Menu
Home Page

Personal Development

Intent

At Old Clee Primary Academy (OCPA) we have planned a Personal, Social and Health Education (PSHE) curriculum alongside the Sex and Relationship Education (SRE), which links closely to the guidance from the PSHE association’s Programme of Study.  Our curriculum has been planned to meet the needs of our pupils specifically and has been formulated from what we know of our children, what the data collected and collated by Public Health England (Child and Maternal Health), North East Lincolnshire Authority tells us, and by taking account of the  views of  Senior Leadership Team, teachers and pastoral team.

What the data says:

  •  Children in North East Lincolnshire come from a high percentage of low income and separated families.
  • The area is amongst the 40% most deprived neighbourhoods in the countryOut of 153 regions identified by Public Health England (Child and Maternal Health), our percentage of ‘children in care’ is 9th highest.
  • The percentage of children killed or seriously injured on our roads make us 5th highest in England. 
  • Our high percentage of conception rates for under 18s show we have  an increasing number of teenage mothers which puts us in the top 20 highest in England.
  • Our percentage of mothers who smoke at the time of delivery are well above the national average placing us 2nd highest in England. Old Clee Primary Academy is an area where crimes and incidents of domestic abuse, drug, alcohol misuse and mental health problems are high.
  • There are high levels of anti-social behaviour, offending and re-offending.

This is why as a school, we have created a high quality yet informative PSHE and SRE curriculum to tackle these key problems that directly affect our children and the community and society that they live in – with the aim of embedding key life skills within our pupils such as self-value and self-worth, moral obligation, making positive choices and having high aspirations so that they become ‘SUPERB’ citizens – able to contribute positively to society

 

Why the SUPERB citizen?

As a school we asked staff what important qualities we want to ensure we develop in all our pupils when leaving us, in order that they may go on to play an active and successful role in society and have happy and fulfilled lives.  This is how our ‘SUPERB’ citizen approach was developed, as each of the letters embody a characteristic we want to consciously focus on and develop in our pupils across the whole school.

Self Aware citizen -  The focus here is learning about good health and how pupils can learn to stay healthy,  with an emphasis on self-help and how, exterior influences including drugs, alcohol and puberty can affect health (UKS2). Our pupils will also learn about sex and relationship education.

Unique citizen – The focus here is a celebration of everything that makes pupils unique but also highlights,  whilst positively affirming, the similarities between pupils and their friends, family and peers. This also includes developing an understanding of pupil’s own identity and what influences this.

Problem solving citizen – Due to the high incidence of children killed and injured on our roads and our close proximity to the coast, we have focused on road and water safety and how pupils can manage risks and help others (helping in an accident and emergency). Due to the use of social media in the 21st century, we as a school feel it is important to educate our pupils on keeping safe online     (this is in addition to internet safety week).

Empathetic citizen –This focus identifies what a good friend is and how pupils can be a good friend to others; how to reflect on own experiences, feelings and how to manage them and communicate with others. It also examines relationships with not only friends but family, romantic and online relationships.

Responsible citizen – this focuses on teaching the pupils about their communities and how we look after, not only the local community but the wider world; the jobs that people do and how socio-economic dynamics can affect our local community; how the choices we make with regard to spending and earning money can affect our community.

Benevolent citizen – this focuses on kindness, what it is and how we can be kind to everyone; that living in a diverse world, kindness is the glue that binds us together, even in adversity; how an act of kindness affects our mental health and recognising when others may need us to be kind to them.

 

Implementation

We spiralise our Personal Development/ PSHE skill by teaching 2 half terms each of Health and Wellbeing, Relationships and Living in the Wider World, which is split over the year.

PSHE is taught on a weekly basis for 30 minutes, however the ethos of the school means that our PSHE, Spiritual, Moral, Social and Cultural (SMSC) and Personal Development skills and attributes, underpin everything that takes place within and across the academy.

Our plans show clear progression across the year groups, with knowledge matrices that assist teachers with lesson content, links with PSHE, SRE and SMSC programmes of study. Lessons will take a similar format as follows:

Baseline assessment activity - What do we already think/know?

Input of new learning / ideas through a variety of learning activities.

End point assessment activity – what do we know/think now?

Teachers will evidence the baseline, new learning and end point assessment in a variety of ways, but the focus on reflection of what has been learned or discussed during the lesson is paramount.

The lessons take this format to ensure that teachers can concentrate on content and resources. A broad range of examples and suggested resources are provided for their use through the knowledge matrices.

Overarching concepts developed through the Programme of Study

 

1. Identity (their personal qualities, attitudes, skills, attributes and achievements and what influences these; understanding and maintaining boundaries around their personal privacy, including online)

2. Relationships (including different types and in different settings, including online)

3. A healthy (including physically, emotionally and socially), balanced lifestyle (including within relationships, work-life, exercise and rest, spending and saving and lifestyle choices)

4. Risk (identification, assessment and how to manage risk, rather than simply the avoidance of risk for self and others) and safety (including behaviour and strategies to employ in different settings, including online in an increasingly connected world

5. Diversity and equality (in all its forms, with due regard to the protected characteristics set out in the Equality Act 2010)

6. Rights (including the notion of universal human rights), responsibilities (including fairness and justice) and consent (in different contexts)

7. Change (as something to be managed) and resilience (the skills, strategies and ‘inner resources’ we can draw on when faced with challenging change or circumstance)

8. Power (how it is used and encountered in a variety of contexts including online; how it manifests through behaviours including bullying, persuasion, coercion and how it can be challenged or managed through negotiation and ‘win-win’ outcomes)

9. Career (including enterprise, employability and economic understanding)

 

Impact

The lesson structure assesses children’s prior knowledge and attitudes. The lessons continue with activities that show clear progression throughout. Our children will their progress sense through reflective self-assessment: Examples

  • an increase in knowledge (Before I only knew …, now I also know …)

• an increase in understanding (I always knew … but now I can see how it connects to … and now I can see how I could use this in my life)

• a change or reconfirmation of a belief (I used to feel … but I now feel …)

• a richer vocabulary (Before I would have said ... but now I can say …)

• increased competence in skills (Before I didn’t know how to … but now I know how to …)

• new strategies acquired (Before I wouldn’t have known how to … but now I know new/more effective ways to …)

• an increased confidence (Before I could/would say and do … but now I feel I am able to say and do …)

• changed and challenged assumptions (Before I thought that … but now I realise that was just a myth or a stereotype)

 

We will also include our parents in the assessment activities ‘POP tasks’ by sending home a termly key question for each year group. These will be completed with their children, encouraging them to discuss and investigate their thoughts and approaches, enabling their children to be successful role models and a SUPERB citizen.

Top