Personal Social Health Education ,Culture, Citizenship and Community and Enterprise & Employability Curriculum Policy
Aims and objectives:
At Roselyn House School, we teach Personal, Social and Health Education (PSHE) and Culture, Citizenship and Community (CCC) lessons at Key Stage 2 & 3 and PSHE and Enterprise and Employability at Key Stage 4 & 5. This enables our students to become, independent and responsible members of society. We encourage our students to play a positive role in contributing to the life of the school and the wider community. In so doing we help 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. We aim for our students to become moral and employable members of society.
This policy should be read in conjunction with the school’s SMSC Policy and Safeguarding Policy.
The aims of PSHE, CCC and E & E lessons are to:
Promoting British Values
The Department for Education state that there is a need “to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.”
The government set out its definition of British values in the 2011 Prevent Strategy and these values were reiterated by the Prime Minister in 2014. At Roselyn House School these values are reinforced regularly and in the following ways.
Democracy is embedded at the school. Students are always listened to by adults and are taught to listen carefully and with concern to each other, respecting the right of every individual to have their opinions and voices heard. Pupils also have the opportunity to air their opinions and ideas through our school council and regular questionnaires. The elections of the School Council members are based solely on pupil votes, reflecting our British electoral system and demonstrating democracy in action.
The Rule of Law
The importance of laws whether they are those that govern the class, the school or the country, are consistently reinforced. We have whole school rules which are embedded in our work every day. Each class also discusses and sets its own rules that are clearly understood by all and seen to be necessary to ensure that every class member is able to learn in a safe and ordered environment. Our students are taught the value and reasons behind laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Individual Liberty Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for our students to make choices safely, through the provision of a safe environment and an empowering education. Our students are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely; examples of this can be clearly seen in CCC, PSHE, target setting workshops and SEAL Lessons. Whether it is through choice of challenge; of how they record; of participation in our extra-curricular activities; our pupils are given the freedom to make choices.
Respect is one of the core values of our school. Students know and understand that it is expected and imperative that respect is shown to everyone, whatever differences we may have and to everything, however big or small. The core value of Respect at Roselyn House School underpins our work every day both in and out of the classroom.
Tolerance of Those with Different Faiths and Beliefs
Our core value of Respect ensures tolerance of those who have different faiths and beliefs. Our school enhances pupils understanding of different faiths and beliefs through religious education studies; P.S.H.E. and CCC lessons; participation in celebrations from differing faiths; welcoming visitors from many differing faith groups and enjoying a depth of study during themed weeks. Beliefs, traditions and customs are studied in depth, with visitors being invited into our school to enrich and extend understanding. Through this our pupils gain an enhanced understanding of their place in a culturally diverse society.
Teaching and learning styles
We use a range of teaching and learning styles. We place an emphasis on active learning by including students in discussions, investigations and problem solving activities. We encourage the students 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 open evening, or involvement in an activity to help other individuals or groups less fortunate than themselves. We organise classes in such a way that students 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 into the school to talk about their role in creating a positive and supportive local community
PSHE and curriculum planning
There is dedicated timetabled time for PSHE , CCC and E & E lessons to take place. Some of the time we introduce aspects of each course 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 teach a considerable amount of religious education through our CCC lessons.
We also develop PSHE and citizenship through activities and whole-school events, e.g. the school council representatives from each class meet regularly to discuss matters.
Our teaching in PSHE and CCC matches the aim of developing a child’s personal, emotional and social development as set out in their Learning Support Plans and IEBP and compliments our SEAL programme.
At our school we teach PSHE and CCC to all students in Key Stage 2 & 3 and in Key Stage 4 & 5, PSHE and E & E, whatever their ability. PSHE, CCC and E & E forms part of the school curriculum policy to provide a broad and balanced education to all students. Through our PSHE and CCC teaching we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. We enable students to have access to the full range of activities involved in learning PSHE and CCC. Where children are to participate in activities outside the classroom, we carry out a risk assessment prior to the activity, to ensure that the activity is safe and appropriate for all pupils.
Roselyn House School is linked with Hope Flowers School in Bethlehem and joint activities and planning takes place.
Assessment and recording
Teachers assess the children’s work in PSHE and citizenship both by making informal judgements as they observe them during lessons and by doing formal assessments of their work, measured against the objectives set. Students are assessed using Roselyn House School’s 1-9 Level Assessment. We have clear expectations of what the students will know, understand and be able to do at the end of each key stage and each topic. Teachers record the achievements of pupils in PSHE and citizenship in their mark books. We report these achievements to parents at the end of each term.
It is recognised that 2020 will be the last year for AQA PSHE Entry Level Qualifications will be offered. Currently these will be replaced by UAS Units of accreditation.
Monitoring and review
The PSHE and CCC subject leader is responsible for monitoring the standards of children’s work and the quality of teaching. The subject leader supports colleagues in the teaching of PSHE and CCC by giving them information about current developments in the subject and by providing a strategic lead and direction for the subject in the school.
· Aspects of health and sex relationship education are included in the science programmes of study and physical education programme of study.
· Aspects of citizenship education are included in the history and geography programmes of study and syllabuses at Key Stage 2 & 3.
· In all national curriculum subjects, teachers are required to make effective Provision for all students.
· Aspects of behavioural and discipline management are required by Section 154 of the 1996 Education Act.
· Education Act 2002. All schools must provide a broad and balanced curriculum which:
Promotes the spiritual, moral, cultural, mental and physical development of students.
Prepares students at the school for the opportunities, responsibilities and experiences of later life.
Suggested Programme of Study for Relationships Pupils should be taught:
Citizenship and Community
Developing confidence and responsibility and making the most of their abilities.
Students should be taught: a. to talk and write about their opinions, and explain their views, on issues that affect themselves and society; b. to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals; c. to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action; d. to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way; e. about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future; f. to look after their money and realise that future wants and needs may be met through saving. Preparing to play an active role as citizens.
Students should be taught: a. to research, discuss and debate topical issues, problems and events; b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules; c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities; d. that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other; e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences; f. to resolve differences by looking at alternatives, making decisions and explaining choices; g. what democracy is, and about the basic institutions that support it locally and nationally; h. to recognise the role of voluntary, community and pressure groups; i. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom; j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment; k. to explore how the media present information.
Developing a healthy, safer lifestyle
Students should be taught: a. what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices; b. that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread; c. about how the body changes as they approach puberty; d. which commonly available substances and drugs are legal and illegal, their effects and risks; e. to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable; f. that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong; g. school rules about health and safety, basic emergency aid procedures and where to get help.
Developing good relationships and respecting the differences between people
Students should be taught: a. that their actions affect themselves and others, to care about other people's feelings and to try to see things from their points of view; b. to think about the lives of people living in other places and times, and people with different values and customs; c. to be aware of different types of relationship, including marriage and those between friends and families, and to develop the skills to be effective in relationships; d. to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help; e. to recognise and challenge stereotypes; f. that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability; g. where individuals, families and groups can get help and support. Breadth of opportunities
During the key stage, students should be taught the knowledge, skills and understanding through opportunities to: a. take responsibility (for example, for planning and looking after the school environment; for the needs of others, such as by acting as a peer supporter, as a befriender, or as a playground mediator for younger pupils; for looking after animals properly; for identifying safe, healthy and sustainable means of travel when planning their journey to school); b. feel positive about themselves (for example, by producing personal diaries, profiles and portfolios of achievements; by having opportunities to show what they can do and how much responsibility they can take); c. participate (for example, in the school's decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting); d. make real choices and decisions (for example, about issues affecting their health and wellbeing such as smoking; on the use of scarce resources; how to spend money, including pocket money and contributions to charities); e. meet and talk with people (for example, people who contribute to society through environmental pressure groups or international aid organisations; people who work in the school and the neighbourhood, such as religious leaders, community police officers); f. develop relationships through work and play (for example, taking part in activities with groups that have particular needs, such as children with special needs and the elderly; communicating with children in other countries by satellite, email or letters); g. consider social and moral dilemmas that they come across in life (for example, encouraging respect and understanding between different races and dealing with harassment); h. find information and advice (for example, through helplines; by understanding about welfare systems in society); i. prepare for change (for example, transferring to secondary school.)
Suggested Programme of Study for relationships
Students should be taught: 1. how to develop and maintain a variety of healthy relationships within a range of social/cultural contexts and to develop parenting skills 2. how to recognise and manage emotions within a range of relationships 3. how to deal with risky or negative relationships including all forms of bullying (including the distinct challenges posed by online bullying) and abuse, sexual and other violence and online encounters 4. about the concept of consent in a variety of contexts (including in sexual relationships) 5. about managing loss including bereavement, separation and divorce 6. to respect equality and be a productive member of a diverse community 7. how to identify and access appropriate advice and support
Students should be taught: 1. about rights and responsibilities as members of diverse communities, as active citizens and participants in the local and national economy 2. how to make informed choices and be enterprising and ambitious 3. how to develop employability, team working and leadership skills and develop flexibility and resilience 4. about the economic and business environment 5. how personal financial choices can affect oneself and others and about rights and responsibilities as consumers
Citizenship and community
KS4 & 5
Unit 1: Personal Action Planning
Unit 2: Drugs Education
Unit 3: Sex and Relationship Education
Unit 4: Personal Finance
Unit 5: Emotional Wellbeing
Unit 6: Healthy Lifestyles
Unit 7: Making Informed Career Choices
Unit 8: Applying for Jobs and Courses
Unit 9: Relationships, Behaviour and Practices in the Workplace
Unit 10: Personal Safety
Unit 11: Being a Critical Consumer
Unit 12: Introduction to Diversity, Prejudice and Discrimination
Citizenship and Community (taught within PSHE and E & E)
Teaching should build on the key stage 3 programme of study to deepen students’ understanding of democracy, government and the rights and responsibilities of citizens. Students should develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They should experience and evaluate different ways that citizens can act together to solve problems and contribute to society.
Students should be taught about:
E & E
Enterprise capability Students must know and understand different definitions of enterprise capability applicable to: business contexts (making and selling) social contexts (non profit focused interaction of individuals or groups) environmental contexts, eg recycling schemes. Enterprise capability should be understood as the ability to handle uncertainty and respond positively to change, to create and implement new ideas and ways of doing things, to make reasonable risk/reward assessments and act upon them in one’s personal and working life. Students must also understand that enterprise capability is supported by financial capability defined as the ability to manage one’s own finances and to become questioning and informed customers of financial services. Students must also be able to make informed choices in business, social and environmental contexts to make the most of available resources.
The enterprise process Students must know, understand and be able to apply the four stages of the enterprise process.
These are:- Stage 1: identification and description of the problem/need/opportunity and the generation of ideas on how to address it Stage 2: plan the enterprise project or activity Stage 3: implementation of the enterprise project or activity Stage 4: evaluation of the enterprise project or activity.
Stage 1: Identification and description of a problem/need/opportunity and the generation of ideas on how to address it. Students must be able to know how to generate ideas on how to tackle different problems and/or meet different needs in business and social contexts. Some of these problems may have more than one focus and students should understand the interrelationships of the key aspects. Students must understand the principles and applications of a range of methods, including brainstorming and lateral thinking that are used to develop the range of ideas. They must also understand that each idea should be logically evaluated to determine the likelihood of success. Students must understand the concept of mind mapping and how it can be used to show links between ideas and how this can then be used to develop an effective enterprise plan. Students must know and understand the role of research methods, including the use of ICT and the World Wide Web in developing ideas. Students must also understand the role of individuals and groups as both sources of support when developing enterprise ideas, and for sounding out the diversity of opinions relevant to those ideas. Students should be aware that this leads to a greater range and improved quality of ideas which are more suited to meet the demands of the task.
Stage 2: Plan the enterprise project or activity Students must be able to construct and fully explain, reason and justify the following points where applicable. How to: plan an enterprise effectively using financial capability and economic/business understanding break down tasks into achievable goals in order to increase the likelihood of success plan for an organised and creative use of resources including time, materials, equipment and technology evaluate the skills of individuals and use these to deploy team members when developing an enterprise. Thus each team member becomes responsible for achieving specific tasks, which enables them to develop individual skills and attributes and also increases the chances of success of the enterprise. This is within an organisational structure that must be developed and agreed evaluate the strengths and weaknesses of team members and use this evaluation to allocate appropriate roles to increase the chances of success set appropriate timescales and milestones apply SMART targets, SWOT analyses and PEST analyses (political, economic, social and technological) identify target audiences and present the enterprise idea appropriately cost the plan to include: sources of finance calculation of costs, revenues and financial viability in terms of fixed, variable and total costs and price, total revenue and profit if appropriate set the budget to include: income, expenditure and profit a cash flow forecast conduct a suitable risk assessment (in the context of both success/failure and health and safety) before starting an enterprise activity set appropriate achievable criteria related to the goals of the enterprise project or activity use appropriate advertising and branding develop a marketing implementation strategy to include where appropriate: methods of primary and secondary market research qualitative and quantitative research size and types of sampling (random, quota and stratified) interview techniques incorporating an awareness of interviewer bias market analysis (to include scale of demand and target audience) opportunity cost analysis take appropriate legal, regulatory and ethical aspects into account including: copyright, patents and trademarks health and safety the Equality Act 2010 ethical aspects of the enterprise, eg sustainability, fair trade, corporate and social responsibility.
Stage 3: Implementation of the enterprise project or activity Students must know and understand that: for enterprise activities to be successful they must be carried out efficiently, effectively, lawfully and with due regard to health and safety plans rarely remain unchanged when being implemented and that during an enterprise project or activity the following may need monitoring and amending where appropriate: plans deadlines cash flow profit and loss SMART targets any amendments made need to be described and the reasons for them explained decision-making should be flexible, responsive and timely perseverance and a can-do attitude are necessary for successfully establishing and developing enterprise projects or activities running over an extended period of time many personal employability skills and attributes are needed and will be developed when driving enterprise projects or activities.
Stage 4: Evaluation of the enterprise project or activity Students are required to know how to evaluate the effectiveness of an enterprise project or activity. Students must be able to: review activities undertaken review final outcomes against achievement criteria reflect on lessons learnt during the process make reasoned suggestions for improvement assess skills (transferable and non-transferable) and attributes developed and acquired, and how they might enhance employability.
Reviewed by Headteacher, S.Damerall December 2019