1 AGE APPROPRIATE PSHE/RSEPhilip Wells School Nurse lead
2 What are your expectations for this session?
3 What actually does age appropriate mean?The progression of behavioral norms largely agreed upon within a society or among sociological and psychological authorities to be appropriate to a child's development of social skills. These behaviors are divided into a number of development stages based upon the child's age. Lack of exposure to age appropriate activities and experiences is commonly thought to prevent a child from gaining the skills necessary for their current and thus their next stage of development.
4 Development stages wide variation in terms of what is considered "normal," caused by variation in genetic, cognitive, physical, family, cultural, nutritional, educational, and environmental factors. Many children reach some or most of these milestones at different times from the norm. Holistic development sees the child in the round, as a whole person - physically, emotionally, intellectually, socially, morally, culturally and spiritually. Each child develops in a unique way; however, using norms helps in understanding these general patterns of development while recognising the wide variation between individuals.
5 What do you see as the blocks or challenges to the delivery of age appropriate PSHE / RSE?
6 A statement in support of PSHE/RSEChildren are going to learn about sex, drugs, alcohol, smoking whether from their friends, the internet, or guiding adults. Isn’t it better the information they get is accurate and positive? Nor can we leave it up to parents alone. Of course parents can help inform and explain, but the children of those who are too embarrassed or uninterested to do so need educating too. This isn’t about encouraging children to have sex or robbing them of their innocence. It’s about inoculating them for the rest of their adult lives, offering them healthy relationship models and reducing the risk of sexual violence and abuse. And as a bonus, we get teenagers who are better at communicating and respecting each other. Win win.
7 Spiral curriculum Each year builds on the next year
8 Scaremongering There is already scaremongering about the content, with some suggesting that school sex education means that parents are seen as unfit to teach their children about the topic. Yet parents themselves want schools to help provide this education. This is an excellent, and long overdue, opportunity for parents, schools and young people to work together to improve young people's lives.” Dr Cicely Marston, Associate Professor in Social Science at the London School of Hygiene & Tropical Medicine, March 2017
9 Scaremongering Parents and commentators seem to be obsessed with 5 year olds being taught about sexually transmitted infections or sexuality issues Is it actually about the packaging? If it’s not relevant or too early its not taken in
10 PSHE is more than sex mental health positive relationshipsdrugs – including alcohol and tobacco healthy eating physical activity self-worth and aspiration equalities and inclusion
11 PSHE is more than sex It can play a significant role in addressing and supporting the school ethos and values and will contribute, in particular, to the OfSTED judgement on Personal development, behaviour and welfare, and the safeguarding statement
12 “It is difficult to see how safety and safeguarding can be good if PSHE education provision is poor.If pupils are kept ignorant of their human, physical and sexual rights; or how to protect themselves and others, or know where to go to for help, they are not being adequately safeguarded.” [Janet Palmer HMI, 2014]
13 VIEWING LIFE THROUGH A CHILD OR YOUNG PERSON’S LENSMany areas can be addressed successfully through well planned and thoughtful PSHE lessons Importance must be placed upon taking an empowering and normative approach Subject matter being addressed through a child or young person’s lens, rather than the adult lens that teachers, other professionals and parents often have.
14 “[W]hen a 7 year old asks why Uncle John and Uncle Max or Auntie Jane and Auntie Rosa live together we imagine they need to know the nature/nurture debates on sexual orientation rather than a simple answer such as 'because they love each other'.”
15 Female Genital Mutilation/Child Sexual Exploitation/RadicalisationIt is probably clear that none of these areas would be discussed directly with a class of Yr 3 pupils. However, good communication skills would be a focus of teaching: Negotiation skills, knowledge of appropriate touch/inappropriate touch, areas of the body that are private respect for the self the use of correct terminology for parts of the body how to ask for help.
16 The use of resources The NSPCC PANTS campaign and childline number would also be entirely appropriate ways of helping children to be aware of their bodies, personal space and development of self-respect, whilst safeguarding them from inappropriate and illegal practices.
17 Children and young people require knowledge on a range of topicsHowever, it is the, underpinning values, skills and attitudes that enable a person to live life make decisions and react positively and purposefully to a series of situations and circumstances that they will confront both now and in the future
18 The Delivery Effective teaching and learning in PSHE is similar to effective teaching and learning in other subjects PSHE requires teachers of the subject to be astutely aware of effective safeguarding practices PSHE ground rules how to deal with sensitive issues
19 Empowering approach PSHE should arm children and young people with the knowledge, skills and attributes which will enable them to: better understand their peers’ behaviour acknowledge bias in information helping them to develop reflective thinking Sense of self-worth and resolve
20 Past experience of school community resistance?
21 So what do parents really think?A surveys carried out by Mumsnet revealed: 98% were happy for their children to attend SRE lessons 92% think SRE should be a compulsory subject in secondary schools 69% think SRE should be a compulsory subject in primary schools 90% think there should be a statutory duty on all schools, including faith schools and academies, to deliver comprehensive SRE.
22 Sex and Relationship Education: :Views from teachers, parents and governors revealed 84% of parents thought SRE should be taught in both the school and the home 6% thought SRE should be taught only in schools only 7% thought SRE should be taught only at home. This partnership between schools and homes is also supported by school governors: 93% believed SRE should be taught in the school 91% believed SRE should be taught in the home.
23 Young Peoples ThoughtsThe Sex Education Forum’s ‘Young people’s survey on sex and relationships education’ reported that pupils valued SRE Critical about the quality of the provision they experienced. Roughly a third of the pupils felt their SRE provision was bad or very bad. This figure was higher in pupils attending faith schools (49%).
24 Does this surprise you? Is there anything from this evidence that you feel you can use in your own PSHE curriculum planning?
25 That’s all well and good…….but how does this help to deliver PSHE!A whole school policy States the schools position regarding the curriculum Gives everyone clarity on what is being delivered and their roles Written by the whole school community Links curriculum to schools ethos and core values
26 Who should be involved in your policy development?Governors Senior managers Parents Pupil input Wider community Professionals
27 Diversity and ExclusionDifferent cultures and faiths often hold views, perhaps strong views, about sexual behaviour. It is essential policies are sensitive to these views while ensuring that young people have access to the learning Schools are statutorily required to ensure their curriculum is ‘broad and balanced’, and an exploration of different faiths’ attitudes to sexual behaviour can provide all young people with a rich learning experience. Your school’s policy must reflect the needs of your pupils and must be sensitive to their cultural backgrounds and faiths.
28 What sensitivities are there to PSHE / RSE?What actions do you think you need to take to ensure your school’s approach to SRE is sensitive to the cultural backgrounds and faiths of your pupils? Who might you need to consult?
29 Maintained schools PSHE is unlike other areas of the taught curriculum. The governing body is responsible for this area of the curriculum. A teacher who teaches within the boundaries of their school’s policy is fully protected under law.
30 Academies While academies are not statutorily required to have an SRE policy A document that sets out clearly to the entire school community the school’s approach to SRE and that this approach is fully endorsed by the academy’s governing body
31 Before you begin Before starting to draft your policy it is worth spending a little time considering a few key questions: What values will underpin your school’s policy? What will be the aims and outcomes of your provision? What does ‘promoting family life’ mean in the context of your school?
32 Core values How would these values translate into your school’s approach to sex and relationships education? How would they shape what learning is provided? How would they shape how that learning is offered (for example, curriculum access for children with additional needs)?
33 A possible format DEFINITION – What is PSHE (PERSONAL, SOCIAL, HEALTH, ECONOMIC) Education?
34 The aims and objectives of PSHE education in the curriculumA statement giving the schools aim and purpose for the PSHE curriculum in your school
35 Objectives/Pupil Learning Outcomesprogramme will support the development of the skills, attitudes, values and patterns of behaviour, which enable pupils to: Have a sense of purpose Develop the ability to reflect upon situations and circumstances Assess risk and possible consequences Value and respect themselves and others Form and maintain positive healthy relationships Make and act on informed decisions Communicate effectively Apply a restorative approach to conflict resolution Work with others effectively Respond positively to challenge and appropriately manage feelings of anxiety Be an active partner in their own learning Be active citizens within the local community individuals
36 The organisation of PSHE in the schoolWhat time in the school year Who is delivering the sessions How questions are responded too Considerations for restrictions on content
37 Content of the curriculumSchemes of work Which subjects in which year Brief outline of content of sessions Resources being used
38 Parent/carer involvementparent/carer curriculum subject events parent/carer evenings involvement in policy development involvement in curriculum development information leaflets/displays the school website homework activities the school newsletter career days and activities
39 The use of external contributorsschool nurses community police fire officers local experts parents local and/or national charities PSHE based production groups citizenship programme
40 How lessons will be structured/learning strategiesthe effective use of PSHE Ground Rules/PSHE Class Charter the development of a trusting relationship between the teacher and the pupils enabling the consideration of sensitive issues to take place collaborative work opportunities for reflection challenge within a safe environment respect for each genuinely made contribution negotiation accommodating new information and skills building on current experience and using first-hand learning to achieve positive ends.
41 Monitoring, Evaluation, Assessment, Recording And ReportingHow the delivery of PSHE will be monitored e.g. observation, planning, work sampling, and discussions with teaching staff and pupils to ensure consistent and coherent provision. monitor provision and identify strengths and areas for development EVALUATION: pupil and teacher evaluation of the content, activities and learning processes staff meetings to review and share experience Assessment, Recording and Reporting What is to be assessed, recorded or reported on each child
42 Links with other school policiesRelationships and Sex Education Policy Drug Education Policy Teaching and Learning Policy Assessment Policy Equal Opportunities/Single Equality Scheme Safeguarding and Child Protection Policy Child Sexual Exploitation Policy Anti-bullying Policy Behaviour Policy Food Policy Physical Activity Policy Anti-radicalisation Policy/Statement E-safety Policy Medicines Policy
43 Training and Support or StaffTraining available Websites Resources
44 Public Health Approach Tailoring it to your schoolThe use of health survey Trends in local data, health information School Health profiles
45 Resources Local National Free Purchased
46 ANY QUESTIONS?