Personal, Social and Health Education policy

WE AIM TO:

PLANNING AND DELIVERY

WORK WILL INCLUDE:

TEACHING STRATEGIES

EQUALITY OF OPPORTUNITY

HEALTH AND SAFETY

ALLOCATION OF TIME

ASSESSMENT

ROLE OF THE CO-ORDINATOR

WE AIM TO:

Farnham Common Infant School

Personal, Social and Health Education Policy
We aim to:
?P actively encourage pupils to learn about and develop positive attitudes towards health
and safety issues.
?P encourage pupils to develop confidence to take responsibility, to think about themselves, learn from their experiences and recognise what they are good at and make the most of their abilities.
?P encourage pupils to acquire skills necessary to live a full, happy and healthy life
?P create an environment in which pupils can discuss social and health issues as appropriate to their maturity.
?P prepare pupils to play an active role as citizens, recognising that they belong to various groups and communities, such as family and school.
?P encourage the development of good relationships, recognising how their behaviour can affect others, respecting the differences between people.
?P teach the children to be able to share opinions on things that matter to them and explain their views.
?P Start to develop understanding of the health implications of drugs and alcohol use and of smoking. Back to top

PLANNING AND DELIVERY

Many of these aims will be achieved through delivery of the curriculum as a whole, both the National and wider curriculum. In planning the whole school topics for Years One and Two at least one topic each year will focus on an areas such as 'growth', 'living things' or 'healthy living' thus linking PHSE with Science. Other aspects link well with Geography, when studying the environment and care of it, RE with the planned units on Special Places, Special People, Special Things, Natural World and Celebrations. Some texts used for the Literacy Hour also give opportunities for discussion through the text, which could be followed by written activities. Every opportunity should be taken to include aspects of PHSE. Most aspects will be covered, using appropriate language and activities according to the maturity of the children, in both Years One and Two.
Work on PHSE in the Foundation Stage will come from planned use of Big Books that have already been identified. Incidental opportunities will be used, as they arise, to discuss PHSE related issues. Back to top

WORK WILL INCLUDE:

?P an understanding of simple safety rules regarding medicines; that some people need medicines to help them live a normal life; knowing that all substances can be harmful if not used properly. This work will be in line with Government guidelines on drug education. (See appendix 1)
?P a knowledge that humans develop at different rates and that human babies have special needs; being able to correctly name, using appropriate language, parts of the body and understand the concept of male and female; knowing that individuals have rights over their own bodies and that there are differences between good and bad touches; beginning to develop simple skills and practices which will help maintain personal safety; appreciating the ways in which people learn to live and work together, listening, discussing and sharing. Questions of human biology are answered as and when they arise, but sex education, as such, is not specifically introduced.
?P knowing that there are different types of family units and being able to describe the roles of the individuals within the family; knowing about rituals associated with birth, marriage, death and being able to talk about these issues; understanding the idea of growing from young to old;
?P knowing the potential dangers in different environments eg. water, road, home; develop and practise ways of keeping safe and finding help.
?P understanding the importance of exercise and that exercise uses energy that comes from food.
?P knowing that food is needed for bodily health and growth and that some foods are better than others; knowing that there is a wide variety to choose from and that choice is based on needs and/or culture.
?P understanding the need for and being able to practise simple personal routines e.g. washing hands, cleaning teeth, using a handkerchief; beginning to understand that some diseases are infectious and that transmission may be reduced when simple safe routines are used.
?P knowing that there are a range of environments eg. home, school, natural, urban; knowing that as individuals we have to take responsibility for these environments and why we have to have rules concerning these environments.
?P beginning to be able to co-operate with others in work and play; understanding the importance of valuing yourself and others; beginning to recognise a range of human emotions.
?P implementation of objectives stated in the Code of Conduct with regards behaviour and bullying. Back to top

TEACHING STRATEGIES

A variety of teaching strategies will need to be employed to deliver the breadth of knowledge, skills and understanding required. These strategies will be modified according to the age of the children.

Included will be:
?P Focus on a certain area eg. Safety week
?P Discussions with individual children.
?P Use of Circle time to develop specific work and general class discussions as subjects are raised.
?P Use of story or incident to raise particular issues for discussion eg. birth or death.
?P Topic work on a particular aspect eg. healthy eating.
?P Use video, computer programmes and appropriate websites.
?P Opportunities to enjoy activities such as cooking, sandwich making, tasting varieties of food.
?P Regular reminders about hand washing etc.
?P Identification of good attitudes in all aspects of school life, positively reinforced with public recognition in assembly if appropriate or quiet individual praise if more appropriate.
?P Use of role play/drama/work in groups or pairs to develop understanding of strategies to combat bullying and teasing, whenever possible reinforcing positive attitudes and ways of deal with situations.
?P Opportunities to take on responsibilities within the safe school environment.
?P Using P E lessons to promote exercise as part of good health.
?P Opportunities to make choices.
?P Development by the children of class rules that are then clearly displayed.
?P Use of class and individual targets to encourage particular behaviours.

All staff will need to be alert to:
?P the questions children are asking
?P situations that children may be encountering
?P the general well being of a child
?P any significant changes in the behaviour or attitude of a child.

Any one of the above may need investigation, where the proper procedures set out in other policies should be followed and, if appropriate, discussions had with parents to find out more information or to alert them to our concerns. Back to top

EQUALITY OF OPPORTUNITY

Care should be taken that all children have equal opportunity to access the PHSE curriculum and due regard must be taken of the implication of the curriculum for their beliefs, circumstances abilities and maturity. All children should be included with the curriculum adapted to their needs. Back to top

HEALTH AND SAFETY

Guidelines set out in the Science and Health and Safety Policy with regard to cooking and other aspects of the curriculum must be followed. Many aspects of PHSE are concerned with safety issues so following the guidelines enforces the issues being taught through PSHE. Back to top

ALLOCATION OF TIME

In many cases PHSE will not need a separate time allocation as it will be taught through other curriculum areas, linking with RE, PE, Science and Literacy at Key Stage One and with Knowledge and understanding of the world at Foundation Stage. When completing long and medium term planning, areas that are to be covered should be noted to ensure that PHSE is systematically taught throughout the school. Back to top

ASSESSMENT

Some aspects of PHSE assessment is covered under other subject areas, many aspects are not appropriately quantifiable and information can only be gathered by assessing the child as a whole. Each term children will be given time to record either pictorially or in written form, as appropriate, something they like about themselves, some area they think they are excel at and some aspect they would like to improve. The next term they may be asked to reflect on their previous statements. As children progress through the school this work will form a record of the child's progress and development. Other evidence of pupil understanding will be found in their work files covering the whole curriculum. Back to top

ROLE OF THE CO-ORDINATOR

Role of the Co-ordinator
?P To monitor the teaching of PHSE in the school by observing lessons, reviewing assessment sheets and planning.
?P To ensure resources are provided and suitable events are planned.
?P To regularly review the policy and report to the relevant governors about PHSE


Sex Education Statement reviewed and replaced by PHSE October, 1997.
Reviewed May, 1999. Amended January 2000.
Rewritten October 2001.
Reviewed annually until Spring 2005
Revised Spring 2006
Revised Autumn 2007. Back to top

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