Aims and Objectives by Egl80C

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									                       King's Park Primary




         Personal and Social Development Policy
Contents:

Section                                          Page

1.0       Rationale                                 2

2.0       Aims                                      3

3.0       Content                                   3-4

4.0       Teaching and Learning                     5-6

5.0       Planning                                  6

6.0       Assessment                                7

7.0       Recording                                 7

8.0       Reporting.                                8

9.0       Resources                                 8

10.0      Partnership with parents                  8

11.0      Links with local schools                  8-9

12.0      Links with the local community            9

Appendices:

1.    Some key whole school strategies for Personal and Social Development
2.    Listing of cross-curricular themes in place at relevant school stages
3.    Special Focus - core materials to support stage/class progression
4     Overview of potential skills development 5-14
5     Resources




                                     1
                        King's Park Primary




          Personal and Social Development Policy


1.0   Rationale

1.1   National Guidelines on Personal and Social Development were issued to all
      local authorities in June 1993 by the Scottish Office Education Department.
      These guidelines form part of the Curriculum and Assessment Programme for
      pupils aged 5-14. They have been adopted by Midlothian Council as the basis
      of the teaching of Personal and Social Development in primary and secondary
      schools from P1 to S2.


1.2   The national guidelines are essential to the understanding of the structure of
      pupil development within Personal and Social Education. The framework for
      learning within PSD encompasses three approaches whole school, cross-
      curricular and special focus.


1.3   Two outcomes and four learning contexts are identified in PSD, in terms of
      knowledge and understanding, skills and attitudes:

         Personal Development - concerned with self awareness and self esteem

         Social Development       - inter-personal relationships and independence
                                     and inter-dependence


1.4   Each teacher has his / her own copy of the guidelines and should be familiar
      with its content. Nevertheless the guidelines lack the detail necessary to
      provide a comprehensive approach to curriculum delivery and it was agreed to
      put in place a Personal and Social Development policy for King's Park
      Primary School in session 2001 / 2002.




                                        2
2.0       Aims


2.1       There is no reference to attainment targets A- F in the National Guidelines or
          in this policy because of the complex nature of pupils’ personal and social
          development. The National Document emphasises this point as follows:

          ‘Personal rates of development are not, and cannot be, standardised. Indeed,
          they are often subject to regression’

          Within the three approaches identified above we aim to provide coherent and
          progressive experiences for the pupil, helping them to
          :
         Have an appropriately positive regard for self, and for others and their needs.

       Develop life skills to enable them to participate effectively and safely in
          society.

         Identify, review and evaluate the they and society hold and recognise these
          affect thoughts and actions;

       Take increasing responsibility for their own lives.



3.0       Content – Approaches and programmes

4.1       The three approaches to personal and social development:

          a) Whole School
          Personal and Social development permeates all aspects of life in King’s Park
          and it is recognised that an effective programme should demonstrate a warm
          caring and supportive school ethos encouraging:

                good relationships between staff and pupils

                pupils to value their achievements

                pupils to be independent and responsible

                pupils to be considerate and positive in their relationships with others

                the views of the whole school community to be recognised and valued

          See appendix 1 for key strategies in our school helping us to achieve the
          above:



                                              3
b) Cross-Curricular

Each area of the curriculum has a contribution to make to personal and social
development, emphasising that PSD permeates the curriculum. Links are
shown through the development of self-confidence in drama and in the
personal search element of religious and moral education. In art and design,
music and physical education pupils are encouraged to appreciate and
evaluate their performance and respect the skills and achievements of others.
There are particularly recognisable links in key environmental themes in our
school such as Myself or People who help us and in health education,
through sex and drugs education. However effective curriculum planning is
essential in provide cohesive and progressive thematic development and
appendix 2 details key cross-curricular themes and the relevant school stages.

c) Special Focus

The special focus approach is particularly associate with the development of
life skills though addressing issues which pupils have identified and raised as
being important to them or which teachers or others have identified as being
important for the pupils. Special focus can be at whole school stage or class
level.

Whole School:

Special focus at a whole school level most closely relates to:
 Personal safety
 Child protection
 health education
and may be a result of agreement for a whole school emphasis on a key issue
over a specific period of time eg playground behaviour / bullying / community
safety. However our residential experiences at P6 and P7 stages also provide
effective contexts, though activities emphasising team building and problem
solving. Senior pupils in King’s park are given roles as monitors to encourage
them to show responsibility and initiative. Study support programmes offer
varied opportunities for personal and social development, by encouraging
pupils to explore and develop individual talents and compete in team games.

Stage and class:

In Kings’ Park the programme ‘Feeling Yes, Feeling No, targeted at P6 stage
provides a special focus as does the transition programme for P1 intake and
Primary 7 stages. There is also a programme each Christmas for pupils to
perform within the community. Good News Assemblies P4-7 stage and
leading class or stage assemblies provide strong context for special focus, as
does supporting younger pupils in for example ‘book week.’ Individual pupils
may also be given specific responsibilities and targets to involve them in
improving their behaviour or effort.
In conjunction with the above, our school has introduced the strategies and
principles of circletime. Please refer to appendix 3 for resources to support
progression.


                                   4
4.0   Teaching and Learning

4.1   King's Park Learning and Teaching Policy section 4: Teaching and Learning
      Methods and Approaches provides guidance on the organisation of learning
      and teaching. Use of a variety of teaching styles should give all pupils
      opportunities for satisfaction and success and should develop understanding
      and appreciation as well as specific skills.

4.2   Learning and Teaching in personal and social development lies within two
      outcomes. Each outcome is concerned with two learning contexts:

         Personal Development - concerned with self awareness and self esteem
         Social Development   - inter-personal relationships and independence
                                 and inter-dependence

4.3   Personal Development

      Self awareness: is promoted through:

         regular and constructive feedback to pupils on their work.
         encouragement to pupils to be aware of their own views and feelings and
          how to express and manage these.

      Self esteem: is promoted through:

         circle time contexts to recognise pupil self worth and the value of others.
         use of praise, awards and reward for behaviour and achievement.

4.4   Social Education

      Inter-personal relationships: This context is promoted in our school
      through:
       whole school emphasis on positive behaviour
       school golden rules / class rules / behaviour codes for playground / dining
          hall / stairs and corridors
       golden time /use of sanction and rewards
       anti bullying policy
      Independence and inter-dependence

      Independence: is promoted through:
       classroom practices encouraging independence
       extended homework tasks as pupils move through the school eg personal
         projects / investigative work including use of internet

      Inter-dependence: is promoted through
       Co-operative tasks eg conferencing / problem solving / expressive arts
         contexts / sports and team games / monitoring of younger classes by senior
         pupils



                                          5
4.5   Progression in Learning

      Although it is recognised, as stated at the beginning of this document,
      ‘Personal rates of development are not, and cannot be, standardised’ there are
      general characteristics within each of the four learning contexts of personal
      and social development which may be attained or occur at certain stages of a
      pupil’s life between the ages of 5 and 14. These should not be taken as strictly
      sequential but can form the basis of identifiable patterns of progress.
      These are displayed as appendix 4.


      Time Allocations - The document The Structure and Balance of the
      Curriculum published: 2000, identifies a minimum time element of 15% for
      Religious and Moral Education with PSD and Health Education, together with
      a flexibility factor. It is also noted that at different stages and for different
      purposes, different allocations of time will be appropriate. It is advised that
      balance, is not necessarily achieved on a week by week basis.(15% -
      equivalent to 3 hours 45 minutes per week) In primary schools teachers and
      promoted staff should review periodically the balance that has been achieved.
      Teachers should maintain an overall balance over a whole session.


5.0   Planning

5.1   Effective, integral planning and assessment procedures are seen as essential in
      order to meet pupil needs and to ensure continuity and progression in the
      Personal ands Social Development Policy.

5.2   King's Park Primary School Teaching and Learning Policy indicates the whole
      school approach to forward planning. Teaching and Learning Policy section 8
      - Forward Planning.

5.3   In order to determine an effective planning format, the following points should
      be considered.

        There would be advantage to having consistency with the format used for
         other curricular areas.
        Planning sheets should also include opportunity to identify assessment
         strategies and record pupil information

      The HMI report Educating the Whole Child published in 2000 includes the
      following evaluation of schools’ planning:
      ’ In general, teachers’ plans were not specific enough about what they wanted
      pupils to learn …… clear specification of learning outcomes make it easier to
      assess pupil progress and evaluate the success of a particular unit of work’.
      The report goes on to recommend (section 3.1 learning and teaching) that
      Planning and assessment in PSD in health themes should be concerned with
      knowledge and understanding which pupils will gain. In other aspects of the
      curriculum, focus will be on the skills illustrated in appendix 4.



                                          6
6.0   Assessment.

6.1   As with any other area of the curriculum, assessment forms an essential part of
      the teaching and learning processes.

6.2   In respect of those aspects of personal and social development linked to
      attitudes and values, assessment would normally be based on informal
      observation and knowledge of the pupil.

6.3   Structured assessment is applicable to knowledge and understanding and the
      development of skills. It is essential, as with RME to distinguish between
      what can be assessed and what should not be assessed. In PSD personal rates
      of development are not and cannot be standardised.

      What should not be assessed ?

              The worth of the individual should not be assessed
              Simple judgements should not be made about values and decisions that
               pupils appear to favour.

      What can be assessed ?

              Knowledge and understanding
              The development of personal and social skills

      Self assessment

      Self assessment should be developed from the earliest years through
      encouraging pupils to talk about and reflect on experiences and to learn to use
      their own judgement when considering:

      1.       What they have done
      2.       What the consequences were
      3.       How they felt about it
      4.       What they might do differently in future
      5.       How they might go about making changes


7.0 Recording
7.1   A key principle is to record only the unusual in respect of a pupil’s work or
      attitudes. It is not necessary to comment on those pupils working according to
      the expectations of the learning outcomes. Recording helps provides evidence
      of a pupil's progress or difficulties in developing knowledge, understanding
      and skills.




                                          7
8.0    Reporting
8.1    Pupil's progress in knowledge and understanding and personal and social
       development skills should be reported to parents both in written reports and
       during parental consultations. Parents should be informed if there is any
       substantial variance from expected progress.

8.2    Comments should be constructive. Comments on personal aspects should not
       contain moral judgement but should aim to help pupils develop a positive self-
       image by identifying strengths, with strategies included for any area for
       development identified.

8.3    Any concerns about a pupil's progress should be reported to the Depute Head
       or Assistant Head as appropriate.


9.0    Resources

9.1    The development of resources for whole school, cross-curricular and special
       focus approaches is on-going. See appendix 5 for a list of current resources.
       However in respect of the use of circle time as a special focus, it is recognised
       that progression required to be evidenced. The Jenny Mosely material, the
       Daniel’s Self Esteem packs provide useful ideas but necessarily evidence of
       progression. It was decided to adopt the Prim-Ed (P1-3) and Channel 4
       Programmes of Work as core resources to address the gaps.


10.0 Partnership with Parents

9.1    Parents are encouraged to partner the school in promoting good behaviour,
       school dress code and participate in a range of school activities. This includes
       leading small groups for Golden Time activities, participating in school
       events, assisting classes and supporting the PTA and School Board.

9.2    Communication with parents on personal and social development and values
       education is made through the school booklet, regular bulletins and
       newsletters and invitations to curricular evenings and workshops eg: Nursery
       parent and child day, Primary 1 transition, Personal Safety Programme at P6,
       Drugs’ Awareness at P7 and in advance of residentials at P6 and P7. One
       parent with a Management Consultancy has lead a whole-day Skills Workshop
       to assist pupils in the transition form Primary 7 to Secondary 1.


11.0 Links with local schools
11.1   King’s park has build close links with the Cluster schools, composed of six
       primaries, Saltersgate Special School and Dalkeith High School. Regular
       events are held to support achievement in sport, an annual Cluster P7
       residential is held and a joint Christmas celebration is organised. P7 transition


                                           8
       workshops have included maths problem solving sessions. Transition meetings
       to support individual pupils are held in the second term in P7, involving
       parents, high school staff, primary staff and educational psychologist. Pupils
       may also participate in the meeting.


12.0 Links with the local community

12.1   Such links bring considerable advantage to all concerned. Our musicians and
       choir play at local residential homes at Christmas. Councillors and our MSP
       met with senior pupils in the context of our establishing a school council and
       past members of the school community are to be interviewed from session
       2002/2003 as part of the preparations for the school centenary.




                                         9
Appendix 1

      Some whole school strategies that permeate school life in the
           promotion of Personal and Social Development.

   School Council - Policy Document attached

   Positive Discipline / Anti Bullying - Policy Document attached.

   Golden Rules and Golden Time

   Good News Assemblies

   Recognition of Achievement - eg Star Writers

   Principles contained in Circletime


                              *********************


Appendix 2




                      Current Core Themes At Key Stages


               P1-2           Keeping Myself Safe


               P6             Personal Safety Programme


               P7             P7- S1 Transition Programme




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                                       Central Resources 1
                                   Additional Circletime Resources

                  Self Esteem - It's Meaning and Value in Schools Sets A and B
                               Murray White        Daniels' Publishing
         This material was originally copied and distributed to all classes in session 1996/97.

Summary: An activity and discussion based series to promote and develop key areas of self-esteem.
These activities can be used as a response to class or school issues, or as part of a planned programme.

Set A Themes and contexts:                   Set B Themes and contexts

A Sense of Esteem                            The importance of self esteem in schools
Getting Started                              The teacher's role
The Special Day                              The whole school approach
Rounds                                       Circletime and the Curriculum
Discussions                                  Circletime, behaviour and collaboration
A sense of Security                          Circletime and the home/school partnership
A sense of Identity                          What the children think about circletime
A sense of Belonging                         Compliments and children
Circletimes to Promote Security              Stress in children
Circletimes to Promote Identity              A sense of purpose
Circletimes to Promote Belonging             A sense of competence
                                             Circletime activities to promote a sense of well-being
                                             Circletime activities to promote a sense of purpose
                                             Circletime activities to promote a sense of competence

                                    Turn Your School Around
                                        Jenny Mosely Pub: LDA

A circletime approach to the development of self esteem and positive behaviour in the primary
staffroom, classroom and playground.
Summary: The focus of the book is on developing whole school approaches. Section 4 provides
support for teachers in planning circletime sessions in class and includes pupil activities and
photocopiable material.

                                   Starting Circletimes Resource Kit
                         For creating positive behaviour and active citizenship
                                   Gilmore and Dymond Pub: Links

Summary: The contents comprise a ring file of laminated cards for use during and after circletime. The
teacher material comprises five sets of laminated A5 cards to reflect the progress of a circletime, with
between 10 and 20 activities in each of the following sections:
1. Starters
2. Listening/Affirmation
3. Sharing/Communication
4. Circle games for co-operation and fun
5. Closing circle activities
Pupil materials comprise feelings' cards, colours and animal cards, sentence starters, word pairs and
troubles' cards.

                              Poems for Circletime and Literacy Hour
                                   M Goldthorpe       Pub LDA

Summary: This book is contains a collection of poems composed by the author, which could be read as
prompts for Circletime discussions. The book also contains notes for teachers on how the poems may
be used.




                                                   11
                                       Central Resources 2
                                             Anti-Bullying

                                 Bully No More The Pupil Pack
                        Classroom Material to Overcome the Bullying Cycle

Summary: This pack is intended for pupils aged from 10 -13 and was targeted at these stages following
research that showed bullying reaches its peak at the ages of 9-14. The pack was developed to provide
support to teachers for direct work with pupils. It provides opportunity to facilitate and encourage
empathic, social behaviours between young people in a school environment.

The pack consists of 2 videos one of which lasts approximately 35 minutes and is separated into 7 short
sections, complemented by photocopiable worksheets and exercises for use in the classroom. It could
provide a series of 40 minute lessons each week over a term. The second video is a staff development
resource highlighting aspects of the work to be done with pupils.

The video / resource material is separated into the following sections:

1.   What is bullying?
2.   Who is involved?
3.   Role-swapping
4.   How do we feel?
5.   The rescuing - indifferent - punishing syndrome
6.   Assertiveness - breaking the bullying cycle
7.   Supporting people


                                     The Bully Free Classroom
                                   A Beanne   Pub: Free Spirit Pub

Summary:
This book is intended as a teacher resource, providing a collection of tips, strategies and activities
designed to address bullying issues. It is not a programme in itself but may supplement programmes of
work in class. It includes photocopiable material for pupil use.

Main Sections:
1. Creating a positive classroom
2. Helping Victims
3. Helping Bullies


                                  What do you know about - series
                                      Suggested stage: P6-P7
                           Pub:

Bullying Pupil books x 12
Summary:
Illustrated storyline approach - 8 themes in short sections including 'What's bullying?' 'Why do people
become bullies?' 'Why do some people get picked on more than others' 'Racist bullying.'
Intended to highlight issues and stimulate discussion.


                                        Coping With Bullying
                                     An information resource CD

     Produced by the Rotary Club and designed to give help and advice to those involved with
                                          bullying.

Summary: see overleaf




                                                   12
Summary: The target age is senior primary or early secondary. Secondary pupils have enacted role-
plays although the issues themselves are very relevant to upper primary. Andrew Mellor, who has
carried out much work in Scotland on bullying issues, was one of the helpers in the production

Technical Issues:

The CD requires a large degree of memory and this caused initial problems for instalment in our
classroom computers. However even a partial instalment provides a sufficient degree of access.
There is no visual image on screen showing how to exit the programme. However, pressing the right-
hand switch on the mouse acts as the exit.

Review of Content:

Sections containing general information:

Strengths
There is interesting background material on how other EU countries address anti-bullying issues and on
the cause and effect of bullying.
Weaknesses
The sections can be very wordy and the content of ' Attitudes about Bullying ' would appear written
primarily for older readers.

Activity Sections:

Strengths
There are several contexts suitable for small group discussion and opportunities for pupils to work
through situations unaided, with appropriate teacher preparation. Key questions shown in ' Find out
about Bullying ' can form a focus for discussion. There are good visual images in the vignettes within
the section ' What does bullying look like? ' Scripts are also included in text form. Secondary-age
pupils enact the scenes although nearly all the scenarios are age-appropriate to senior primary. Teacher
involvement would, I feel, be essential in dealing with the sensitive issues. The section wherein pupils
across the country wrote of their experiences of bullying is interesting, with some good primary
contexts.
Weaknesses
Although the producers consider the CD suitable for use by an individual pupil, it would require, I feel,
a more interactive element for this purpose.



                              *****************************




                                                   13
                                 Central Resources 3
                    Personal and Social Education /Health Education

                    SKILLS FOR THE PRIMARY SCHOOL CHILD Part 1
                The Advisory Council on Alcohol and Drug Education (TACADE)

Summary of resource:
A skills-based approach aimed at developing safety skills, taking account of the need for self esteem
and confidence to practise and use these skills. The material is intended as support material to use as


Material Contents:
Three files: Nursery -P3, P4-5 and P6-7, each containing lesson cards intended to promote group work
and a variety of classroom exercises and activities.

Nursery - Primary 3

Foundation Section:
Lesson Card 1              Building a caring classroom
LC 2                       Learning to cooperate and work as a group
LC 3                       Helping to make my school a safer and more caring school

Section 1: Me as a Special Person
LC 1                     The Uniqueness of me
LC 2                     Building self confidence
LC 3                     Growing and Changing
LC 4                     The People I Love (1)
                         My Family and Others
LC 5                     The People I Love (1)

Section 2: One of Many
LC 1                       Sameness and Difference
LC 2                       What is a friend ?
LC 3                       Getting on with others- Making breaking, Sustaining relationships
LC 4                       People who help me
LC 5                       Caring for others - people who need special help

Primary 4 - Primary 5

Section 3: Feelings and Emotions
LC 1                     Recognising and expressing feelings
LC 2                     Dealing with strong feelings
LC 3                     Solving conflicts peacefully
LC 4                     Other people have feelings too
LC 5                     Loss and Grieving

Section 4: Learning New Skills
LC 1                   Listening well
LC 2                   Communicating well
LC 3                   Learning to negotiate
LC 4                   Being assertive
LC 5                   It's OK to make mistakes

Section 5: Facing challenges
LC 1                     An introduction to critical thinking and Decision making
LC 2                     Taking Risks



                                                    14
LC 3                      Pressures and influences
LC 4                      Bring responsible
LC 5                      Supporting Each Other

Primary 6 and Primary 7

Section 6: Looking After Myself
LC 1                    Caring for my body
LC 2                    Things that worry of frighten me - Real or imaginary?
LC 3                    When is a secret not a secret?
LC 4                    Safe people, safe places, safe things
LC 5                    Keeping safe - my personal goals



                           Skills for the Primary School Child Part 2:
           Current Issues in Personal and Social Develop: Cross Curricular Elements

This material has been developed mainly for senior primary stages although the publishers note that
some sections could be adapted for junior or upper infant classes.
Section 1-2    Health Education
Section 3-6    Education for Citizenship Environmental Education Careers' Education and Guidance
               Economic and Industrial Understanding
Section 1: Health Education
LC 1                      Healthy eating
LC 2                      Exercise and rest
LC 3                      Keeping clean
LC 4                      The world of drugs -focus on medicine
LC 5                      Smoking and drinking alcohol

Section 2: Growing and Changing
LC 1                   Building relationships
LC 2                   Male or female What difference does it make?
LC 3                   Changes in puberty
LC 4                   More changes in puberty
LC 5                   A new life
LC 6                   HIV/AIDS - myths and misconceptions
LC 7                   HIV/AIDS 2

Section 3: Education for Citizenship
LC 1                     Bullying
LC 2                     Rules and regulations
LC 3                     A member of the community
LC 4                     Keeping safe in the community
LC 5                     The family

Section 4: Environmental Education
LC 1                   Beautiful places
LC 2                   Water
LC 3                   The weather
LC 4                   Waste and waste disposal
LC 5                   Building and Design

Section 5: Careers' Education and Guidance
LC 1                    A variety of roles
LC 2                    Transition
LC 3                    The world at work part 1
LC 4                    The world at work part 1
LC 5                    The world at work part 1




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Section 6: Economic and Industrial Understanding
LC 1                    Trading
LC 2                    Interdependence
LC 3                    Budgeting and decision-making
LC 4                    Technology and lifestyles
LC 5                    Public services

                                 ************************

                                      Values Education
                            Developing Self esteem and Citizenship
                                      Publisher: Prim Ed

   Two Separate Packs A and B comprising Teacher's Book and Photocopiable Resources aimed at
                          motivating self esteem and developing good citizenship Skills

                                       Pack A;5 -7 years
                                       Pack B: 7- 8years

Contexts:
 Courage and Convictions
 Use of time and Talents
 Freedom of Choice
 Frredom of speech, citizenship
 Generosity, Kindness and Helpfulness
 Honesty and Thankfulness
 Honour
 Justice and Respect
 Right to Be an Individual
 Right to Equal Opportunity, Economic Security


                                               .




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