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Contents Introduction & Background Vision Statement Aims Curriculum Organisation         

Delivery Guidelines PSHEE curriculum and planning Overview of Content Learning Environment Cross Curricular Links SMSC Health & Safety Inclusion Assessment, Recording & Reporting

Appendices

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Photographs PSHE week overview Express Yourself overview Circle Time feedback

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PSHE and citizenship help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens.

Introductory Statement This policy has been written in the context of:     

PSHE Non Statutory Framework, The National Curriculum 1999 PSHE and Citizenship Initial Guidance at Key Stage 1&2 PSHE Matrix Sex and Relationship Guidance The School’s Values

The revised National Curriculum contains two broad aims:1. The school curriculum should aim to provide opportunities for all children to learn and achieve.

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2. The school curriculum should promote children’s spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.

Vision Statement Personal, Social, Health and Citizenship Economic Education (PSHE) and Citizenship refers to all the planned learning opportunities that our school provides to promote personal, social and health development through the curriculum as a whole. This includes opportunities provided by the core and foundation subjects of the National Curriculum and other subjects, including personal, social and health education courses; assemblies; Circle Time; guidance and support systems; outdoor play provision; trips; visits and extra-curricular activities; the School Council; special projects and other events which enrich young people’s experiences. Any such experiences should enable pupils to:  Explore the values and beliefs which influence individuals and their relationships with others and the wider world;  Respond to their present lives and prepare for work and adult life;  Emphasise practical activities, decision making and learning through experience and co-operation;  Provide relevant ways in which skills may be developed;  Develop community links.

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PSHE and citizenship is concerned with the qualities and attitudes, knowledge and understanding and abilities and skills in relation to oneself and others, social responsibilities and morality. It helps pupils to be considerate and enterprising, while preparing them for informed and active involvement in family, social, economic and civic life. It plays an important part in bringing relevance, breadth and balance to the curriculum, and has become an entitlement for all pupils.

Aims Personal, Social, Health and Economic Education (PSHE) and Citizenship enables children to become healthy independent and responsible members of society. We encourage our pupils to play a positive role in contributing to the life of the school and the wider community. In so doing we help to develop their sense of self worth. We teach them how society is organised and governed. We ensure that they experience the process of democracy in school through the School Council. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society.

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All pupils share responsibility for their own behaviour and learning. In addition we encourage pupils to assume greater responsibility, appropriate to their age, by accepting positions of responsibility in the school and in their own classes. These include:  Head Boy & Girl  Deputy Head Boy & Girl  School Council  House Captains  Prefects  Power Rangers  Peer Mentors  Activity Leaders  Buddy Readers  Other Monitors  Enterprise Project Managers

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The aims of PSHE and citizenship are to enable the children to:  Know and understand what constitutes a healthy lifestyle;  Be aware of safety issues;  Understand what makes for good relationships with others;  Have respect for others;  Be independent and responsible members of the school community;  Be positive and active members of a democratic society;  Develop self-confidence and self-esteem, and make informed choices regarding personal and social issues;  Develop good relationships with other members of the school and the wider community.  Develop an understanding of British Values and what it means to be British.

We encourage every child to be involved in their class assembly.

Curriculum Organisation Delivery Guidelines. We use a range of teaching and learning styles in our PSHE and citizenship work and place a great deal of emphasis on creative strategies to learning and teaching. We place a clear focus on active learning by including the children in discussions, 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. Special charitable events such as Children in Need and Comic/Sports Relief are a yearly focal point for fundraising. We organise classes in such a way that pupils are able to participate in discussion to resolve conflicts or set agreed classroom rules of behaviour. We offer children the opportunity to hear visiting speakers, such as health workers, police, and representatives from the local church, whom we invite to talk about their role and work in creating a positive and supportive local community.

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We teach PSHE and Citizenship in a variety of ways. Since September 2012 planning has followed the PSHE Matrix Document. There is a discrete PSHE lesson included each week for all year groups. These weekly sessions cover topics in the Matrix. These themes include the DfES resource SEAL, and enable links to be made through assemblies and wall displays. Some of the topics covered in the Matrix are not taught discretely but are taught through other subjects. These topics are often health and safety- related. Children are given the opportunity to explore topics such as oral health, healthy eating, first aid, drugs and the sex and relationships programme, Living and Growing.

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PSHE & Citizenship Curriculum Planning

Where it is taught discretely, we plan PSHE in three phases, long medium and short term. The long-term plan, or overview, maps the topics to be studied in each term during the key stage. The team has developed this from the St Helens PSHE Document, various DfE publications, and in conjunction with teaching colleagues in each year group. The medium term plans, which are adapted from the PSHE Matrix and document give details of each unit of work for each term. The PSHE team is responsible for keeping and reviewing these plans. The class teacher uses the medium term plans to focus on intended learning outcomes for each lesson. The teacher is responsible for keeping these weekly individual plans, which are stored in the teacher`s short term planning section of their planning folder on the school server.. We have organised the topics to be studied so that they build upon prior learning. Children of all abilities have the opportunity to develop their skills and knowledge in each unit of work. Children revisit the themes as they progress throughout the school allowing a depth of understanding and broad set of personal skills to be present within each individual. In addition to the discrete weekly lesson there is also a weekly Circle Time session. This was introduced as mandatory in September 2007 after staff training and induction. This supports the speaking and listening aspects of Literacy as well as creating a sense of class community and a behaviour management system.

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There are times when we introduce PSHE and citizenship through other subjects, e.g. when teaching about local environmental issues in geography. As there is a large overlap between the programme of study for religious education and the aims of PSHE and citizenship, we can also teach a lot of PSHE and citizenship through our religious education lessons. It should be made clear however that PSHE and citizenship, whilst concerned with the development of personal skills such as selfesteem, conscience and the understanding of morality, these can be taught from a secular point of view. Links between religious education

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This year, British Values has also been integrated into the PSHE planning.

and PSHE and citizenship can be made where appropriate but it is not necessary for the successful delivery of PSHE and citizenship. We also develop children’s sense of self-worth, confidence and belief through activities and whole school events e.g. the class representatives from each class meeting regularly to discuss school matters. We offer a residential visit to Manor Adventure, Lockerbie in Year 6 where there is particular focus on developing pupils` self esteem and giving them the opportunities to develop leadership, teamwork and co-operative skills.

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We teach PSHE and citizenship in Reception classes as an integral part of the topic work covered during the year. As the Reception classes are part of the Early Years Foundation Stage of the National Curriculum, we relate the PSHE and citizenship aspects of the children’s work to the objectives set out in the Development Matters strand and Early Learning Goals. Final Assessments of children`s progress and development are made using the Early Learning Goals planning and on going assessment using developmental matters. During the Early Years Foundation Stage children are encouraged to develop a positive disposition and attitude, social development and emotional development. These areas of PSHE are assessed for the child’s Foundation Stage Profile and the information is available to enable the Year 1 teachers to effectively plan social groups and collaborative teams. The teaching of PSHE and citizenship in Key Stage 1 matches the aims of the Foundation Stage as it continues the work begun in reception. PSHE is also evident during the Foundation Stage’s delivery of ‘Understanding the World’, which supports citizenship education.

Overview of Content (Long Term Planning) Below is the long term planning for PSHE and Citizenship

Reception

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Making choices

Keeping clean

Making choices

Parts of my body

Keeping safe

Looking after places

Parts of my body

Growing

Recycling

Friendship

Personal hygiene

Growing and changing

Keeping safe Walk it safer

People who have made a difference

Life processes – Life processes living and growing

Who am I? Where I live / where others live Year 1

Healthy eating

Keeping safe Money

Year 2

Healthy eating and exercise Personal Hygiene

Keeping safe - Walk it safer Bullying

Safety in the home

Year 3

Appropriate touches and greetings

People who have made a difference Recycling

Similarities and differences Year 4

Smoking

Safety in the home

Introducing first aid procedures

Foods groups

Foods groups

Dental hygiene

Dental hygiene

Health and Hygiene

Health and Hygiene

Emergency services

Respiration and circulation

Rights and responsibilities

Drug awareness

Year 5

Alcohol

Relationships Money

Bullying

The skin

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Keeping safe and focusing on feelings Preparing for

Drug Education

Matters

Exercise and diet

Respect for the community

Respect for the community

Diversity and difference

Diversity and difference

Microorganisms

Puberty

Self esteem (transition)

Self esteem (transition)

Self esteem (puberty)

Self esteem (puberty)

Life cycles and Global Global reproduction environmental environmental issues issues School, local, national and democratic procedures

Life cycles and reproduction

School, local, national and democratic procedures

Learning Environment

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At Thatto Heath we endeavour to create a learning environment that encourages a positive attitude to PSHE and citizenship. PSHE and citizenship is investigated more formally through class lessons, and less formally through all aspects of the life of the school. We are particularly keen to ensure that correct attitudes are presented and modelled at all times by all members of the school community, including staff and visitors. Classrooms are expected to be interactive, visually stimulating and positive places to be in. They must strike the balance between being extremely child friendly whilst continuing to function as places of constant learning. Children can feel a sense of pride at the vast amounts of their work on display. With the large investment in the indoor and outdoor environment in recent years we hope to give children the clear message that we value them, and therefore they should value themselves.

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Year 6

and their difficulties

Cross-curricular links PSHE and citizenship should permeate all aspects of school life both within and without the curriculum. The school particularly encourages this when children are out of class and in their own time. Mathematics PSHE and citizenship contributes to the teaching of mathematics. Children are encouraged to be independent and responsible for their own learning, and in planned activities within the classroom, pupils are encouraged to work together and respect each others views. Problem solving activities, such as real life money problems are enhanced skills, developed in PSHE and citizenship and contribute to the child’s understanding of real life issues outside of school. The social development of pupils is encouraged through the teaching of mathematics and the expectations that we have of children working together. Children are also encourages to take part in activities to develop economic awareness through activities during My Money Week. Economic awareness and understanding and self confidence are also developed through joint activities with the St Helens Chamber Enterprise Project. P.E. In P.E., PSHE and citizenship contributes to efforts to improve the fitness and lifestyle understanding of pupils. Children are taught about the benefits of healthy eating and exercise and how to make informed choices about these things. Social development is aided by the recognition of the importance of teamwork and co-operative work in the P.E. lessons. Children learn to trust each other, and to work with and respect each other, developing a better understanding of themselves and others.

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PSHE and citizenship contributes to the teaching of art through allowing the pupils the opportunity to discuss their feelings about their work and respond to the ideas and methods of others. Their social skills are

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Art

utilised and developed by working alongside others, including visiting artists and other adults. History PSHE and citizenship makes a significant contribution to the teaching of history by allowing pupils the opportunity to develop their own ideas on a number of social issues such as how society responds to war or poverty. They are able to discover how to be active citizens in a democratic society and how laws are made. They learn to challenge stereotypical views and appreciate issues of racism and prejudice and their harmful effects on society. They learn to understand that society has developed from a range of different cultural experiences. Literacy Throughout all aspects of literacy PSHE and citizenship is clearly delivered. The speaking and listening agenda allows children to work collaboratively in teams or pairs, share ideas within a small group or when feeding back to the class, and find their voice when sharing opinions and ideas surrounding a text. Children respond to literature and have the opportunity to use role play areas, drama techniques such as hot-seating. The drama opportunities throughout the school enable children to consider the experiences of others – whether they are fictional characters or people in real life. This can be seen in the role play areas in Foundation Stage and Key Stage 1. The Summer term culminates in the annual ‘Once Upon a Time’ project for Key Stage 1 enabling all infant children to explore their team work skills, their ability to perform in role and the exploration of a text they have written themselves. Children are also encourages to take part in activities to develop self confidence and an understanding of democracy and citizenship through activities during the St Helens Primary Schools` Democracy Week.

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Children have access to the ICT suites on a weekly basis during their lunchtimes as well as a range of clubs, such as art, hairdressing, lego, sewing etc to enable any who are vulnerable or unhappy on the playground to have the support of a smaller group situation within the presence of the Learning Support Assistant. The Learning Mentor is on the yard during break times and lunchtimes to support any vulnerable pupils.

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Lunchtime Clubs

Geography Whilst children study the effects of traffic on the community through the geography curriculum, they are able to learn about road safety from the council led training projects such as Bikeability and Walk to School initiatives. These are practical projects enabling children to have first hand experience of road safety. Spiritual, Moral, Social & Cultural Development. (please see separate policy) PSHE and citizenship lends itself well to offering numerous and wide ranging opportunities for the development of the spiritual, moral, and cultural development of children. Most topics studied offer the opportunity to examine and learn about issues such as: inequality, injustice, conflict resolution, personal safety and hygiene, peer pressure, right and wrong, prejudice and intolerance, responsibility, duty and cooperation and British Values. We also help children to develop their knowledge and understanding of different cultures and acquire an accepting attitude towards them. In order to develop a sense of pupil community and peer support the NSPCC ‘Peer Mentor’ scheme is in operation and Peer Listening in Year 5. This has created a group of children in year 5 and 6 that have the responsibility of emotionally supporting vulnerable members of the school during lunchtimes and playtimes. Health and Safety. Children have access to resources that are appropriate for their needs and development. The supervision of children in all aspects of school life, including out of school activities and trips is undertaken following LA guidelines and policy.

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We teach PSHE and citizenship to all children regardless of their ability. Our teachers provide learning opportunities matched to the individual needs of children with learning difficulties. When teaching PSHE and citizenship we take into account the targets set for children in their Individual Education Plans (IEPs).

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Inclusion

Assessment, Recording & Reporting. Teachers assess children’s work in PSHE and citizenship both by making formal assessments, especially in the Early Years Foundation Stage where the Development Matters and the ELGs set out clear assessment objectives, and by making informal judgements as they observe them during lessons. We have clear expectations from the DfE of what the children will know, understand and be able to do at the end of each Key Stage. Each year there is an opportunity to monitor the PSHE and citizenship short term planning provided by teaching staff.

Communication

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All pupils have the opportunity to approach members of staff about concern that they may have. Each classroom has a “Worry Wellie” which enables pupils to pass messages to staff without having to approach them directly. Pupils are also served by the school having a Learning Mentor.

Related Policies: This policy should be read in association with the following:

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Anti-bullying policy Attendance policy Behaviour policy Bereavement policy Community cohesion policy Child protection & safeguarding policy Collective worship policy Confidentiality policy Creative learning policy Curriculum policy Cycling policy Disability policy Drugs policy Educational visits Environmental policy Equality Food policy Foundation Stage Early Years policy Gender policy Inclusion policy Parental involvement policy Promotion of British Values PE Policy Race and equality policy SEN policy Smoking policy SRE policy Sustainable schools policy Teacher`s lesson planning policy Teaching & learning policy Visitors policy Volunteers Policy SMSCE Policy (Spiritual, Moral, Social, Cultural & Emotional Development)

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Agreed by the Governing Body. Date …………………………………………… Chair of Governors ………………………………………………………………

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Headteacher ………………………………………………………………………….