Personal, Social and Health Education (PSHE)
Policy

23rd April 2015

1         Aims and objectives

1.1 Personal, social and health 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 develop their sense of self worth. We teach them how society is organised and governed. We teach them about rights and responsibilities. They learn to appreciate what it means to be a positive member of a diverse multicultural society.

1.2 The aims of personal, social and health education 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.

2         Teaching and learning style

2.1 We use a range of teaching and learning styles. We place an emphasis 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 fun days, 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 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 mosque, whom we invite into the school to talk about their role in creating a positive and supportive local community.

3         PSHE and citizenship curriculum planning

3.1 We teach PSHE and citizenship in a variety of ways. In some instances, e.g. drugs education, we teach PSHE and citizenship as a discrete subject.  We teach PSHE as part of our Islamic Studies curriculum. PSHE is not taught as a separate subject but the units of PSHE are taken from our LCP scheme of work and taught mainly in Islamic Studies as well as Science, Topic and  PE.

3.2 Some of the time we introduce PSHE and citizenship through other subjects, e.g. when teaching about local environmental issues in topic, we offer pupils the opportunity to explore who is responsible for the maintenance and upkeep of local parks and cycle paths. As there is a large overlap between the programme of study for Islamic Studies and the aims of PSHE and citizenship, we teach a considerable amount of the PSHE and citizenship through our Islamic Studies lessons.

3.3 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 school matters. We allow children from Key Stage 2 to organise sports teams and school events, where there is a particular focus on developing pupils’ self esteem and giving them opportunities to develop leadership and co-operative skills.

3.4       The different aspects of the PSHE curriculum are covered in the Islamic Studies lessons, the appendix shows all the PSHE units and how they are covered in the Islamic Studies lessons and under which Islamic Studies topic.

4 Foundation Stage

4.1 We teach PSHE and citizenship in reception classes as an integral part of the topic work covered during the year. As the reception class is part of the 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 Early Learning Goals (ELGs). Our teaching in PSHE and citizenship matches the aim of developing a child’s personal, emotional and social development as set out in the ELGs. We also support citizenship education in reception classes when we teach ‘how to develop a child’s knowledge and understanding of the world’.

5         Assessment and recording

5.1 Teachers assess the children’s work in Islamic Studies both by making informal judgements as they observe them during lessons and by doing formal assessments of their work.

6         Resources

6.1 We keep resources for PSHE and citizenship in a central store. We have additional resources in the library.

7         Monitoring and review

7.1 The Islamic Studies subject teacher is responsible for monitoring the standards of children’s work and the quality of teaching. The subject teacher is responsible for evaluating the strengths and weaknesses in the subject and indicating areas for further improvement.

Note

This PSHE and citizenship policy should be read in conjunction with the Health, Safety and Welfare and Islamic Studies Policy.

The policy was approved on the 23rd of April 2015

Headteacher Sakhawat Ali

NEXT REVIEW: This policy is to be reviewed: April 2016

Year 1

Year 2 

Year 3

Year 4

Year 5 

Year 6 

Autumn 1

1A:  Animals

2A: Your World, My World

3A: Incredible Egyptians

4A: Dealing with Conflict and anger

5A

Religions in Britain

6A: Buddhism

Autumn 2

1B:  Seasons

2B: World War 1

3B: Heroes of Islam and World War 1

4B: Developing a healthy, safer lifestyle

5B

Countries belonged to the British Empire

6B: History of Football

Spring 1

1C: Ourselves

2C: Victorians

3C: My City

4C: Famous Inventors / Great Inventions

5C

Queen Victoria and life during her time reign

6C: Dinosaurs

Spring 2

1D: Africa - Geographical

2D: Climates

3D: Sea Life

4D: World War 1

5D

Victorian Education.

Compare and contrast

6D:  Spain Present and Past

Summer 1

1E: Transport through the ages

2E: Homes – Then and Now (Bham)

3E: Africa: It’s culture and people

4E: Sikhism

5E

World War 1/ 2

6E: Romans

Summer 2

1F: Diana: Princess of Wales

2F: Christianity -

3F: Road Safety

4F: The Best Women ( Khadeejah, Aasiyah, Maryam and Faatimah)

5F

Changes to Britain after the war

6F:

The Wisdom Academy: Topic: 2015/16: Geography | History | PSHE

Details of topics:

KS2

During Key Stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop 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 and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.

Knowledge, skills and understanding 

Developing confidence and responsibility and making the most of their abilities

1. Pupils 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

2. Pupils 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

3. Pupils 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

4. Pupils 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 

5. During the key stage, pupils 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 well-being 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].

Explanatory notes and cross-curriculum references 

Note for 1d - Cross reference to science

Sc2 Life processes and living things: Humans and other animals
2. Pupils should be taught:
Growth and reproduction
f. about the main stages of the human life cycle

Note for 2a - Cross reference to English

En1 Speaking and listening: Group discussion and interaction
3. To talk effectively as members of a group, pupils should be taught to:
a. make contributions relevant to the topic and take turns in discussion
b. vary contributions to suit the activity and purpose, including exploratory and tentative comments where ideas are being collected together, and reasoned, evaluative comments as discussion moves to conclusions or actions
c. qualify or justify what they think after listening to others' questions or accounts
d. deal politely with opposing points of view and enable discussion to move on
e. take up and sustain different roles, adapting them to suit the situation, including chair, scribe and spokesperson
f. use different ways to help the group move forward, including summarising the main points, reviewing what has been said, clarifying, drawing others in, reaching agreement, considering alternatives and anticipating consequences

En2 Reading: Reading for information
3. Pupils should be taught to:
a. scan texts to find information
b. skim for gist and overall impression
c. obtain specific information through detailed reading
d. draw on different features of texts, including print, sound and image, to obtain meaning
e. use organisational features and systems to find texts and information
f. distinguish between fact and opinion [for example, by looking at the purpose of the text, the reliability of information]
g. consider an argument critically

Note for 2i - Cross reference to history

Knowledge and understanding of events, people and changes in the past
2. Pupils should be taught:
b. about the social, cultural, religious and ethnic diversity of the societies studied, in Britain and the wider world

Note for 2j - Cross reference to geography

Knowledge and understanding of environmental change and sustainable development
5. Pupils should be taught to:
a. recognise how people can improve the environment [for example, by reclaiming derelict land] or damage it [for example, by polluting a river], and how decisions about places and environments affect the future quality of people's lives
b. recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement [for example, taking part in a local conservation project]

Note for 2j - Cross reference to science

Sc2 Life processes and living things: Living things in their environment
5. Pupils should be taught:

Micro-organisms
a. about ways in which living things and the environment need protection

Note for 2k - ICT opportunity

Pupils could use the internet to look at different reports about the same issue.

Note for 3 - Cross reference to science

Sc2 Life processes and living things: Humans and other animals
2. Pupils should be taught:

Nutrition
a. about the functions and care of teeth
b. about the need for food for activity and growth, and about the importance of an adequate and varied diet for health

Circulation
c. that the heart acts as a pump to circulate the blood through vessels around the body, including through the lungs
d. about the effect of exercise and rest on pulse rate

Movement
e. that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move

Growth and reproduction
f. about the main stages of the human life cycle

Health
g. about the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health
h. about the importance of exercise for good health

Note for 3a - Cross reference to physical education

Knowledge and understanding of fitness and health
4. Pupils should be taught:
a. how exercise affects the body in the short term
b. to warm up and prepare appropriately for different activities
c. why physical activity is good for their health and well-being
d. why wearing appropriate clothing and being hygienic is good for their health and safety

Note for 3b - Cross reference to science

Sc2 Life processes and living things: Living things in their environment
5. Pupils should be taught:

Micro-organisms
f. that micro-organisms are living organisms that are often too small to be seen, and that they may be beneficial [for example, in the breakdown of waste, in making bread] or harmful [for example, in causing disease, in causing food to go mouldy]

Note for 3g - Cross reference to design and technology

Working with tools, equipment, materials and components to make quality products
2. Pupils should be taught to:
f. follow safe procedures for food safety and hygiene

Note for 4b - Cross reference to geography

Knowledge and understanding of places
3. Pupils should be taught:
a. to identify and describe what places are like [for example, in terms of weather, jobs]

Note for 4b - Cross reference to history

Knowledge and understanding of events, people and changes in the past
2. Pupils should be taught:
a. about characteristic features of the periods and societies studied, including the ideas, beliefs, attitudes and experiences of men, women and children in the past

The school further reviewed the PSHE policy in light of the new legislation that was introduced on Monday 29th September 2014, so has now included the following aspects:

Changes from 29th September 2014

Amendment to the Education (Independent School Standards) (England) Regulations 2010

2.  (1)  The Education (Independent School Standards) (England) Regulations 2010(1) are amended as follows.

(2) In Part 2 of Schedule 1 (Spiritual, Moral, Social and Cultural Development of Pupils), for paragraph 5 substitute—

“5.  The standard about the spiritual, moral, social and cultural development of pupils at the school is met if the proprietor—

(a)actively promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs;

(b)ensures that principles are actively promoted which—

(i)enable pupils to develop their self-knowledge, self-esteem and self-confidence;

(ii)enable pupils to distinguish right from wrong and to respect the civil and criminal law of England;

(iii)encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which the school is situated and to society more widely;

(iv)enable pupils to acquire a broad general knowledge of and respect for public institutions and services in England;

(v)further tolerance and harmony between different cultural traditions by enabling pupils to acquire an appreciation of and respect for their own and other cultures;

(vi)encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010(2); and

(vii)encourage respect for democracy and support for participation in the democratic process, including respect for the basis on which the law is made and applied in England;

(c)precludes the promotion of partisan political views in the teaching of any subject in the school; and

(d)takes such steps as are reasonably practicable to ensure that where political issues are brought to the attention of pupils—

(i)while they are in attendance at the school;

(ii)while they are taking part in extra-curricular activities which are provided or organised by or on behalf of the school; or

(iii)in the promotion at the school, including through the distribution of promotional material, of extra-curricular activities taking place at the school or elsewhere;

they are offered a balanced presentation of opposing views.”. 

 

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What Ofsted said about us in the latest Inspection May 2018


"Pupils achieve well in this school. Leaders have made important improvements since the

last inspection which have improved the quality of teaching and outcomes for pupils"

"Leaders have high expectations for all pupils. Leaders set demanding targets for the vast majority of pupils."

"The school’s provision for social, moral, spiritual and cultural education has many strengths. Leaders make sure that

pupils are required to represent themselves as role models of their faith, showing courtesy,

understanding and being welcoming to each other and visitors."

"Pupils have positive attitudes to learning. They told inspectors that they enjoy their lessons, find their teachers helpful and see

learning as important to their lives and career aspirations. Throughout the school, inspectors found high levels of commitment to school work.

Pupils quickly settle to their lessons and are often eager when responding to teachers’ questions."

 

Click here for full report