RATIONALE
Personal and social development plays an essential role in the education of the pupils at St. Christopher’s. It forms an important part of the Waking Day Curriculum and underlies all aspects of school life. Development of an awareness of who you are, that you are different from others and how you stand in the world is essential to any learning. Equally important is the development of a sense of being part of a social group or community. The majority of our pupils need support in developing the ability to become aware of oneself as an individual and in being able to engage in an activity with others, adults and peers. Some pupils may need continuous support in developing a sense of self. An important part of this development is centred around Spiritual, Moral, Cultural and Social Education (SMCS) and this is part and parcel of the Waking Day Curriculum and therapeutic approach of the School. In both residential and school settings pupils are presented with a wide variety of experiences and opportunities to develop their sense of self and their social skills.
The school uses EQUALS Personal, Social, Health and Economic Education and Citizenship (PSHE&C) schemes of work and relevant units from Moving On to assist teachers in planning their PSHE curriculum. These schemes of work include five main areas (strands):
- Developing confidence and responsibility and making the most of their abilities.
- Knowledge and understanding about becoming an informed citizen
- Developing a healthy, safer life style
- Developing good relationships and respecting the difference between people
- Sex and relationships education.
The school also uses B-squared for PSHE assessment to plan targets to help develop each pupil’s independence skills. (Please see also Policy on Promoting Independence).
AIMS
The aim of this policy is to ensure that all pupils have access to a wealth of experiences and a breadth of opportunities to develop as individuals with high self-esteem and an appreciation of others. Its purpose is to give guidelines to all staff responsible for teaching and education on how to facilitate this learning consistently and appropriately.
By working with the above mentioned areas of the PSHE curriculum we aim to enable pupils to:
- develop an awareness of self and their own abilities as members of a community;
- develop self confidence and a positive self image;
- develop awareness of mutual responsibility and respect between people in the community they belong to;
- learn how to make, communicate and take responsibility for their own choices;
- learn to live a healthy, safe, fulfilling and enjoyable life;
- learn how to care, help; play/interact appropriately with others in different types of relationships;
- gain awareness, knowledge, understanding and skills in sexuality both physically and emotionally appropriate to each individual’s need.
DEFINITIONS
Personal, social, health and economic education
Personal, social, health and economic (PSHE) education is an important and necessary part of all pupils’ education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: drug education, financial education, sex and relationship education (SRE) and the importance of physical activity and diet for a healthy lifestyle.
DfE Guidance, September 2013
https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe
Curriculum Guidance - Position of PSHE education in the national curriculum
In September 2013, the DfE published a new National Curriculum that is due to take effect in September 2014, a brief overview of the National Curriculum is also available on the gov.uk website. Many schools are already beginning to plan for its introduction and this briefing is intended to support Governors, school leaders and PSHE co-ordinators in developing PSHE education as part of their wider school curriculum from September 2014.
Whilst PSHE education remains a non-statutory subject, section 2.5 of the National Curriculum framework document states that:
‘All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice.’
Along with the National Curriculum framework, the DfE also published a guidance document on PSHE education, which states that the subject is: ‘An important and necessary part of all pupils’ education’
(…)
PSHE education is a non-statutory subject. However, in order to fulfil its duties relating to SMSC, behaviour and safety, and to provide a broad and balanced curriculum which meets pupils’ needs and prepares them for the challenges and opportunities of adult life, a school’s best approach is to ensure that a comprehensive programme of PSHE education is in place.
The benefits to pupils of such an approach are numerous as PSHE prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.
https://www.pshe-association.org.uk
PSHE EDUCATION – PLANNING
St. Christopher’s School adopts a Waking Day Curriculum. Therefore, Personal, Social, Health and Economic Education is a subject that is taught in all settings. Planning follows a multi-disciplinary approach with input from Education, Health and Care professionals in the school.
It is the class teacher’s responsibility to ensure pupils have a variety of lessons and cover all five strands of the PSHE Curricula. This can be done as a specific Main Lesson, Topic Lessons, as part of Morning Circle/ Social Time or on a cross curricular basis. Due to our pupils’ severe and complex learning difficulties it may be appropriate to repeat/choose content from earlier Key Stages. The teachers need to take into consideration and respect the pupils’ developmental age, chronological age and dignity. It is important to emphasize a need for maintaining, reinforcing, consolidating and generalising early PSHE knowledge, skills and attitudes during taught lessons and in everyday practical situations throughout the day.
Teachers need to prepare term-planners when teaching PSHE as a main lesson/Equals unit. All pupils also have PSHE targets as part of their IEP/ILP. There is particular focus on developing independence and community skills as part of the pupils life as residents at St. Christopher’s.
NOTE:
- SEX AND RELATIONSHIPS EDUCATION
Sex and Relationships Education can only be introduced to pupils once parental consent is given. The Pupils’ Administrator ensures that written consent is given and kept on the pupils’ files. Sex and Relationships Education can be delivered as part of a lesson topic or as part of specific programmes for individual pupils. Planning for Sex and Relationships Education draws on relevant professionals as part of the school’s multi-disciplinary approach. The content, resources and approaches to teaching and learning for Sex and Relationships Education are carefully planned in order to meet the chronological (age appropriateness) and developmental stages (levels of understanding and ability) of our pupils.
(for more detail refer to Sex and Relationship Education Schemes of Work)
- DEVELOPING A HEALTHY, SAFER LIFE STYLE
Developing a Healthy, Safer Life Style covers Drug and Alcohol Education. This includes supporting our pupils to develop an understanding of medication and its benefits. The content, resources and approaches to teaching and learning about Alcohol and Drugs are carefully planned in order to meet the chronological (age appropriateness) and developmental stages (levels of understanding and ability) of our pupils.
(for more detail refer to guidance from Mentor-ADEPIS.org and EQUALS – PSHE Schemes of Work)
PSHEE - CURRICULUM
- Developing confidence and responsibility and making the most of their abilities
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.1, 2.1, 3.1, 4.1,
Equals Moving on Adventurer, Vocational Studies, Careers Education & Guidance/ Post School Planning, Preparing a one page profile, Setting Personal targets, Potential after school placements.
Equals Moving on Explorer, Vocational Studies, Careers Education & Guidance/ Post School Planning, Valued student choices, Self presentation, and Personal careers action plan.
Equals Moving On Voyager, Independent Living, PSHE Advocacy and Self Expression.
Equals Moving On Voyager, World Studies, Humanities, Family History.
Equals Moving On, Globetrotter, Independent Living, Leisure and Recreation, Joining a Club.
Equals Moving On Globetrotter, Vocational Studies, Careers Education and Guidance, Post School
2. Knowledge and understanding about becoming an informed citizen
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.2, 2.2, 3.2, 4.2
Equals Moving on Adventurer, Independent Living, Citizenship, The emergency services, Local Current affairs, and Local Environmental issues.
Equals Moving On, Explorer, Independent Living, Citizenship, Mini Enterprise financial planning, National Current Affairs, National environmental issues.
Equals Moving On, Traveller, Independent Living, Citizenship, Community project, International Current Affairs, International environmental issues.
Equals Moving on Traveller, Vocational Studies, Work Related Learning, Mini Enterprise, Work experience in the community, Risk assessments.
Equals Moving on Traveller, Vocational Studies, Careers Education and Guidance/ Post School Planning, Interviews, Role of transitions staff, Progress File.
Equals Moving On Voyager, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Voyager, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Globetrotter, Independent Living, Citizenship, Democracy: Rights and Responsibilities.
3. Developing a healthy, safer life style
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.3, 2.3, 3.3, 4.3
Equals Moving on Adventurer, Independent Living, PHSE, Road safety, Personal Hygiene
Equals Moving On Adventurer, Independent Living, Leisure and Recreation, Dance
Equals Moving on Adventurer, Independent Living, Daily Living Skills, Preparing snacks, Cleaning Routines.
Equals Moving on Adventurer, Vocational Studies, Work Related Learning, Safety in school
Equals Moving on Explorer, World Studies, Technology, Healthy soups.
Equals Moving on Explorer, Independent Living, PSHE, A healthy lifestyle.
Equals Moving On Explorer, Independent Living, Leisure and Recreation, Swimming.
Equals Moving on Explorer, Independent Living, Leisure and Recreation, Hydrotherapy/gym
Equals Moving on Explorer, Independent Living, Daily Living Skills, Using cleaning products.
Equals Moving on Traveller, Independent Living, PSHE, Financial responsibility.
Equals Moving on Traveller, Independent Living, Leisure and Recreation, Using the community for leisure, Team sports, Physio therapy/sensory environments.
Equals Moving On Voyager, Independent Living, PHSE, Personal Safety
Equals Moving On Voyager, Independent Living, Leisure and Recreation, Sports in the Community.
Equals Moving On Globetrotter, Independent Living, PHSE, Personal Care and Presentation.
Equals Moving On, Globetrotter, Independent Living, PHSE, Using Local Facilities for Health.
Equals Moving On, Globetrotter, Independent Living, Leisure and Recreation, Heath Action Plan.
Equals Moving On, Globetrotter, Independent Living, Leisure and Recreation, Competitive Sports.
Equals Moving On Sex & Relationships Education Unit 2.1 and 2.2
- Developing good relationships and respecting the difference between people
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.4, 2.4, 3.4, 4.4,
Equals Moving On Explorer, Independent Living, PSHE, Family and Friends.
Equals Moving On, Traveller, Independent Living, PSHE, Emotions, and Relationships.
Equals Moving On Voyager, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Adventurer, Vocational Studies, Work related learning, Team work at school.
Equals Moving On Globetrotter, Vocational Studies, Careers Education and Guidance, Post School
Equals Moving On Traveller, Life Skills, PHSE, Emotions
Equals Moving On Traveller, Life Skills, PHSE, Relationships
Equals Moving On Sex & Relationships Education Unit 1.1 and 1.2
- Sex and relationships education
St. Christopher’s School Sex Education Schemes of Work
Equals PHSE & C Curriculum.
Refer to Schemes of Work 1.5, 2.5, 3.5, 4.5,
Equals Moving on Adventurer PSHE Sexuality, reproduction.
Equals Moving On Explorer. Life Skills, PSHE, Body awareness and physical changes
Equals Moving On Voyager World Studies, Science, the Human Body
Equals Moving On Voyager, World Studies, Humanities, Family History
Equals Moving On Sex & Relationships Education Unit 3.1, 3.2, 3.3, 3.4, 3.5 3.6 and 4.1
Additional Resource s
Kylie’s Private World by Life Support Productions, booklet and DVD
Jason’s Private World by Life Support Productions, booklet and DVD
Living and Growing Unit2 and 3 Resource Book by 4 learning.
Healthy Hygiene and Sexual Education STARS model developed by Heighway and Webster modified by Frie Heyndrickx.
ADDITIONAL GUIDANCE
Why should alcohol and drug education be part of PSHEE?
Alcohol and drug education is currently a statutory part of the national science curriculum. But is the science curriculum enough to provide our pupils with a comprehensive education about alcohol and drugs?
Alcohol and drug use is only one among the many risks that young people may encounter as they grow up, and it is often related to other social, personal and cultural risk factors.
Addressing risks by topics, such as addressing specific substances within the science curriculum without reflecting on related life experiences, risk and protective factors, does not give young people the opportunity to explore the interconnections between these issues.
This is why alcohol and drug education should be included as a consistent and fundamental part of the Personal, Social, Health and Economic (PSHE) curriculum. PSHE has been defined as “the curriculum that prepares young people for life” through the provision of relevant information, knowledge and skills required to face issues we all experience in our daily lives. PSHE helps young people to develop their values and skills and to reflect on their place in society.
When informing pupils about risks associated with alcohol and drugs we cannot forget about the social skills, values and assertiveness needed to make informed choices. Alcohol and drug education cannot exist outside the context of PSHE education.
The National Institute for Health and Clinical Excellence (NICE) investigative review of PSHE education in schools has provided evidence that social development programmes, especially if started at an early age and carried out throughout different Key Stages, can not only increase the attachment to school (therefore improving academic performance) but also improve social skills and reduce aggressive or disruptive behaviour (which could consequently reduce risk factors associated with risky behaviours and drug misuse).
The ADEPIS quality standards for alcohol and drug education have been produced to be used within the context of a well-planned PSHE programme. The standards, used in conjunction with Ofsted and PSHE Association frameworks, enable assessment of a whole school’s approach to alcohol and drug education and PSHE, as well as building on existing skills in a school to develop an ethos promoting health, well-being and positive social norms.
https://www.Mentor-ADEPIS.org - Alcohol and Drug Education Prevention Info rmation Centre
