Personal Social and Health Education
At Poplars, P.S.H.E. is woven throughout our learning and daily school life. We feel it is important to model positive decision-making and relationships with others in everything we do. We also teach these skills explicitly in Circle Time and in P.S.H.E. lessons.
The P.S.H.E. curriculum covers 7 major sub-headings and aims to develop 10 social skill areas.
The 7 sub-headings are topics studied throughout the key stages at age appropriate levels.
-Careers & work-related learning
Within these topic areas, we aim to develop children's social skills. Again, these are addressed in all ages and progress in an developmentally appropriate manner.
-Communication (Speaking and Listening for Learning and Relationships)
Opportunities are needed to recognise and practise appropriate choice of language in a range of situations; particularly related to emotive or sensitive issues. Listening allows opportunity to analyse and evaluate what is being said, impact on self and others and is essential in the development of other skills, values and beliefs.
Non-verbal signals are important as communication tools; they can be misinterpreted easily, their impact can be underestimated. Communication becomes more complex and sophisticated as children and young people mature. Developing the skills of sending and receiving non-verbal messages appropriately and accurately in a range of situations is essential.
-Assessing and Managing Risk for self and others
Risk is an essential element in learning that is appropriate to age and stage of development, both physical and emotional. Making judgements about risk and learning how to understand and manage the consequences in a safe environment are keycomponents of PSHE education.
Conflict is present throughout life in many different contexts. It ranges from arguing about ownership of a pencil to a complex breakdown of relationships. Providing opportunities to experience conflict in a safe environment, and to work through strategies for resolution empowers young people.
Assertiveness is bound up with personal principles based on self-worth. Developing assertiveness skills guards against allowing principles to be compromised when in a challenging situation. Assertiveness is not to be confused with aggression.
-Decision making (including choices)
Decisions and choices are part of all of our lives every day, as are the consequences emanating from them. Each individual has personal responsibility and accountability for their actions. Frequent decision-making opportunities provide a firm foundation for dealing with controversial and sensitive issues.
Negotiation in PSHE education is centred around personal values and potential sensitive situations. Whilst verbal skills are important they are not the sole means of negotiation. It is important for all pupils to develop and practise negotiation skills within a safe environment. Negotiation is an art and a range of options should be explored.
-Self-motivation and independence
Each of us is ultimately responsible for all that we think, say and do. All pupils need support on the journey towards independence and intrinsic motivation. Independence is an age appropriate concept which encompasses many developmental stages. Structured learning opportunities enable skills to be engendered as pupils mature.
Resilience is about dealing with set backs, it is also about knowing when it is important to seek help. Individuals have different capacities to demonstrate resilience; it is bound up with emotions and circumstance. It is not something that can be taught, it is however, a crucial tool to enable each person to deal with their personal situation at each stage of their life.
Every individual is a member of many groups: at home, at school, at work and in the community with each person undertaking a variety of roles. It is a pre-requisite for working life that the skills of working effectively with others are fully understood and practised frequently.
(credit of skill area definitions to Suffolk County Council)
Ingredients for Ants-on-a-Log