, health and development, our society, their school and effective learning skills and how to make decisions and moral judgements. It happens in every classroom, in the playground, the sports hall and games field, the dining room and the library – all parts of the school throughout all sessions of the school day, from the moment the first pupil arrives in the morning to the time the last one leaves in the evening.
PSHEE is essentially concerned with the education of the whole person rather than with the knowledge that person needs and underpins all aspects of learning. Over the course of their time at the school, boys will develop confidence in their own opinions and their abilities to defend them whilst respecting those of others and they will become better informed to make choices about their own and others’ behaviour and lifestyles.
The Qualifications and Curriculum Authority has defined four strands within PHSEE:
- to develop confidence and responsibility
- to prepare pupils to play an active role as citizens
- to develop a healthy, safer lifestyle
- to develop good relationships and respect others
Each of these strands is central to the PHSEE programme throughout the school.
The PSHEE programme in this school seeks to promote and develop the Every Child Matters (ECM) outcomes:
Be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing.
The visible PSHEE curriculum will include a planned and coherent approach to personal development and be reflected in the ethos and values of the school and is dependent upon that ethos for its effectiveness.
The 1992 act states: “The Chief Inspector for England shall have the general duty of keeping the Secretary of
State informed about … the spiritual, moral, social and cultural development of pupils.” (Ed. (Schools) Act 1992)
The Education Act 2002 states that:
(1) The curriculum for a ….. school satisfies the requirements of this section if it is a balanced and broadly based curriculum which—
(a) promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and
(b) prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
Section 2.5 of the National Curriculum framework (published in July 2014) states that, ‘All schools should make provision for personal, social, health and economic education (PSHEE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education.’
The PSHE Association has identified three overlapping and linked ‘Core Themes’ (Health and wellbeing, Relationships, Living in the Wider World). These are expressed as areas of core knowledge, understanding, language, skills and strategies, and will be taught in accordance with pupils’ readiness. They are appropriate across all key stages and build upon Early Years Foundation Stage Learning. It is important to recognise that many decisions about both health and lifestyle are made in a social context or are influenced by the attitudes, values and beliefs of significant others.
PSHEE education should respect and take account of pupils’ prior learning and experiences. Programmes will reflect the universal needs shared by all children and young people as well as the specific needs of the pupils in the school. PSHEE education will be taught through a spiral programme, revisiting themes, whilst increasing the challenge, broadening the scope, and deepening pupils’ thinking.
PSHEE education prepares pupils for both their futures and their present day-to-day lives. It is essential that pupils have the opportunity to recognise and reflect on how learning is relevant to them and can be applied in their own lives. PSHEE education has a rich body of knowledge which will be taught through topics. Learners need to ‘know about..’, ‘know how to..’ and also ‘be able to..’.
Aims
Through the PSHEE programme boys will:
- develop confidence in themselves as well as a sense of corporate responsibility, so that every boy has the self-belief to do well for himself but also to contribute fully at school and in his life ahead to those around him and to wider society
- be encouraged to show an awareness of others at the same time as self-discipline for themselves, and to show empathy with and enjoyment of the diverse cultures and traditions that are represented at Woodcote House and in the surrounding community and city of which the school is a part
- learn the basic rules and skills for keeping himself healthy and safe (including Internet Safety and Cyber-bullying issues) and for behaving well
- learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying
- learn about the wider world and the interdependence of communities within it
- learn how to make informed and balanced decisions on important moral, social, cultural, political and environmental issues, and those related to their own and others’ health and well-being
- be encouraged to discover his own aspirations, and to develop his own ambitions and his personal targets in a sustained, determined manner
- learn about his rights, responsibilities, duties and freedoms and about laws, justice and democracy
- learn to take part in decision-making and different forms of action
- develop critical skills, consider a wide range of political, social, ethical and moral problems, and explore opinions and ideas other than his own
- learn to argue a case on behalf of others as well as himself and speak out on issues of concern
Objectives
By the time they leave the school boys will have:
- built on their own experiences and on the early learning goals for personal, social and emotional development
- developed their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues
- become more mature, independent and self-confident
- recognised that prejudicial behaviour on the grounds of faith, beliefs, race, gender or sexual orientation is not acceptable
- understood the importance of recognising and combatting discrimination
- understood that the right to hold other faiths and beliefs is protected in law
- acquired some of the knowledge, skills and understanding to prepare them to play a full and active part in society
- acquired a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
- understood the separation of power between the executive and the judiciary, and that some public bodies can be held to account through Parliament others maintain their independence
- developed a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced and that living under the rule of law protects individual citizens and is essential for their well-being and safety
- developed an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
- been equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day-to-day basis, and plan for future financial needs
- embraced change, feeling positive about who they are and enjoy healthy, safe, responsible and fulfilledlives
- learnt to recognise, develop and communicate their qualities, skills and attitudes and reflect on and clarify their own values and attitudes
These outcomes are reflected directly in the curriculum aims – for young people to become successful learners, confident individuals and responsible citizens they need to have the facts, concepts, skills, attitudes and values that the PSHEE programme seeks to deliver.
Sources: ERA 1988; Education (Schools) Act 1992; 1996 Ed. Act; National Curriculum 1999, 2014
Resources
Resources used within the PSHEE department come from different sources. The two main resources that will be used and taken from the pshe association and other reliable resources
- Juniors 1, 2 and 3rd form get two timetabled lessons per week delivered by Mrs D Ramage, as well as one form time PSHEE lesson delivered by their form tutor per week.
- 4th, 5th and 6th form get one timetabled lesson per week delivered by Mrs D Ramage as well one PSHEE lesson delivered by their form tutor per week.
In addition, the school is divided into four houses which meet on a regular basis to acknowledge and celebrate individual and group achievement both in the classroom and in other aspects of school life, notably in sports.
Links with other Subjects
There are links with most other subject areas within the school curriculum. Principal amongst these are:
Links with moral and religious education in TPR, including consideration of tolerance of and respect for those with differing religious views
English, particularly the study of Literature, and Drama are likely to raise opportunities for consideration of many of the issues covered in PSHEE
Many aspects of Health and Personal Development Education (including Sex Education) overlap with areas of the Science Curriculum
Environmental issues are also raised within the Science and Geography Curricula
In both Geography and History pupils will encounter peoples of different cultural, ethnic and/or religious beliefs to their own
The PE and Games Curriculum will cover aspects of personal health and fitness.
Planning and Assessment
The following questions therefore arise, ‘How do we assess and evaluate learning in PSHEE?’; ‘On what criteria do we assess and evaluate?’; ‘What evidence do we need to collect and why of the learning in Life
Skills?’.
The Scheme of Work include both Learning Objectives (what we want the boys to learn in the course of the lesson(s)) and Learning Outcomes (how it is that the boys can demonstrate this learning). These need to be clear, precise and measurable in some way.
Individual lesson plans will, therefore:
- have clear and precise Learning Objectives;
- have clear, precise and measurable intended Learning Outcomes;
- show how the teacher will gauge the boys’ starting points;
- have activities that are appropriate to achieve the learning outcomes and that take into account best practice;
- have explicit opportunities for assessment and evaluation.
Boys should be given the opportunity to retain and collect their own evidence of their learning and development in all aspects of the subject. This might take the form of written work (including sketching, drawings/posters, etc.); photographs of collaborative or display work; opportunities to reflect on and record their observations on their own and their peers learning, both formal and informal. In addition teachers should also collect evidence of learning within individual lessons and over longer periods. This can take the form of photocopying/photographing work completed in the lessons, recording observations, and retaining lesson plans/notes.
Class and Form Tutors will be also be forming their own informal assessments of those in their charge during PSHEE and other form sessions. The effectiveness of PSHEE can also be assessed by the everyday observation of boys within the school community.
Curriculum Enrichment
Various external groups and individuals are invited into the school for special sessions. It is hoped to extend this in the future to at least one visit by an external agency per year group per academic term, on average.
Topics Covered
It was felt that, as a boys’ school, there is no need to cover the material on puberty earlier than in year 7. It was felt that there is a danger of over-sexualising younger children if material is introduced at a younger age. Therefore, the Program of Study will include the following;
Year 3
Group and class rules; that bodies and feelings can be hurt and how to respond when this happens to themselves or others; the difference between secrets and surprises; developing a vocabulary to describe feelings; sharing their own and listening to other people’s opinions
Year 4
Sportsmanship
Prejudice
Teasing and Offensive behavior
A to Z of feelings
Liking and Loving
In Science, Reproduction as one of the seven Life Processes
Year 5
Resolving differences
Making rules and laws
Celebrating variety
A healthy mind
In Science, life cycles of plants and animals
Year 6
Anxieties and worries
How to express your ideas
Year 7
Growing and changing
Self-esteem
Friends and friendship, including peer pressure
In Science, Human Reproduction
Year 8
Adolescence
Becoming an Adult
Appendix 2; PSHEE CurriculumMap
PSHEE Curriculum Map
| J1 & 2 | Form 3 | Form 4 | Form 5 | Form 6 | |
| Michaelmas | Healthy lifestyle
Choices Bacteria and viruses Shared goals Fire safety Feelings Recognising an unhealthy relationship/ Physical contact Secrets Recognising and responding to bullying Anti-bullying week |
Bullying
Right and Wrong Coping with Pressure Points of view Decisions about resources (consumerism) Health and disease – beat the bugs |
Bullying
Anxieties and worries Beliefs, Customs and Festivals Managing time Values: right and wrong Smoking Being a Good Neighbour |
Bullying
Internet safety and ICT Growing and Changing Self-esteem Other Cultures and life-styles At home and in the StreetThe Police (including talk) |
Bullying
Internet safety and ICT Adolescence Racism, prejudice and discrimination How to make decisions Becoming an adult The role of the House of Lords (talk) |
| J1 & 2 | Form 3 | Form 4 | Form 5 | Form 6 | |
| Lent | Human rights
Responsibilities Communities Achievements, strengths and goals Internet safety Risk Health and safety First aid Internet safety Stranger danger Road safety |
UNICEF Day for Change
All in a day’s work Antisocial behaviour Drugs Resolving differences Money Matters |
UNICEF Day for
Change/Children’s rights You as a Consumer Eating and Exercise How to express your ideas Attitudes to work |
UNICEF Day for Change
Internet safety and ICT Friends and Friendships The Power of Advertising Employment and unemployment Drinking and alcohol |
UNICEF Day for Change
Internet safety and ICT Human rights issues Banking and ways of saving The power of the press Local Government
|
| J1 & 2 | Form 3 | Form 4 | Form 5 | Form 6 | |
| Summer | Relationships
Resolving disputes Internet safety Change Differences Equality Money Water safety |
Making rules and Laws
A Healthy mind Celebrating variety Reflection and moving on |
Britain’s Government People with
disabilities(including talk) Resources, Waste and recycling Reflection and review |
Internet safety and ICT
The school as a community Taking action on the local environment Food and water Addiction (external speaker) Reviewing progress |
Internet safety and ICT Which political party do you support?
Being a World citizen You as a consumer Drugs (external speaker) First Aid training Reflection and review |
The PSHEE Scheme of Work
The three Core Themes identified by the PHSEE Association are:
- Health and Well being
- Relationships
- Living in the Wider World, including Economic wellbeing and being a responsible citizen.
*The detailed scheme of work can be found on the central system along with other academic schemes of work.