PSHE and Citizenship

Introduction

Personal, Social and Health Education and Citizenship are an important part of the education of all pupils at Crosfields, so much so, that it has now become a time tabled subject in its own right. It is the means by which the curriculum can support the personal and social development of its pupils. Personal and social education is not simply about a body of knowledge but a principle running throughout the school, emphasising the processes that develop and enhance the self-esteem and identity of the pupil; the ability to see each other as persons and valuing their differences and uniqueness.

The curriculum is delivered in two major ways, through the “hidden curriculum” and through time tabled lessons with the Form Tutor, or a PSHE and Citizenship Teacher ( Years 6, 7 & 8).

The PSHE and Citizenship programme is outlined so that all teachers are aware of their expectations with regard to this important aspect of school life, evaluation of this is carried out by the PSHE and Citizenship coordinator in consultation with other staff. As this is a working document feedback will be expected and changes will be made where required.

As in any subject, it is very important to have a set programme that identifies, then caters for, the needs of the children. However, it must not be a prescriptive list of lesson plans, rather a set of guidelines to be used as a basis for study. There is no one method of teaching that should be used, rather a variety that will depend upon the situation and topic. Some planning is required in order to ensure continuity as pupils progress through the school. Some key areas such as Respect, Basic Good Manners and care of the environment are repeated in different year groups.

Where appropriate, some recommended resources are given. These can be found in the staff room and The PSHE and Citizenship coordinator’s classroom (Miss L. Mounaud). Where possible these are photocopiable resources, so that the lessons do not require a great deal of extra preparation from Teachers. These resources should be used where appropriate, as when used effectively they help to develop the children’s views and opinions. In many cases these resources will be a good starting point to initiate discussion. This coupled with the teacher’s input should provide the perfect balance. It is worth pointing out that there are literally hundreds of resources available for the different topics and in the first year of this programme it will be a case of finding out which are the ones that best suit our school and our style of teaching.

The Pastoral System at Crosfields

The pastoral system at Crosfields involves all members of staff. Through a comprehensive structure in which children have access to the Headmaster or any member of the senior management team, their form tutor, or any member of the teaching staff, there should be no reason why any child should have to keep his worries to himself. All necessary safeguards are taken to ensure that all pupils live in a safe and secure environment, and that they are protected against suffering, harm or neglect.

In so far as there is a ‘chain of command’ in this structure, it is as follows:

• The Headmaster
• The Deputy Headmaster
• Head of Junior School
• Heads of Years 5, 6, 7
• Form Teacher
• Heads of Houses

Teaching Methods

A wide variety of methods can be used for the implementation of the PSHE and Citizenship programme. Teacher input and individual styles are important in such a diverse subject area. Discussions, work sheets, role-play, thought provoking questionnaires, video, guest speakers, debate and so on should all be used in lessons. There is no one method that will ensure success, and staff will find which methods suit their teaching style and the topic being covered.

The Hidden Curriculum

There are in all schools many ways in which core values are communicated to children. The teaching of PSHE and Citizenship is one area, but as important is the Hidden Curriculum. At Crosfields we recognise the part this has to play and try to plan some aspects, which will help foster those core values. Morning Collects (Assemblies) and Form Tutor lessons form the cornerstone of this.

An emphasis is placed on relationships between pupils and staff as well as between the pupils and themselves; these are encouraged to be positive at all times. This helps to establish the sense of community which is at the heart of all that happens at Crosfields. All members of staff are required to be responsible for delivering the PSHE and Citizenship syllabus through the hidden curriculum. Team games, music and drama all help to reinforce these values.

The Basic Structure of the PSHE and Citizenship Syllabus at Crosfields

As has been previously mentioned, all members of staff are required to take part in the delivery of the PSHE and Citizenship scheme of work through the hidden curriculum. Form tutors deliver the week to week topics. The structure of the programme is as follows.

1. Years 3&4 receive one Tutor  PSHE and Citizenship / RS lesson per week in the Autumn and Spring terms. In the summer term this is increased to one Form Tutor lesson, in which general administration matters are dealt with, and one PSHE and Citizenship lesson per week. The Form Tutor leads these lessons, but as stated earlier, use of Crosfields school staff and the occasional guest speaker is to be encouraged.
2. Year 5 receive one 30-minute Form Tutor lesson per week. The use of Crosfields staff with expertise in certain areas, and the occasional guest speaker is to be encouraged.
3. Years 6 receive one 35-minute lesson per week every other half term. This is to be taught by the PSHE and Citizenship coordinator, who will encourage the use of colleagues with expertise in certain areas and the occasional guest speaker.
4. Year 7 & 8 receive one 35 minute lesson each week of the academic year. This will be taught by a Teacher. Guest speakers are used occasionally, and Crosfields staff with expertise in certain areas and interests will be invited to help with some lessons.

Resources

There are literally hundreds of resources available for this subject, and many websites on the Internet.

We have a large selection of books, leaflets, pamphlets and videos/DVDs and CD-ROMs in the staff room & the PSHE and Citizenship coordinator that have information on most of the topics in the Schemes of work.

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Exter & Friend – Safe Kids Pack	Safety / Drugs /Bullying/1st Aid
Getting to know me – Encouraging positive attitudes in children	Self awareness & social skills/anger & conflict/ bullying issues
Safety puzzle book	Safety issues (road , fire…)
Taboos & issues (Thomson)	Death / Abortion /drugs / stereotypes…
Answers – Pack1-  age 7-9 (Collins)	Self-awareness/citizenship/ Health/ environment/economic understanding
Thinking skills (Hopscotch) KS 1&2	Information-processing /Reasoning/Enquiring/Creative thinking/Evaluation …skills
Teaching Values (Gary A. Davis)	Honesty / empathy / responsibility/ Health / Life aspiration…
Developing Consideration, Respect & Tolerance(A Lucky Duck book) Age 7-9	Consideration /Caring / Respect…
Enhancing Courage, Respect & Assertiveness (A Lucky Duck book) Age 9-12	Consideration /Caring / Respect…
Personal and Social Education (an integrated programme 1 (Mary Gurney)	Personal & social awareness / Health & Safety / Relationships…
So shall I sing 24 songs for Life CD + Book  KS2 (Y3 to 6)	Sun care / honesty / Death / Stranger Danger…
The bubblegum guy + CD-ROM How to deal with how you feel	Happiness, sadness / self control / Being angry / Thinking positive / Intro to Problem solving…
Getting Along (Diane Schilling)	Differences / communicating effectively / Friendship skills / helping and being helped /including others / resolving conflict / working together
Thinking skills (Y3 & 4)
Survival Skills	Shelter / fire / Food …
Badger Citizenship and PSHE 1 (KS2)	Victorian children / rules, laws / being a volunteer / festivals …
Badger Citizenship and PSHE 2 (KS2)	Meeting challenges / Be organised / Looking after pets, young people / Stranger danger / Bullying / Different religions …
Badger Citizenship and PSHE 3 (KS2)	Vote / Making Laws / First Aid / Smoking /Disabilities…
Badger Citizenship and PSHE 4 (KS2)	Dealing with anxiety / Recycling / Charity / Local democracy / Drugs / Racism …
Activate! Enquiries into Local Citizenship 1 (Nelson Thornes) Y6 + KS3	Democracy / Bullying / Media / Global community…
Activate! Enquiries into Local Citizenship 2 (Nelson Thornes) Y6 + KS3	Rights & Laws / Diversity UK 4 nations in 1 /Taxing & Spending / The work of charities / Media Power / Britain & wider world…
Activate! Enquiries into Local Citizenship 3 (Nelson Thornes) Y6 + KS3	Volunteer groups (actions without borders / Global community (debt)…
Citizenship studies (Y7-8 ) (Cathy Rushforth)	School, work and local community / National & European citizenship / Global citizenship …
Citizenship for you (Nelson Thornes) KS3-4)	Citizenship skills/ Roles, Rights & Responsibilities /Government : Law making , shaping & enforcing …/ ideas for projects
DVD Human Rights in focus	Justice for Dad / Over to You / Human rights, human wrong…
DVD We are from (KS3)	Get a feeling for other countries in Europe
CD-ROM Let’s stop Bullying (Age 7-11)	Interactive activities to help pupils identify and resolve bullying behaviour.
Citizen Power (Age 10-14 ) Channel 4 (8 x 25 minutes programmes)	Government & Democracy / Humans & Animal rights / Global Citizenship / Law & Media

Personal, Social and Health Education and Citizenship helps to give pupils the knowledge, skills and understanding they need to become informed, active and responsible citizens.

Aims of the PSHE AND CITIZENSHIP syllabus.

At Crosfields the PSHE and Citizenship syllabus aims to help pupils leave school, able to:

• think about their place in society
• think about their effect on each other
• think critically and express their opinions
• respect themselves, other people and property
• be self-motivated and self-disciplined
• take responsibility
• make and sustain good relationships
• have a healthy lifestyle
• make their own decisions
• feel confident and secure members of the community
• have clear attitudes and values

The Education Act of 1988 places a statutory responsibility on schools to provide a broad, balanced curriculum which:

‘promotes the spiritual, moral, cultural, mental and physical development of pupils at school and prepares them for the opportunities, responsibilities and experiences of adult life .’

Spiritual, moral, social and cultural development of pupils

Crosfields promotes principles which -

1. enable pupils to develop their self-knowledge, self-esteem and self-confidence;
2. enable pupils to distinguish right from wrong and to respect the law;
3. encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute to community life;
4. provide pupils with a broad general knowledge of public institutions and services in England; and
5. assist pupils to acquire an appreciation of and respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions.

Each scheme of work has the letters A to E  to show where each area is taught.

GENERAL Guidelines for the PSHE and Citizenship Syllabus

Planning for any Personal, Social and Health Education scheme should include and provide opportunities for:

The non-statutory guidelines for PSHE and citizenship at key stages 1 and 2 and for PSHE at key stages 3, the national curriculum programme of study for citizenship at key stages 3, the QCA/DfES schemes of work for citizenship provide starting points for valuing diversity and challenging racism in the classroom. The national curriculum statutory inclusion statement sets out schools’ responsibilities for meeting the needs of all pupils and provides examples of how this can be achieved.

PSHE and citizenship provide a curriculum context within which schools can provide planned and coordinated opportunities for pupils to explore attitudes and values, and to develop knowledge, skills and understanding that support inclusion, challenge racism and value diversity. PSHE and citizenship require a whole-school approach that combines curriculum provision with whole-school policies and practices. The Respect for all PSHE and citizenship activities can contribute to whole-school PSHE and citizenship provision.

A scheme of work for the citizenship strand of the PSHE and citizenship framework for key stages 1 and 2 was published and distributed to schools in the summer term of 2002. It includes guidance on PSHE and citizenship and teaching about diversity, and the units include examples of activities that address this aspect of the framework.

• Key stage 1 PSHE and citizenship
• Key stage 2 PSHE and citizenship
• Key stage 3 citizenship
• Key stage 3 PHSE

Key stage 1 PSHE and citizenship

During key stage 1 PSHE and citizenship, children learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. The relevant components of the PSHE and citizenship framework are:

Developing confidence and responsibility and making the most of their abilities

Children should be taught:

• 1a – to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
• 1b – to share their opinions on things that matter to them and explain their views
• 1c – to recognise, name and deal with their feelings in a positive way

Preparing to play an active role as citizens

Children should be taught:

• 2a – to take part in discussions with one other person and the whole class
• 2b – to take part in a simple debate about topical issues
• 2c – to recognise choices they can make, and recognise the difference between right and wrong
• 2f – that they belong to various groups and communities, such as family and school

Developing good relationships and respecting the differences between people

Children should be taught:

• 4a – to recognise how their behaviour affects other people
• 4b – to listen to other people, and play and work cooperatively
• 4c – to identify and respect the differences and similarities between people

Key stage 2 PSHE and citizenship

During key stage 2 PSHE and citizenship, children learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They learn about the wider world and the interdependence of communities within it. The relevant components of the PSHE and citizenship framework are:

Developing confidence and responsibility and making the most of their abilities

Children should be taught:

• 1a – to talk and write about their opinions, and explain their views, on issues that affect themselves and society
• 1c – to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action

Preparing to play an active role as citizens

Children should be taught:

• 2a – to research, discuss and debate topical issues, problems and events
• 2c – to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
• 2e – to reflect on spiritual, moral, social and cultural issues, using imagination to understand other people’s experiences
• 2f – to resolve differences by looking at alternatives, making decisions and explaining choices
• 2i – to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
• 2k – to explore how the media present information

Developing a healthy, safer lifestyle

Children should be taught:

• 3f – 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

Developing good relationships and respecting the differences between people

Children should be taught:

• 4a – 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
• 4b – to think about the lives of people living in other places and times, and people with different values and customs
• 4d – to realise the nature and consequences racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help
• 4e – to recognise and challenge stereotypes
• 4f – that differences and similarities between people arise from a number of factors, including cultural, ethnic racial and religious diversity, gender and disability

Key stage 3 citizenship

The scheme of work for citizenship at key stage 3, published in autumn 2001, includes guidance on citizenship and teaching about diversity. Unit 4, ‘Britain – a diverse society?’ specifically addresses the requirements to teach about the diversity of national, religious and ethnic identities in the United Kingdom, and the need for mutual respect and understanding.

The following aspects of the citizenship programme of study make explicit links with ethnic and cultural diversity, requiring schools to ensure that pupils acquire and apply relevant knowledge and understanding:

Knowledge and understanding about becoming informed citizens

Pupils should be taught about:

• 1a – the legal and human rights and responsibilities underpinning society, basic aspects of the criminal justice system, and how both relate to young people
• 1b – the diversity of national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding
• 1g – the importance of resolving conflict fairly
• 1i – the world as a global community, and the political, economic, environmental and social implications of this, and the role of the European Union, the Commonwealth and the United Nations

Developing skills of enquiry and communication

Pupils should be taught to:

• 2a – think about topical political, spiritual, moral, social and cultural issues, problems and events by analysing information and its sources, including ICT-based sources
• 2b – justify orally and in writing a personal opinion about such issues, problems or events
• 2c – contribute to group and exploratory class discussions, and take part in debates

Developing skills of participation and responsible action

Pupils should be taught to:

• 3a – use their imagination to consider other people’s experiences and be able to think about, express and explain views that are not their own
• 3b – negotiate, decide and take part responsibly in both school and community-based activities
• 3c – reflect on the process of participating

Key stage 3 PSHE

The non-statutory guidelines for PSHE provide a context within which pupils can learn:

• 1b – to respect the differences between people as they develop their own sense of identity
• 2g – to recognise when pressure from others threatens their personal safety and well-being, and to develop effective ways of resisting pressures, including knowing when and where to get help
• 3a – about the effects of all types of stereotyping, prejudice, bullying, racism and discrimination and how to challenge them assertively
• 3b – how to empathise with people different from themselves
• 3d – to recognise some of the cultural norms in society, including the range of lifestyles and relationships
• 3j – to resist pressure to do wrong, to recognise when others need help and how to support them.