Personal and Social Education Policy

Personal and Social Education Policy

 

  • A definition of Personal and Social Education  

 

    1. PSE is the responsibility of everyone connected with the school and is at the heart of everything we do. It raises the self-esteem of individuals, promotes self-worth, values the place and contribution of each individual and builds upon their ideas. It encourages pupils to consider the consequences of their own actions, their effect on others, and to take responsibility for them. Personal and social education is intrinsic to the life and ethos of the school and includes a partnership between the school, the home and the community. It should ensure that pupils develop skills, knowledge and attitudes that will enable them to take control of their own lives, whilst remembering their responsibility to others.
    2. PSE comprises of all that a school undertakes to support and promote the personal and social development and well-being of its learners.
  • Statutory Requirements 

 

    1. PSE is a statutory element within the basic curriculum for pupils aged 5 to 16. It is the responsibility of schools to plan and deliver broad, balanced PSE provision to meet the specific needs of all learners.
  • Aims of PSEPersonal and Social Development, Well-Being and Cultural Diversity is at the heart of the Foundation Phase and children’s skills are developed across all 7 Areas of Learning.

 

  1. Children should:
  2. Foundation Phase
  • Learn about themselves, their relationships with other children and adults
  • Be encouraged to develop their self-esteem, personal beliefs and moral values.
  • Develop an understanding that others have differing needs, abilities, beliefs and views.
  • Celebrate different cultures and help children recognise and gain a positive awareness of their own and other cultures
  • Should become increasingly aware of the traditions and celebrations that are important aspects of the cultures within Wales.
  • Begin to understand their own potential and capabilities and become confident, competent and independent thinkers and learners.
  • Enjoy and care for their environment. PSE reflects the aims of the PSE Framework for 7 to 19 year olds in Wales (2008):PSE at Gwenfo Primary School will help children to:
  • The Themes identified in the PSE Framework are: Active citizenship, Health and Emotional well-being, Moral and Spiritual development, preparing for lifelong learning and sustainable development and global citizenship.
  • KS2
  • As their self-identity develops, children should begin to express their feelings and to empathise with others.
  • build on the skills, attitudes and values, knowledge and understanding they have started to acquire and develop during the Foundation Phase
  • have learning opportunities and experiences which reflect the increased independence and physical and social awareness of learners
  • be equipped with the skills to develop effective relationships
  • assume greater personal responsibility
  • be able to keep themselves safe and healthy
  • work towards reaching their full potential in all aspects of their education and make the most of their abilities.4. Links with Other Policy Statements
  • .

Other policies refer to PSE-related issues and should be read in conjunction with this policy statement. These include

  • Food and Fitness
  • Sex and relationships education
  • Substance misuse education, including the management of drug related incidents
  • RE policy/Spiritual and Moral Development Policy
  • Behaviour management (including procedures for dealing with bullying)
  • Child protection
  • Equality5.         The Delivery of PSE

 

  • PSE will be promoted generally through:
  •  
  • Expectations
  • Codes of behaviour
  • Expressions of values
  • Relationships
  • The physical environment
  • Role models
  • The curriculum
  • Specialist services and community links The role of the coordinator is to:
  • 6.         The Management and Coordination of PSE
  • It may take the form of: talking, telling, listening, sharing, writing, the creative arts, display and reading children’s literature and will be implicit in the general ethos of the school.
  • To ensure continuity and progression in teaching and learning at Foundation Phase and KS2.
  • Enhance and extend the awareness of teachers by attending courses and leading staff inset meetings and sharing good practice.
  • To monitor the ‘range’ and skills taught.
  • Improve the level of resources.
  • Support and advise staff as required.

 

  1. The Content of PSE

PSE comprises of the development of skills, the promotion of positive attitudes and values, and the acquisition of knowledge and understanding in accordance with the PSE framework.

PSE is at the heart of school life, it will be reflected through the curriculum and linked, where appropriate, to the school schemes of work and Thematic approaches. Also through RE, PE and Collective Worship, as well as through visiting speakers e.g. police (drugs, peer pressure, bullying, stranger dangers, safety) and special workshops (recycling, eco-schools).

PSE will also be fostered through the development and use of “circle time” and specific activities, which can be found in the suggested schemes of work. The use of the Social and Emotional aspects of learning (SEAL) will be adopted throughout the school. We will also take part in the NBAR program to identify personal needs of children and put interventions in place to help.

 

  • Monitoring and EvaluationSelf-assessment plays a prominent part, as pupils in every year group reflect on their experiences, consider their strengths and weaknesses and set targets for improvement. PSE Co-ordinator 

 

  1. July 2014
  2. Claire James
  3. However, certain elements of personal development (e.g. behaviour) may be recorded for individual children as part of Special Educational Needs monitoring.
  4. At the end of the Foundation Phase, teachers are required to assess and report outcomes attained by each child by means of teacher assessment in Personal and Social Development, Well-Being and Cultural Diversity.

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