PSHE_Policy by wuzhengqin


									   Children & Young People’s Service – Hospital and Outreach Education

                Personal, Social, and Health Education Policy

Statement of Intent.
“To provide access to appropriate education for all children and young
people with medical needs, keeping education alive in the pupil’s life,
maintaining progress and enabling them to achieve their potential.”

Personal, social and health education (PSHE) is very important within any
setting to give pupils the knowledge, skills and understanding they need to
lead confident, healthy and responsible lives as individuals and as members
of society. For pupils with medical needs, these skills are essential if they are
to be able to deal with the spiritual, moral, social and cultural issues they may
encounter as they approach adulthood and face a return to school.
Within Hospital and Outreach Education, we aim to give our pupils the
opportunity to reflect on their previous experiences and learn from them, to
help them understand and manage responsibly a range of relationships and to
show respect for the diversity of and differences between people.
Of overwhelming importance is the development of the pupils’ self esteem,
well being and confidence, particularly for those pupils with more complex
mental health issues, encouraging their belief in their ability to succeed both
at school and in their personal lives. It is hoped that this increased self-
esteem and confidence that is developed will lead to pupils being able to take
responsibility for their own learning and make informed choices about future
courses and career decisions.
HOE acknowledges the Education Act (2002) which requires schools to
provide a balanced and broadly based curriculum which promotes spiritual,
moral, cultural, mental and physical development of the pupils and prepares
them for the opportunities, responsibilities and experiences of later life.
Within Hospital and Outreach Education (HOE) we believe that all staff have a
responsibility for, and are intrinsically involved in, PHSE to which every pupil
has a fundamental right.

The statutory core for PSHE at key stage 3 and 4 consists of health
education, including sex and relationships and drug education, careers
education and guidance and work related learning. Due to the time restraints
of the HOE curriculum, these will be delivered both discreetly and in a cross
curricular manner as part of the HOE ‘Personal Development’ programme. In
the bases and on outreach, Citizenship will also be included in the
programme, but will be kept separate in the hospital settings due to the
sensitive nature of some of the presenting medical conditions of the pupils.

Access Statement
Hospital and Outreach Education recognises its responsibility under the
Disability Discrimination Act and ensures that access will be as complete as
possible. All reasonable adjustments will be made as necessary to enable
access to curriculum opportunities and buildings.

Race Equalities Statement
Hospital and Outreach Education is committed to fulfilling its requirements
under the Race relations (Amendment) Act by:
-demonstrating respect for all people
-promoting staff awareness of culture, ethnicity and religion
-creating an ethos of cultural diversity
-generating a culture in which everyone can participate in the environment.

Equal Opportunities Statement
All pupils regardless of their special educational needs, physical disabilities,
gender, ethnicity or religion will be encouraged to work to their full potential
through planned activities and with as wide a variety of media and materials
as resources allow.

Aims and objectives
The main purposes of PSHE are:
   to promote an atmosphere of trust and openness in which young people
    can explore their attitudes and feelings without fear of threat or
   to develop an awareness of self
   to encourage a healthy lifestyle by considering factors which promote
    good health in its widest sense
   to provide basic and accurate information on which informed decisions
    can be based
   to provide decision making experience enabling choices to be made in a
    rational manner
   to counteract racism, sexism and all forms of prejudice
   to develop and practise skills such as listening which facilitate the
    development of personal relationships, aid academic progress and
    improve the overall quality of life
   to provide opportunity to reflect on and interpret experience and consider
    the ultimate questions concerning the meaning and value of life
   to provide opportunities to analyse, reflect, speculate, discuss and argue
    constructively about their understanding of issues
   to increase awareness of environmental and political influences on

We will know we have been successful when:
   our pupils are able to assess their developing strengths and build upon
   our pupils show confidence, high self-esteem and self-reliance. They
    are actively involved in their own learning and are motivated to achieve

    the Pupil Referral Unit has a caring ethos clearly shown in the quality of
     the relationships between all staff and pupils
    our pupils show honesty, self-discipline and personal responsibility
    our pupils show care and responsibility for their environment
    our pupils actively wish to give and receive respect
    our pupils are aware of the main obstacles to health and are prepared to
     make decisions based on facts
    our pupils feel able to ask about sensitive issues without fear of ridicule
    our pupils have sufficient factual information, or the knowledge of how to
     access such information, to make considered decisions on matters
     concerning their physical social and mental well being.

Curriculum Structure and Planning
Due to the time restraints and the need to cover a range of subjects, PHSE is
planned to be delivered in a cross-curricular format as well as an individual
scheme of work as part of the Personal Development Programme. Continuity
of learning is one of the major aims of the hospital and outreach teacher
therefore, where possible, links will be made with the pupil’s own school so
that individual targets can be incorporated into the daily lesson plan, or
individual work may be set by the home school. The medium term planning is
taken from the Statutory Guidance for PSHE for key stages 3 and 4, and the
non-statutory guidance for PSHE for key stages 1 and 2 and the AQA Unit
Award for PSHE. It is planned and taught, where possible through a thematic
approach, and is outlined in greater detail through the medium term units of
work and through pupils’ Individualised Learning Plans. Pupils at the
Foundation stage will follow the Guidelines set out in the Curriculum Guidance
for Foundation Stage.
Assessment of pupils will be via the Self Image Profile, the Unit Award
Scheme and peer and self-assessment. It will be used to determine pupils’
existing levels of knowledge and understanding of a topic before new teaching
takes place, is planned as a key element of the teaching and learning, is seen
as a joint activity with pupils that provides them with opportunities to
determine their own progress, gathers evidence on pupils’ levels of
knowledge and understanding and skills and seeks to challenge pupils’
attitudes and to raise awareness of how their actions impact on others.
The QCA and the DfES are developing end-of-key-stage statements to assist
schools to establish expectations for PSHE and to support assessment and
regard will be taken of these when they are published.

Long term planning
Due to the limited time available for the delivery of a broad and balanced
curriculum within the hospital and outreach settings, the core subjects of
Mathematics, English, Science and ICT will provide the forum through which
many other subjects will be delivered, including PSHE. Six widely based
themes have been identified for study and one will be delivered each term.
The range of PSHE areas to be covered will be spread across the year to
ensure a balanced delivery of the subject. However, whilst dedicated lessons
will be planned where PSHE will be taught as a discreet subject, some
themes will lend themselves to a specific topic within another area of the
curriculum. For example, the study of good and evil in Macbeth in English,

financial awareness within Mathematics and ethical and social issues of some
aspects of science research.

Areas of PSHE to be covered:
    Values and attitudes
    Protective behaviours
    Careers Education and Guidance
    Skills of analysis, reflection, argument, speculation and discussion
    Sex and relationships
    Life skills – financial awareness and decision making
    Health triangle – physical, mental, social well being
    Drug education

Topics which will be covered within themes include:
Change/Living things – healthy lifestyles, drug education, careers
Communication/Movement – sex and relationships, careers
Our World/Water – values and attitudes, respect, finance, careers

Skills, such as communication skills, decision making, the ability to make
moral judgements, interpersonal skills, assertiveness and the ability to act
responsibly as an individual and as a member of a group will be delivered
through each theme and each curriculum area.
Protective Behaviours and Pupil Profiles will be used as and when appropriate
for individual pupils.

Medium term planning
Due to the nature of hospital and outreach teaching – the age range, ability,
numbers of pupils and an ever-changing client group, - lesson planning needs
to remain flexible. Pupils may be taught in small groups in bases, in pairs,
individually at home or at the bedside, or in the hospital classroom. Therefore
medium planning represents an outline of suggested activities, references to
resources and learning objectives planned across the Key Stages from
Foundation to Key Stage 4.

For Key Stages three and four the AQA Unit Award Scheme will be used as
the foundation of the medium term planning. These units of work will be
cross- matched with the themes and then individualised for each
student/group of students to create an Individual Learning Plan.

Pupils will be involved as far as possible in decisions concerning topics
covered within the curriculum as a way of ensuring the PSHE delivered is
relevant to their needs.

Daily Lesson Plans
Lesson plans will be written for each PSHE/Personal Development session.
The lesson plan will contain clear, realistic learning objectives, differentiation
for individual pupils, key vocabulary and concepts to be taught. Lesson
activities will be matched to lesson aims and, as far as possible, the learning
styles of the pupils. There will be high expectations of the pupils, taking due
note of their prior experiences. An evaluation will be made at the end of the

lesson. Progress made, or difficulties experienced by individual children and
suggestions for further work, will be recorded. Classroom support will be
identified. The plan will demonstrate interrelated links to other subjects.
Every effort will be made to create a climate which allows and encourages
pupils to express their views on their feelings.

Confidentiality cannot be guaranteed in PSHE and HOE is in the process of
composing a framework to ensure its provision when required. Pupils will
need to be clear on boundaries for confidentiality in lessons and when in
discussion with HOE staff, and be clear and agree to ground rules established
in lessons. Other opportunities for pupils to seek personal advice will be
provided through a multi-agency approach where possible.

Teaching and Learning Styles
The hospital and outreach teachers are aware of the benefits of varying
teaching and learning styles to optimise pupils’ learning. A variety of teaching
styles will be used such as direction, demonstration, modelling, explanation,
exploration, and peer discussion.
Pupils will be given opportunities to learn through a variety of methods
including ‘visual’, ‘auditory’ and ‘kinaesthetic’ learning styles. Learning will be
as active as possible taking into account the possible restrictions of the

Differentiation and Special Educational Needs.
Activities and tasks are matched to the ability of the child in order to fulfil the
potential of the more able, while reinforcing and supporting those of lower
Pupils with special educational needs will be included in the group sessions
with suitably differentiated work and support where necessary.

Information and Communication Technology
ICT will be used to support the curriculum through: -
    Practice of basic skills
    Research
    Word processing
    Recording work
    Publishing
    Presentation
    On-line learning resources, including distance learning materials where
    Video conferencing

Resources will be shared across the education bases at Kettering and
Northampton general hospitals and in the outreach base settings where
possible. Good use is also made of local libraries, Connexions and personnel
in the community for resources and research. Some duplication of resources
is inevitable due to the distances involved between bases. The subject co-

ordinator and curriculum team along with the leadership group will be
responsible for resource decisions.

A budget for the PSHE curriculum will be negotiated with the subject co-
ordinator at the beginning of each financial year when the budget for Children
and Families and HOE has been apportioned.

Monitoring of PSHE
PSHE will be monitored and evaluated by the curriculum team using a variety
of evidence including lesson observation, sampling lesson plans, samples of
work, photographic evidence and pupil evaluations.

Individual records of work
Individual records are kept for long stay pupils and recurring admissions to the
hospitals and long term outreach pupils so that an accurate report can be sent
to their own schools on a regular basis. Records will include information on
academic achievement, the skills acquired and the progress made. This will
be shared regularly with pupils and their parents/carers.
A record of work covered by other pupils in the hospital and outreach bases is
kept daily.
Independent target setting and record keeping will also be encouraged.

School Liaison
The pupil’s own school will be contacted as soon as it is known that the child
will be in hospital for more than 3 days or is a recurring admission. Visits to
the school will be made wherever possible if the child has complex learning
difficulties or medical problems that might impact on the child’s learning.
Work sent by the pupil’s school will be given priority over work planned by
HOE staff but in order to offer as broad and enriched curriculum as possible
and involve all the pupils actively, HOE staff complement the pupil’s timetable
with it’s own active curriculum. This will include PSHE.

For outreach pupils, an initial set up meeting is always organised before
teaching starts so that the core or outreach teacher can form links with the
SENCO or other link teacher in the pupil’s school. It is expected that the
pupil’s school will support the pupil as much as possible in terms of setting
work, marking work and providing resources.

The hospital and outreach education staff are aware that initiatives from the
DfES are issued at intervals. Also the great increase in distance learning
materials that are becoming available. In light of this the PSHE Policy will
continue to be evaluated and updated at regular intervals.

Appendix 1: Key Stages 3 and 4 Scheme of Work

The AQA Unit Award Scheme will be used as the scheme of work for the
key stage 3 and 4 curriculum, and will be delivered through the 6
identified themes as outlined below:

Topic: Change/Living Things:
Unit 1: Action planning and self review
Unit 2: Drugs Education
Unit 6: Healthy Lifestyle

Topic: Communication/Movement
Unit 3: Sex and relationship education
Unit 5: Emotional well being
Unit 7: Making informed career choices

Topic: Our World/Water
Unit 4: Personal finance
Unit 8: Applying for jobs and courses
Unit 9: Relationships, behaviour and practice in the workplace

Each unit has a set of clearly defined outcomes which must be met before the
unit can be completed. This will form the basis of our assessment of pupil
progress at this level.

The aims of the entry level are to:
    Give students a background knowledge and understanding in relation
      to personal, social and health education
    Encourage students to apply their knowledge and understanding in
      making decisions
    Promote self-development, through encouraging students to be aware
      of their own strengths and areas for improvement and the choices and
      opportunities available to them
    Enhance student’s awareness of spiritual, moral, ethical, social,
      cultural, environmental and European issues as appropriate

The assessment objectives below relate to the qualification as a whole:
    Knowledge and understanding of PSHE which is required to enable
      students to develop confidence and responsibility, healthy lifestyles
      and effective relationships, as described in the non-statutory guidelines
      for PSHE at Key Stage 4
    Application of knowledge and understanding in different practical
      situations and in drawing conclusions and making choices with respect
      to health, relationships and career.

Appendix 2 – Key Stages 1 and 2 PSHE Scheme of Work

Units from the publication ‘I am, I know, I can (Tacade 2001) will be used for
key stages 1 and 2 to be delivered alongside the AQA Entry Level certificate
to allow pupils to be taught in mixed age and ability groups. The ‘Make it
Real’ game will be used for key stage 2 pupils where appropriate and
particularly in units ‘Making informed careers choices’ and ‘Applying for jobs
and courses’. In key stage 1, the ‘Job cards’ will be used alongside the topic
of ‘People who help us’.

Topic: Change/Living things
KS 1 - Unit 4 – One more step along the way
KS 1 - Unit 5 – Ready, steady, shoot
KS 2 - Unit 28 – I am what I am
KS 2 - Unit 29 – Face up to it
KS 1 - Unit 20 – Things that can harm us
KS 2 - Unit 47 – What’s a drug?
KS 1 - Unit 15 – Healthy or not?
KS 1 - Unit 16 – Keeping clean
KS 1 - Unit 17 – Coughs and sneezes …
KS 1 - Unit 18 – Growing older
KS 2 - Unit 44 – A picture of health
KS 2 - Unit 45 – Don’t spread it!
KS 2 - Unit 46 – Still changing

Topic: Communication/Movement
KS 2 - Unit 48 – Is it all risky?
KS 2 - Unit 49 – Do what you want to do!
KS 1- Unit 3 – Feeling good, feeling bad
KS 2 - Unit 30 – All change
KS 2 - Unit 57 – Help, I need somebody!
KS1 - Unit 8 – What to do?
KS 1 - Unit 10 – Give a little
Make it Real game
Job Cards
People who help us

Topic: Our World/Water
KS 1 - Unit 14 – The magic penny
KS 2 - Unit 32 – Save your money or spend?
KS2 - Unit 31 – People do different things
Make it real game
KS 1 - Unit 9 – Making connections
KS 1 - Unit 11 – Joining the beads
KS 2 - Unit 34 – Rule are rules are rules
KS 2 - Unit 35 – Please don’t do that!
KS 2 - Unit 37 – We’re different but we’re the same!
KS 1 & 2 - Lesson A – What do we want in this group?
KS 1 & 2 - Lesson C – Keeping safe at school


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