PSHE and Philosophy Policy

Transcription

1 PSHE and Philosophy Policy November 2012 Approved by GB: Nov 2012 Next review due: Nov 2014 PSHE and Philosophy POLICY NOV 2012 FINALVERSION Reviewed by Curriculum Committee Nov 2012 Page 1 of 8

2 Purpose of Policy This policy will form the basis upon which we map out the statutory guidance for PSHE and Philosophy at Key Stage 2. It will outline the purpose, nature and management of how PSHE and Philosophy is taught and learned in our school and will inform new teachers of our expectations. The policy reflects the views of all the staff of the school. It has been drawn up following consultation with all staff and children, and has full agreement of the Governing Body. All staff are fully aware of their role in its implementation. Staff have access to the Policy via the Staff Room on Fronter and on the school s server via the Teacher s Drive. Parents requesting to see a copy of the policy can do so by making their request to the Head Teacher. Aims and Outcomes The aim of PSHE is to prepare children for the opportunities, responsibilities and experiences of adult life. Ofsted framework Sept 2012 emphasises Spiritual Moral Social and Cultural underpinning all lessons and learning experiences (see Appendix 1). Philosophy encourages children and adults to think together aiming for Personal, Learning and Thinking Skills (PLTS), social and emotional aspects of learning (SEAL), critical thinking, creativity, pupil voice and inquiry-led learning. PSHE and Philosophy and the Primary Curriculum The school curriculum should aim to provide opportunities for all pupils to learn and to achieve. The school curriculum should aim to promote pupils' spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. The personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. Development in both areas is essential to raising standards of all pupils. PSHE can be delivered in three different ways: Through discrete curricular time, for example: circle time, which can be effective for dealing with more immediate issues. Teaching through other curriculum areas, for example: integrating the SEAL themes into current literacy, numeracy and foundation subject areas. Through school events and activities, for example: through assemblies, visitors and charity events. Philosophy will initially be delivered as a separate subject within the curriculum time. This gives students the opportunity to develop their inquiry skills, and teachers the opportunity to develop their facilitation skills. As the class confidence grows, teachers are encouraged to use their newly developed skills of facilitation regularly within the subject(s) they teach. There are no stand-alone P4C sessions but regular "mini-inquiries". SRE and Drugs Education are both covered as part of the scheme of work and supported by outside agencies. The Framework for PSHE The knowledge, skills and understanding to be taught in 4 interrelated sections: Developing confidence and responsibility and making the most of pupils' abilities. Preparing to play an active role as citizens. Developing a healthy, safer lifestyle. Developing good relationships and respecting the differences between people. The Framework for Philosophy The framework is based on P4C (Philosophy for Children). Philosophy for Children is designed to develop thinking and reasoning skills and to enhance self-esteem. With its emphasis on collaborative and rigorous inquiry, it serves as a powerful educational model for teachers and students at all levels. In broad terms the lessons would cover 4 different areas of thinking: Collaborative - thinking with others. Reviewed by the Curriculum Committee Nov 2012 Page 2 of 8

3 Caring - thinking of others. Critical - making reasoned judgements. Creative - creating new ideas. The role and responsibility of the subject leader Support and guide the classroom practice of teachers and support staff. Ensure coverage, continuity and progression in planning. Monitor and evaluate the effectiveness of PSHE and Philosophy teaching and learning. Update documentation where necessary. Produce action plans for the School Improvement Plan, prepare bids and manage the PSHE and Philosophy budget effectively. Liaise and consult with outside agencies where appropriate. Prepare and lead INSET. Attend relevant INSET training. Review regularly the contribution made by PSHE and Philosophy to a meaningful curriculum. Equal Opportunities and Inclusion All children will be given an equal opportunity to maximise their individual potential; this is regardless of ability, gender, race, religion, disability or talent. Activities both within and outside the classroom are planned in a way that encourages full and active participation by all children, matched to their knowledge, understanding and previous experience. Equal emphasis will be given to the roles of both men and women in society. Every effort will be made to ensure that activities are equally interesting to both boys and girls. Teaching and Learning For PSHE, children should be given the chance to develop the skills they need to: Take and share responsibility. Feel positive about themselves. Take part in discussions. Make real choices. Meet and talk with people from a wide variety of backgrounds and areas of PSHE. Develop relationships through work and play. Consider social and moral dilemmas encountered in everyday life. Ask for help. National Curriculum 2000 Equip pupils to be personally and socially effective. Develop pupils self-esteem and personal responsibility. Prepare pupils for the challenges, choices and responsibility of work and employment and lifelong learning. Empower pupils to participate in their communities as active citizens and to develop a global perspective. Assist pupils to live healthy and fulfilled lives. Foster and encourage positive attitudes and behaviour towards the environment and the principles of sustainable development locally, nationally and globally. Personal & Social Education Framework, ACCAC, 2000 P4C typically takes the form of a Community of Inquiry, which is characterised by: Sitting in a circle ready to think, talk and engage with each other. Sharing a source of puzzlement or intrigue (e.g. picture, story, music, news, etc). Examining the source and creating relevant questions. Persisting in the search for knowledge and understanding. Giving reasons for opinions and distinguishing positive reasons from negative ones. Fostering mutual cooperation, trust, tolerance, fair-mindedness and a heightened degree of sensitivity to fellow inquirers. Rich feedback that promotes thinking that is self-correcting and reflective. Reviewed by the Curriculum Committee Nov 2012 Page 3 of 8

4 A variety of teaching strategies should be used to engage and interest children and further their learning. Consideration is given to different learning styles - visual, auditory and kinaesthetic. These could include: Ground rules are established to create a positive learning climate. The class generate the ground rules that outlaw put downs or disparaging remarks, encourage constructive exchange of differing ideas and help everyone in the classroom feel happy, safe and confident to learn. Children know what to expect, and are self motivated learners. Children should reflect on their learning and the learning process as part of each PSHE and Philosophy lesson. This provides them with opportunities for self evaluation, and the teacher with opportunities for praise and celebration. Children understand that they and others have opinions, ideas and experiences that are unique to them. Vital to this is the confidence that it is safe to express themselves in a supportive environment. Knowledge directly imparted by the teacher or another adult, incorporate children s experiences and makes it relevant to their lives. Demonstration of skills and techniques and provision of time for practice. Opportunities to communicate their ideas to each other and with teachers including discussions and presentations. Use of books and other reference materials. Use of information technology and other emerging technologies. Use of visual stimuli, including video clips and television programmes. Visits and workshops provided by visitors. Independent research. To give all children the best opportunities for personal, social and emotional development, practitioners should give particular attention to: Ensuring that there is time and space for children to focus on activities and experiences and develop their own interests. Planning activities that promote emotional, moral, spiritual and social development alongside intellectual development. Planning experiences that help children develop autonomy and the disposition to learn. Providing positive images in, for example, books and displays that challenge children s thinking and help them to embrace differences in gender, ethnicity, religion, special educational needs and disabilities. Providing opportunities for play and learning to acknowledge children s particular religious beliefs and cultural backgrounds. Planning for the development of independence skills, particularly for children who are highly dependent upon adult support for personal care. Providing support and a structured approach to achieve the successful social and emotional development of vulnerable children and those with particular behavioural or communication difficulties. Assessment, Attainment and Progress Teachers core curriculum plans (numeracy, literacy and foundation subjects) should integrate the focus for each unit of work and assessment opportunities will be identified. Ongoing evaluation and monitoring of the programme for PSHE and Philosophy is carried out by the PSHE and Philosophy Leader through, monitoring of planning, books, lesson observations, talking to the children and having a general knowledge quiz. An interactive display will be created in a communal part of the school with incentives to respond to the stimulus as well as offering teachers the chance to discuss displayed topics. Assessment, Recording and Reporting Gathering evidence of pupil attainment is an integral part of assessment, which is built into the schemes of work. Teachers can obtain evidence by direct observation of children at work, questioning pupils or listening to their conversations, looking at their drawings, models, diagrams, plans and written work, by photographing and recording their finished products. The PSHE and Philosophy leader monitors teaching and progress in PSHE and Philosophy by: Informal discussions with teachers, LSAs and children. An annual resource audit. Assessing work and progress. Reviewed by the Curriculum Committee Nov 2012 Page 4 of 8

5 Resources The PSHE and Philosophy leader is responsible for completing an annual financial bid for the maintenance and development of the subject, in which new resources are highlighted. Children are given instructions in the safe and considerate use of resources, including taking care with consumables and materials that are not easy to store. When engaged in practical work, children should behave in a considerate, responsible manner, showing respect for other people and the equipment. All children should have opportunities to use ICT, including the internet. Review This policy is reviewed by staff and governors every two years. Parents are most welcome to request copies of this document and comments are invited from anyone involved in the life of the school. Reviewed by the Curriculum Committee Nov 2012 Page 5 of 8

6 Appendix 1 Reviewed by the Curriculum Committee Nov 2012 Page 6 of 8

7 Reviewed by the Curriculum Committee Nov 2012 Page 7 of 8

8 Reviewed by the Curriculum Committee Nov 2012 Page 8 of 8