SKIPPERS HILL MANOR PREPARATORY SCHOOL
PRHSE Policy
This policy applies all pupils in the school, including in the EYFS
It pays due regard to any policies and procedures in the Safeguarding Policy
Last revised August 2014
Date for revision Autumn 2015
Annual review Autumn Term
Angela Alsop - Deputy Head
Tim Lewis – Head -teacher
PRHSE POLICY
This policy has been developed over the last two years, to bring it in line with recent developments and legislation. Citizenship and Religious Education have been incorporated into the syllabus, as have been the new aspects introduced last year at Key Stage 3, which include economic well-being and financial capability.
It promotes the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
AIMS
PRHSE should help pupils to lead confident, healthy and responsible lives as individuals and members of society. It aims:
●to help them live healthily and safely and deal with the spiritual, moral, social, economic and cultural issues they face as they approach adulthood
●to enable pupils to distinguish right from wrong and to respect English civil and criminal law
●to reflect on their experiences and how they are developing and enable them to develop their self–esteem, self–knowledge and self-confidence
●to understand and manage responsibly a wider range of relationships as they mature
●to provide effective support & advice for all pupils by the monitoring of their academic progress, personal development, behaviour & attendance.
●to develop pupils well-being and self-esteem, encouraging belief in their ability to succeed
●to enable them to take responsibility for their learning and future choice of courses and career
●to encourage pupils to accept responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the school locality and to society more widely
●to encourage pupils to respect the fundamental British values of democracy, the rule of the law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs and to avoid and resist racism.
●to understand about their own and other religions and cultures in a way that promotes tolerance and harmony between different cultural traditions
●provide pupils with a broad knowledge and respect of public institutions and services in England
●to ensure that risk assessment & health & safety procedures are adequate for the protection of children & to promote their health & well being
●to have effective measures for promoting discipline & good behaviour & eliminate oppressive behaviour including all forms of harassment & bullying
●to liaise effectively with parents regarding the aspects of development of their children
At the Foundation Stage topics are built on a cross curricular basis. This also applies at Key Stage 1 but supplemented by a discreet lesson once a week. From years 3 -8, topics are covered as a discreet subject. This is also supplemented by tutorial periods, assemblies, visits and visitors.
FOUNDATION STAGE
This is mainly covered via PSED (Personal, Social and Emotional) and UW (Understanding the World), but due to the cross-curricular nature of the EY curriculum, we do not always have distinct learning sessions for these "subjects". Instead we ensure that pupils have every opportunity to develop and make progress towards meeting or exceeding the expected level of development. The expected levels of development (Early Learning Goals) relevant to the EY equivalent of PRHSE are as follows:
ELG06 PSED - Self-confidence and self-awareness:Children are confident to try new activities, and to say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or do not need help.
ELG07 PSED - Managing feelings and behaviour:Children talk about how they and others show feelings, talk about their own and others' behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
ELG08 PSED - Making relationships:Children play cooperatively, taking turns with others. They take account of one another's ideas about how to organise their activity. They show sensitivity to others' needs and feelings, and form positive relationships with adults and other children.
ELG13 UW - People and communities:Children talk about past and present events in their own lives and in the lives of family members. They know that other children do not always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
AT KEY STAGE 1
Pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighborhood.
Pupils explore Christianity and at least one other principal religion. They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion and belief, especially for other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.
We aim to:
Develop confidence and responsibility and help them make the most of their abilities
●to recognise what they like and dislike, what is fair and unfair, and what is right and wrong
●to share their opinions on things that matter to them and explain their views
●to recognise, name and deal with their feelings in a positive way
●to think about themselves, learn from their experiences and recognise what they are good at
●how to set simple goals.
Prepare to play an active role as citizens
●to take part in discussions with one other person and the whole class
●to take part in a simple debate about topical issues
●to recognise choices they can make, and recognise the difference between right and wrong
●to agree and follow rules for their group and classroom, and understand how rules help them
●to realise that people and other living things have needs, and that they have responsibilities to meet them
●that they belong to various groups and communities, such as family and school
●what improves and harms their local, natural and built environments and about some of the ways people look after them
●to contribute to the life of the class and school
●to realise that money comes from different sources and can be used for different purposes.
Develop a healthy, safer lifestyle
●how to make simple choices that improve their health and well-being
●to maintain personal hygiene
●how some diseases spread and can be controlled
●about the process of growing from young to old and how people's needs change
●the names of the main parts of the body
●that all household products, including medicines, can be harmful if not used properly
●rules for, and ways of, keeping safe, including basic road safety, and about people who can help them to stay safe.
Develop good relationships and respect the differences between people
●to recognise how their behaviour affects other people
●to listen to other people, and play and work cooperatively
●to identify and respect the differences and similarities between people
●that family and friends should care for each other
●that there are different types of teasing and bullying, that bullying is wrong, and how to get help to deal with bullying.
During the key stage, pupils should be taught the Knowledge, skills and understanding through opportunities to:
●take and share responsibility [for example, for their own behaviour; by helping to make classroom rules and following them; by looking after pets 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]
●meet and talk with people [for example, with outside visitors such as religious leaders, police officers, the school nurse]
●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, simple political issues, use of money, simple environmental issues]
●ask for help [for example, from family and friends, midday supervisors, older pupils, the police].
Learn about religion
●explore a range of religious stories and sacred writings and talk about their meanings
●name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate
●identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives
●explore how religious beliefs and ideas can be expressed through the arts and communicate their responses
●identify and suggest meanings for religious symbols and begin to use a range of religious words.
Learn from religion
●reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness
●ask and respond imaginatively to puzzling questions, communicating their ideas
●identify what matters to them and others, including those with religious commitments, and communicate their responses
●reflect on how spiritual and moral values relate to their own behaviour
●recognise that religious teachings and ideas make a difference to individuals, families and the local community.
During the key stage, pupils should be taught the Knowledge, skills and understanding through the following areas of study:
Religions and beliefs
●Christianity
●at least one other principal religion
●a religious community with a significant local presence, where appropriate
●a secular world view, where appropriate
Themes
●believing: what people believe about God, humanity and the natural world
●story: how and why some stories are sacred and important in religion
●celebrations: how and why celebrations are important in religion
●symbols: how and why symbols express religious meaning
●leaders and teachers: figures who have an influence on others locally, nationally and globally in religion
●belonging: where and how people belong and why belonging is important
●myself: who I am and my uniqueness as a person in a family and community
Experiences and opportunities
●visiting places of worship and focusing on symbols and feelings
●listening and responding to visitors from local faith communities
●using their senses and having times of quiet reflection
●using art and design, music, dance and drama to develop their creative talents and imagination
●sharing their own beliefs, ideas and values and talking about their feelings and experiences
●beginning to use ICT to explore religions and beliefs as practised in the local and wider community
AT KEY STAGE 2
Pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions. They learn how to take part more fully in school and community activities. As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school. They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.
We aim to
Develop confidence and responsibility and make the most of their abilities
●to talk and write about their opinions, and explain their views, on issues that affect themselves and society
●to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals
●to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action
●to recognise, as they approach puberty, how people's emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way
●about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future
●to look after their money and realise that future wants and needs may be met through saving.
Prepare to play an active role as citizens
●to research, discuss and debate topical issues, problems and events
●why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules
●to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities
●that there are different kinds of responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other
●to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people's experiences
●to resolve differences by looking at alternatives, making decisions and explaining choices
●what democracy is, and about the basic institutions that support it locally and nationally
●to recognise the role of voluntary, community and pressure groups
●to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
●that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment
●to explore how the media present information.
Develop a healthy, safer lifestyle
●what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices
●that bacteria and viruses can affect health and that following simple, safe routines can reduce their spread
●about how the body changes as they approach puberty
●which commonly available substances and drugs are legal and illegal, their effects and risks
●to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable
●that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong