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PSHE

PSHE & SEAL

pshe policy jan 2016

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Personal, Social, Health and Economic Education (PSHE) is a planned programme of learning where the children at Duke Street Primary School acquire the knowledge, understanding and skills they need to manage their lives. As part of our whole school approach, PSHE develops the qualities and attributes that children need to thrive as individuals, family members and members of society.

PSHE also prepares children to manage change and challenge and helps them 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.

PSHE provides children with life skills which promote the spiritual, moral, cultural, mental and physical development, preparing them for the opportunities, responsibilities and experiences of later life.

 

Duke Street have a statutory duty to…

  • promote children and young people’s wellbeing (Wellbeing is defined in the Children Act 2004 as the promotion of physical and mental health; emotional wellbeing; social and economic wellbeing well being; education, training and recreation; recognition of the contribution made by children to society; and protection from harm and neglect.)
  • promote community cohesion (Education and Inspections Act 2006; Education Act 2002)

 

Throughout school life children will learn the following:

 

Children at Key stage 1 should begin to:

  • take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets and toys well]
  • feel positive about themselves [for example, by having their achievements recognised and by being given positive feedback about themselves]
  • take part in discussions [for example, talking about topics of school, local, national, European, Commonwealth and global concern, such as ‘where our food and raw materials for industry come from’]
  • make real choices [for example, between healthy options in school meals, what to watch on television, what games to play, how to spend and save money sensibly]
  • understand their changing body and be able to talk about it without embarrassment
  • meet and talk with people [for example, with outside visitors such as religious leaders, police officers, ]
  • develop relationships through work and play [for example, by sharing equipment with other pupils or their friends in a group task]
  • consider social and moral dilemmas that they come across in everyday life [for example, aggressive behaviour, questions of fairness, right and wrong, use of money, simple environmental issues]
  • understand how to recognise and manage risk
  • ask for help [for example, from family and friends, midday supervisors, older pupils, the police].

 

  • Children at Key stage 2 should:

 

  • 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]
  • 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]
  • participate [for example, in the school’s decision-making process, relating it to democratic structures and processes such as councils, parliaments, government and voting]
  • make real choices and decisions [for example, about issues affecting their health and well-being such as smoking and drug use; on the use of scarce resources; how to spend money, including pocket money and contributions to charities]
  • 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 and community police officers]
  • 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, e-mail or letters]
  • consider social and moral dilemmas that they come across in life [for example, encouraging respect and understanding between different races and dealing with harassment and prejudice]
  • understand how to recognise and manage risk
  • find information and advice [for example, through help lines; by understanding about welfare systems in society]
  • prepare for change [for example, transferring to secondary school, and the onset of puberty]
  • recognise the changing feelings and emotions associated with adult relationships

 

 

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