Personal Development Learning (PDL), Inclusive of Personal, Social, Health and Economic (PSHEE) and Citizenship Policy

Legal Status:

Complies with Part 2, paragraph 5, of the Education (Independent School Standards) (England) Regulations 2010.

Applies to:

• Whole College staff, pupils, parents/carers, proprietors and partner agencies working within the college, both on site and on educational visits organised by the college.

 

Personal Development Learning provides the pupils with the skills, confidence and ability to make the right choices and encourages them to stay safe and healthy by taking part in:

• extra-curricular activities;
• sex and relationships education;
• drug and alcohol education;
• safety education, including personal safety and rick awareness;
• careers and financial education.

To be read with:

• Spiritual Moral Social and Cultural Policy
• Personal Social Health and Economic Education
• Citizenship Programme
• Sex and Relationship (SRE) Policy
• Child Protection Policy
• Anti-Bullying Policy
• Equality and Diversity Policy
• Inclusion Policy
• Special Educational Needs Policy

Aims:

These are to:

• clarify staff accountability in a range of situations;
• ensure the safeguarding of pupils, staff and visitors in the college;
• ensure consistency of practice amongst staff and visitors;
• ensure that the college is in line with legal requirements regarding drugs education, SRE, confidentiality and drug misuse;
• to provide guidance in writing schemes of work and developing classroom practice in line with National Policies.

Available from:

• College Office and website

Monitoring and Review:

• To be continuously monitored and reviewed by no later than two years from the date shown below.

Signed: Date:July 14th 2011

Proprietor and Principal

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Personal, social, health and economic education (PHSEE) and citizenship policy

Rationale

PSHEE is the planned delivery of those aims which supports pupils’ personal well-being and economic well-being and financial capability. Personal well-being helps young people embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities, pupils recognise and manage risk, take increasing responsibility for themselves, their choices and behaviours and make positive contributions to their families, the college and communities. Education for economic well-being and financial capability aims to equip pupils with the knowledge, skills and attributes to make the most of changing opportunities in learning and work. Through their learning and experiences inside and outside college, pupils begin to understand the nature of the world of work, the diversity and function of business and its contribution to national prosperity. They develop as questioning and informed consumers and learn to manage their money and finances effectively.

The Albion College community believes that encouraging its members to adopt healthy and socially responsible lifestyles should be integral to the ethos and curriculum of our college and is a vital part of preparing its pupils to lead independent lives. We will provide pupils with accurate information about health and related matters (e.g. sex education, drugs awareness) and work with them to explore the values, attitudes and behaviours that influence decision making and lifestyles which affect health, well-being and social relations. The Citizenship programme throughout the college will promote awareness of and concern for the rights, duties and obligations of members of a democratic, tolerant and pluralistic society.

Parents/Guardians have an important role to play in their pupil’s personal, social, health and citizenship education and we welcome comments, suggestions and contributions from this source. Parents/Guardians have the right to withdraw their child) from all or part of the sex education element PSHEE.

The values underpinning the delivery of PSHE and Citizenship at Albion College places great emphasis upon respect for the individual’ tolerance of the faith/ beliefs and opinions of others, and stressing the importance of the free will, rights, duties and obligations of the individual in society. The views and values of all faith traditions, and those of no faith, will be respected – the only qualification being that this should be reciprocal.

Confidentiality

In general, within the context of PSHE, pupils express opinions, seek information and ask advice in the knowledge that such matters will be deemed confidential. We aim to promote a climate of mutual trust in which pupils will feel secure in raising for discussion sensitive issues and concerns. There may, however, be some cases (e.g. of individual risk, or where matters are specified in law by, for example, The Children Act) when confidentiality cannot be guaranteed.

Aims

Pupils should be:

• provided with information appropriate to their age/ maturity on key matters pertaining to their physical, mental and social development;
• made aware of and encouraged to consider health and personal issues related to sexual behaviour, drug use (including alcohol and tobacco), diet, personal hygiene and other aspects of lifestyle;
• encouraged to consider personal relationships (ie social, familial and, when appropriate, sexual) and the rights, responsibilities and obligations inherent in these;
• encouraged to consider lifestyle choices and their implications;
• informed about such matters as human reproduction, sexual behaviour, contraception and STDs;
• equipped with the skills and knowledge to enable them to make informed choices about matters pertaining to their own health and well-being;
• encouraged to consider their roles, obligations and responsibilities in society.

Objectives

We will promote the following:

• The development of pupils’ self-esteem.
• Pupils’ awareness of themselves and others.
• Pupils’ spiritual, moral and cultural awareness.
• A reflective, realistic and responsible attitude towards personal, social, health and citizenship issues.
• Pupils’ abilities to make reasoned judgements and choices about lifestyles based on knowledge, understanding and self-awareness.
• An awareness of the importance of taking responsibility for personal health and lifestyle choices.

Procedures for Personal Social Health and Economic Education (PSHEE) and Citizenship

• The scheme of work is based on both nationally and locally produced guidelines and takes into account issues which are particularly relevant to the college population.
• A range of teaching and learning strategies are incorporated to meet the different needs of the learners.
• In addition to the college tutors, sessions are also delivered by outside agencies and include sexual health education, drug education, bullying awareness education and emotional welfare and financial capability
• The college peer support scheme offers training to all pupils and, in turn, the pupils themselves deliver training to other pupils.
• Some aspects of PSHEE are dealt with in other subject areas, such as English and Humanities.
• SEAL is an integral part of the learning within the PSHEE schemes of work.

Citizenship Education

Rationale

Education for citizenship equips young people with the knowledge, skills and understanding to play an effective role in public life. Citizenship encourages them to take an interest in topical and controversial issues and to engage in discussion and debate. Pupils learn about their rights, responsibilities, duties and freedoms and about laws, justice and democracy. They learn to take part in decision-making and different forms of action. They play an active role in the life of the college, neighbourhoods, communities and wider society as active and global citizens.

Citizenship encourages respect for different national, religious and ethnic identities. It equips pupils to engage critically with and explore diverse ideas, beliefs, cultures and identities and the values we share as citizens in the UK. Pupils begin to understand how society has changes and is changing in the UK, Europe and the wider world. Citizenship addresses issues relating to social justice, human rights, community cohesion and global interdependence and encourages pupils to challenge injustice, inequalities and discrimination. It helps young people to develop their critical skills; consider a wide range of political, social, ethical and moral problems and explore opinions and ideas other than their own. They evaluate information, make informed judgements and reflect on the consequences of their actions now and in the future. They learn to argue a case on behalf of others as well as themselves and speak out on issues of concern. Citizenship equips pupils with the knowledge and skills needed for effective democratic participation. It helps pupils to become informed, critical, active citizens who have the confidence and conviction to work collaboratively, take action and try to make a difference in their communities and the wider world.

Citizenship education at Albion College strives to strengthen a positive ethos, code of conduct and the individual’s role as an effective member of the community. The college recognises this in terms of its contribution towards the social and personal development as a whole but also in encouraging pupils to become active in their community (and providing opportunities to do so). The curriculum is developed so that they can learn about and reflect on their rights and responsibilities, using skills of critical thinking, discussion and decision-making in a reasoned and constructive way.

Procedures for Citizenship Education

All who are involved with Albion College are made aware of the importance of Citizenship as it is reflected in ethos and practice. Opportunities are identified and developed to include issues and topics related to Citizenship throughout the curriculum. This is monitored and supported by the Director of Studies. A range of teaching and learning strategies are incorporated to meet the different needs of the learners. Opportunities are given within the college to enable pupils to recognise their role as active citizens and practise their contributions. Responsibilities are given to pupils. Opportunities are provided for pupils to become actively involved in local and national events, such as United Kingdom Youth Parliament (UKYP) elections and democracy days. Assemblies of young people of statutory school age are used to highlight global, national and local issues and the pupils are encouraged to respond in practical ways. Pupils’ contributions as active citizens in all areas of the community are valued and recognised as part of the College records, profiles and references. The College Council allows pupils to become involved in the process of democratic elections and provide a platform for ‘student voice’

Involvement of Outside Agencies

Albion College endeavours to use a range of expertise available from the health services and from health professional to assist in the delivery and planning of this programme. Outside agencies working in partnership with the college will be required to work within the remit of this policy. Suring discussions regarding their involvement, the visitors should:

• be clear about relevant legislation;
• know and understand the college policy;
• work within the explicit programme;
• support the methodology and approached identified;
• uses only materials and resources specified;
• show sensitivity in responding to pupils’ questions;
• be aware of any particularly sensitive issues and the needs of pupils within the group;
• understand and work within the Safeguarding - Child Protection Procedures;
• recognise the constraints of working within the college setting.

Such discussions will take place between the visitor and the Principal. The visitor will be invited to take part in any planning meetings that develop the programme. Such liaison is essential if the visitor is to be involved in the delivery of the programme.

Where partnerships are established and effective, the visitor can expect to have a clear understanding of:

• implications of relevant legislation;
• college policy and expectations;
• boundaries within which they will work;
• need to comply with the same legal requirements as teachers when working on college premises;
• content of their specific contribution and how this fits into the overall programme;
• materials and resources used;
• role of the teacher.

All class based activities, as part of the PSHEE and Citizenship programme include the presence of the class teacher. The visitor will need to be aware that working with children, without the presence of a teacher, requires undergoing a police check (enhanced CRB).

A formal agreement called a Service Level Agreement will be drawn up each time a new visitor is involved in the college programme.

Substance Use and Misuse Policy (Drug Awareness and Alcohol Education)

Rationale

This document should be read in conjunction with the School’s Personal, Social, Health and Sex Education Policy. In this document, the word ‘substance’ is used to represent alcohol, drugs or solvents which may be used for their physiological or psychological effect. The word ‘drugs’ does not refer to pharmaceutical products which may be legitimately obtained from doctors or pharmacists by prescription or by purchase although the inappropriate use of prescription or proprietary drugs or the use of another individual’s prescription drugs would constitute a concern under the terms of this policy.

Policy

The Proprietors and Staff of the College are opposed to the misuse of substances and to the illegal use and supply of such substances by members of the College. Proprietors and Staff are committed to the health and safety of all members of the College community and will take appropriate action to secure their well-being. The College is committed to the prevention of substance misuse through education as well as when necessary, by punitive action.

Albion College condones neither the misuse of drugs and alcohol by members of the college, nor the illegal supply of these substances. The college is committed to the health and safety of its members and will take action to safeguard their well-being. The college believes it has a duty to inform and educate young people on the consequences of drug abuse and misuse, believing that health education is a vital part of the personal development of young people in the college. Fundamental to the college values and practice is the principle of sharing responsibility for the education of young people with their parents, be keeping them informs and involved. Effective communication and cooperation is essential to then successful implementation of this policy.

Procedures for Drug Awareness Education

The College’s Personal, Social, Health and Sex Education Programme will be used to inform and educate pupils about the consequences of substance use and misuse. It is necessary for all teachers to be vigilant concerning substance misuse. Effective communication and co-operation with parents are essential to the successful implementation of this policy.

• Drug education sessions are delivered to all pupils, involving outside agencies, so that specific and specialist knowledge and understanding can be delivered and accurate information about substances can be delivered.
• Pupils are encouraged to make healthy, informed choices by increased knowledge, challenging attitudes and developing and practising skills.
• Drugs education forms part of the PSHEE schemes of work - understanding about the implications and possible consequences of use to misuse is dealt with, as is the wider understanding about related health and social issues such as sex and sexuality, crime, HIV and Aids.
• Pupils are encouraged to identify sources of appropriate personal support.
• Peer support training will recognise the need for support in the issues related to drugs use and misuse.

Careers Education, Information Advice and Guidance

Rationale

Careers education and guidance gives pupils the skills, knowledge and understanding to manage their own lifelong learning and career development, enabling them to appreciate the relevance of their achievements to life and society outside college, including leisure, community engagement and employment.

Procedures for Careers Education, Information Advice and Guidance

Careers education is taught partly through PSHEE lessons under the heading ‘Economic Wellbeing and Financial Capability’. A variety of opportunities are provided in whole day blocks which are delivered as appropriate to each year group. Tutor work provides opportunities for individual action planning and requesting careers interviews. Careers guidance is covered in one to one meetings to help individuals make career choices based on their unique abilities. Pupils are helped to make informed decisions and develop, test and implement an action plan for their future.

Work Related Learning

Rationale

Work related learning is an increasingly significant part of the 14 to 18 curriculum. All young people need work related learning as an essential part of full preparation for an adult life in which they will contribute to the country’s economic well-being. Young people are increasingly concerned with the role of education in occupational success. They want to see the relevance of education to their future lives and they want assurance that what they are learning is developing their employability. Learning about work and enterprise is only one aspect of work related learning. Some basic economic understanding is essential for all citizens. All young people need to understand how the economy functions including the role of business and financial services.

Many of the skills valuable for both higher education and future employment can be developed through work related activities. Work experience and enterprise schemes with their focus on social and personal skills, offer opportunities to stretch the most able pupils. The statutory requirement is to make provision for all pupils at Key Stage 4 to learn through work, learn about work and learn for work. Direct experience of the world of work should be at the heart of work related provision.

Procedures for Work Related Provision

Pupils take part in year group and mixed year group PSHEE themed enterprise days. The business and enterprise theme is embedded in all subjects across the curriculum and pupils are encouraged to form their own business within the college with business. Pupils actively participate in local community projects. Working in partnership they help to raise funds, build relationships and raise the profile of organisations, charities and societies within the community. Enterprise activities arise through vocational contexts in subjects. Opportunities are provided for pupils to develop knowledge and understanding of work and enterprise through vocational courses and careers education. Skills for enterprise and employability are developed through problem solving activities, work situations and mock interviews.

Assessment, Monitoring, Evaluation and Review

There is some formal assessment carried out during Key Stage 3 Citizenship lessons. This work is assessed using level descriptors. There is no formal assessment of either Citizenship or PSHEE at the end of Key Stage 4. Drugs and Sex and Relationships Education (SRE) sessions are evaluated by pupils using feedback sheets. This form of evaluation is used for all outside speakers, special events and educational visits. The evaluations are analysed by the Principal and used to improve Personal Development Learning (PDL), which is the term used to embrace PSHEE, Citizenship, SRE and Drugs Awareness Education. A review of the PDL programme will take place during the summer term with both staff and pupils being involved. Outside agencies and parents views will also be taken into consideration. This review will be used to revise the planned programme where necessary.

 

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