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PSHE

PSHE

THE ATTIC LEARNING CENTRE

PERSONAL, SOCIAL AND HEALTH EDUCATION

& DEVELOPMENT POLICY

Introduction

Many young people coming to the Attic have a long history of disengagement with education and institutions.  For many Young People ongoing issues in their personal lives – accommodation problems, relationships with parents/carers and/or peers and involvement in criminal activity, often continue to affect their ability to engage with education.

The purpose of the Centre is to provide a means through which young people can re-engage with academic learning and to develop the personal and social skills which will enable them to access permanent full-time educational provision or maintain their place at Attic and to access training / employment and lifestyle of choice, post-16.  This means that pupil’s personal and social education and development assumes a crucial role and apart from this being reflected in the high profile given to the planned PSHE, CEG (Careers and Education Guidance) and the Citizenship curriculum, it in fact informs the whole ethos and organisation of the Centre which is underpinned by negotiated ‘Ground Rules’ and daily meetings and group/individual discussions about issues, as necessary.

Aims

For the young people attending Attic to achieve and maintain a level of health and emotional wellbeing and the ability to form productive relationships in order that they make the most of their abilities and can play an active role as citizens.

Objectives

  • For young people to develop the necessary confidence and self-esteem to enable them to make informed choices;
  • For young people to be able to relate effectively in a range of contexts;
  • For young people to develop knowledge and understanding of the link between lifestyle choices and health and wellbeing;
  • For young people to acknowledge the positive impact of cultural diversity within communities.

Resources/Staffing

All staff are involved in the delivery of PSHE, both through the formal and ‘informal’ curriculum (with main delivery being JB).

Attic has a very limited budget and no specific budget for PSHE.  Use is made of Health Education resources and visitors such as school nurse, YOS, Suffolk Young Carers, Matthew Project and Work Experience Co-Ordinator.

Teaching and Learning Styles/Methods

Within the planned curriculum a variety of teaching styles and methods are employed:-

For example, working as a group/individual work/role play/discussion, as appropriate to the subject matter and make-up of the group.  This ensures that all young people retain an entitlement and access to PSHE curriculum.

Staff are able to support each other as and when necessary, can seek support through their line manager and through working together during group sessions can develop teaching styles and strategies.

Access to training is limited by time/budgetary constraints and applicability to particular circumstances of the group.

The group will always be made aware of the need to respect personal confidentiality and that disclosures about personal experiences should not be sought from pupils or staff.  There may be times in a session, or at other times, when personal disclosures are made which need to be passed on for child protection reasons and the Centre policy on Child Protection must be followed and advice sought from Social Care.

It is recognised that a certain times, certain material is too sensitive for a particular pupil.  When this occurs flexibility is required to allow the pupil to opt out and re-visit as appropriate.

Through the formal and ‘informal’ curriculum (see page 4) it is stressed that support is available to anyone who feels they need it and how to access that support.

Differentiation

It is acknowledged that young people have varying levels of emotional, social and academic maturity and sessions need to be differentiated as appropriate and a variety of materials need to be available, especially reading support or other support as necessary.

Assessment, Recording and Reporting

Pupils have the opportunity for personalised target setting for personal and social development.

From September 2011 young people will have the opportunity to complete an AQA Entry Level or Unit Award certificate in PSHE – Spec 3910.

Monitoring and Evaluation

Monitoring and evaluation is ongoing through staff consultation and pupil feedback, both formal and informal.

Organisation and Planning

The PSHE curriculum is informed by the Non-Statutory Programme of Study for Key Stage 3 and 4 in Personal Wellbeing and Financial Capability and is adapted to meet the particular needs and circumstances of the young people attending Attic at any given time.  This framework focuses on a skills based curriculum covering knowledge and understanding, personal and social skills, attitudes and values.

In order to facilitate a much personalised curriculum responsive to individual needs for personal development, a decision has been taken to take the PSHE, Citizenship Statutory Order, Careers & Education Guidance (CEG) and QCA ‘Preparation For Working Life’ which have any overlapping components and to combine them and deliver them as two areas;

  1. Personal Education & Development – this covers section 1 of the non-statutory framework for PSHE, ‘Developing Confidence and Responsibility and Making the Most of their Abilities’; and parts of section 2 and 3, the Careers Education and Guidance Framework, and parts of the Statutory order for Citizenship.
  2. Health and Social Education – This covers sections 2 and 3 ‘Developing a Healthy, Safer Lifestyle’ and ‘Developing Good Relationships and Respecting the Differences Between People’ of the PSHE framework; and parts of the Statutory order for Citizenship.

Personal Education takes place individually, or in very small groups of young people who feel comfortable with each other due to the often very personal nature of the work.

Health and Social Education is usually delivered on a whole group basis with two or more staff involved but will depend on individual circumstances.

Time allocated to these areas varies.  A minimum would be one session (about one hour each), but due to the flexible nature of the group and the aim to meet changing needs, this can be increased as and when necessary.

How these areas are delivered and how the different frameworks link together are detailed in the documents, ‘Personal Education and Development at Attic’ and ‘Health and Social Education at Attic’ held in each area’s ‘master’ file.  A copy of the Personal Education and Development document is attached as an appendix.

PSHE in the Wider Group Context

Some of the skills based work for PSHE CEG and Citizenship is undertaken via the ‘informal’ curriculum:

  • Daily group meetings;
  • The formation of Ground Rules decided by young people and staff;
  • Ongoing regular positive peer pressure;
  • Special group meetings convened to deal with specific difficulties in the group;
  • Staff being available at very short notice to offer support and guidance for individual/confidential issues.

This ‘informal’ curriculum allows young people the opportunity to develop their skills in:

  • Taking part in group discussions;
  • Accepting opinions/point of view of others;
  • Negotiation/co-operation/compromise;
  • Making and taking decisions;
  • Developing personal and group responsibility;
  • Compliance as appropriate to achieve goals.

Trips and visits also support the PSHE curriculum.

Working with Parents/Carers and Families

Attic acknowledges that we live in a multi-cultural and multi-faith society and the curriculum should reflect this.  Parents/carers and education both have joint responsibility for PSHE and development of young people and this is reflected in the close links maintained wherever possible and the involvement of parents/carers are appropriate in resolving difficulties.  There may be opportunities where parents/carers can also be involved more formally with the learning environment.

PSHE and the Community

Attic has links with Connexions, YOS, EWOs, School Nurse, local PRU, Drug Advisors (Matthew Project), other training providers, local College, school library service and work experience providers, amongst others and this supports the curriculum.  Visitors are used as appropriate and are made aware of school policies relevant to their visit.  A member of staff is always present throughout a visit by someone from outside the Centre.

Attic makes use of local facilities for sport and other activities and the emphasis is on maintaining entitlement to use these facilities.

Links with other Policies

Specific links           

  • Sex and Relationship Education
  • Behaviour
  • Drugs Education
  • Anti Bullying

PERSONAL EDUCATION AND DEVELOPMENT

THE ATTIC LEARNING CENTRE

Introduction

This curriculum area covers:

  1. The Non-Statutory framework for Personal, Social and Health Education KS4 (and where appropriate KS3)

Knowledge, Skills and Understanding:

Section 1, ‘Developing confidence and responsibility and making the most of their abilities’.  (I (a) – (g) with the learning outcomes ‘Develop self awareness, positive self-esteem and confidence’, ‘Develop independence and responsibility’ and ‘Make the most of their abilities’).

      Part of Section 3, ‘Developing good relationships … (3 (c), 3(d), 3(f), 3(k),

      Breadth of Opportunities:

      Section 4 … (4 (a), (b), (c), (d), (e), (f), (g), (h), (i).

2)  The 3 Career Skills as identified by the CQA

  • Self-development
  • Career Exploration
  • Career Management

And the associated ‘Breadth of opportunities’ 4 (a) – (n)

3)  The Statutory Framework for Citizenship

Section 1.      ‘Knowledge and understanding about becoming informed citizen’s 1 (e), (g), (h), (j)

      Section 2       Developing skills of enquiry and communication’ 2 (a), (b), (c)

Section 3       ‘Developing skills of participation and responsible action’ 3 (a) (b), (c)

  1. The learning models identified in the QCA Preparation for Working Life
  • Learning through work
  • Learning about work
  • Learning for work.
  1. Personal Education and Development also incorporates the work around Young People being able to make the very necessary changes in attitude and behaviour which will  ?????? (page missing ?)

GENERAL OUTLINE OF EACH PERSONAL EDUCATION AND DEVELOPMENT COMPONENT

Self-Awareness

  1. Knowing themselves – likes/dislikes, personal qualities, skills, learning styles, achievements and potential.  Having sense of own identity and opportunities to feel positive about themselves.
  2. Being aware of how others see them.

Self-Development

  1. Preparing for change – Action Planning;
  2. Learning about options post-16;
  3. To recognise sources of help and respond to them appropriately;
  4. To give and receive support;
  5. To challenge assertively things they are not comfortable with;
  6. Developing working relationships with people in other organisations eg Connexions;
  7. Learn about the world of work-rights and responsibilities of employers, employees and consumers and changes which will affect career planning;
  8. Learn to consider and evaluate other peoples experiences and views;
  9. To take part in school and community based activities and be able to reflect on participation;
  10. To gain experience of the world of work through work experience, visits etc.

Self-Management

  1. Recognise influences and pressures and how to deal with them (inc. media);
  2. Deal with changing relationships in a positive way showing goodwill to others;
  3. Use of strategies to resolve disagreements peacefully, eg. Negotiation etc.
  4. Use of a range of financial tools and services including budgeting;
  5. Use of advice, guidance and information;
  6. Organise information in ways which helps with decision making;
  7. Develop career management skills – plan how to reach decisions post-16;
  8. Put into practice personal action plans;
  9. Opportunities to take responsibility;
  10. Opportunities to make real choices and decisions;
  11. Use self-presentation skills;
  12. Make post-16 choices and prepare for transition.

Appendix A

SELF AWARENESS

Learning Outcomes for CEG

Non-Statutory framework for PSHE

Statutory Order for Citizenship

Peoples are able to:

Pupils should be:

Pupils should be taught:

Assess their own development

1 (a) Taught to be aware of and assess their personal qualities, skills, achievements and potential, so that they can set personal goals.

1 (b) Taught to have a sense of their own identity and present themselves confidently in a range of situations.

1 (c) Taught to be aware of how others see them.

4 (b) Given opportunities to feel positive about themselves.

2 (b) To express, justify and defend orally and in writing a personal opinion.

Appendix B

SELF DEVELOPMENT
 

Learning Outcomes or CEG

Non-statutory framework for PSHE

Statutory order for Citizenship

Pupils are able to:

Pupils should be:

Pupils should be taught:

Plan for the next transition

1(a) Taught to be aware of and assess their personal qualities, skills, achievements and potential, so that they can set personal goals.

 

4 (i) Given opportunities to prepare for change.

 

Review learning from work experience

1(b) Taught to have a sense of their own identity and present themselves confidently in a range of situations.

 

1(c) Taught to be aware of how others see them, manage praise, criticism, success and failure in a positive way and learn from the experience.

 

3 (c) Taught to challenge offending behaviour, prejudice, bullying, racism and discrimination assertively and take the initiative in giving and receiving support.

1(h) About the rights and responsibilities of consumers, employers and employees

 

2(c) To contribute to group and exploratory class discussions …

 

3(a)To use their imagination to consider other people’s experiences and be able to think about, express, explain and critically evaluate views that are not their own.

Plan ways of gaining additional experience for the world of work.

3(d) Taught to work co-operatively with a range of  people who are different from themselves.

 

3(k) Taught to develop working relationships with a range of adults, including people they meet during work experience, personal guidance and community activities.

 

4(c) Given opportunities to participate.

 

4(e) Given opportunities to meet and work with people.

 

4 (f)   Given opportunities to develop relationships

3(c) To reflect on the process of participating.

 

3(b) To negotiate, decide and take part responsibly in school and community based activities.

Use information sources efficiently and critically

1 (d) Taught to recognise influences, pressures and sources of help and respond to them appropriately.

 

4 (h)  Given opportunities to find information …

1 (g) About the importance of a free press and the media’s role in society, including the Internet, in providing information and affecting opinion.

 

2 (a) To research a topical issue, problem or event by analysing information from different sources, including ICT based sources, showing an awareness fo the use and abuse of statistics.

Clarify opportunities and routes available post-16 for themselves.

Identify their preferred approaches to learning post-16.

Organise information in ways which help with decision making.

1(f) Taught about the options open to them post-16, including employment and continuing education and training and about their financial implications.

 

1(d) Given opportunities to make real choices and decisions.

 

1(i)  Given opportunities to prepare for change

 

Assess the implications of changes in the world of work their own career strategy

1(f) Taught about the options open to them post-16, including employment and continuing education and training and about their financial implications.

 

4(g) Given opportunities to consider social and moral dilemmas.

1(e) About how the economy functions, including the role of business and financial services.

 

1(h) About the rights and responsibilities of consumers, employers and employees.

 

1(i) About the wider issues and challenges of global interdependence and responsibility, including sustainable development and Local Agenda 21.

 

Appendix B

SELF DEVELOPMENT
 

Learning Outcomes or CEG

Non-statutory framework for PSHE

Statutory order for Citizenship

Pupils are able to:

Pupils should be:

Pupils should be taught:

Plan how to reach decisions about post-16 options.

1(a) Taught to be aware of and assess their personal qualities, skills and achievements and potential, so that they can set personal goals.

 

1(g) Taught to use the careers service to help them choose their next steps, negotiate and plan their post-16 choices with parents and others, develop career management skills and prepare and put into practice personal action plans.

 

4(a) Given opportunities to take responsibility.

 

4(d) Given opportunities to make real choices and decisions.

 

4(i) Given opportunities to prepare for change.

 

Interrogate relevant sources information, advice and guidance.

 

Organise information in ways which help with decision making.

1(d) Taught to recognise influences, pressures and sources of help and respond to them appropriately.

 

3(k) Taught to develop working relationships with a range of adults, including people they meet during work experience, personal guidance and community activities.

 

1(g) About the importance of a free press, and the media’s role in society including the Internet, in providing information and affecting opinion.

Seek expert guidance to illuminate their own findings.

1(d) Taught to recognise influences, pressures and sources of help and respond to them appropriately.

 

3(i) Taught to deal with changing relationships in a positive way, showing goodwill to others and using strategies to resolve disagreements peacefully.

 

3(k) Taught to develop working relationships with a range of adults, including people they meet during work experience, personal guidance and community activities.

 

4(e) Given opportunities to meet and work with people.

 

4(i) Given opportunities to prepare for change.

 

 

 

Make post-16 choices and prepare for transition.

1(e) Taught to use a range of financial tools and services, including budgeting and saving, in managing personal money.

 

1(g) Taught to use the careers service to help them choose their next steps, negotiate and plan their post-16 choices with parents and others, develop career management skills and prepare and put into practice personal action plans.

 

4(a) Given opportunities to take responsibility.

4(d) Given opportunities to make real choices and decisions.

 

4(i) Given opportunities to prepare for change.

 

 

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