“PSHE and Citizenship help to give pupils the knowledge, skills and understanding they need in order to lead confident, healthy, independent lives, and to become informed, active, responsible citizens.” (Curriculum 2000)
This policy is written in the context of: · PSHE and Citizenship non-statutory Framework which is taught alongside the National Curriculum · PSHE and Citizenship Initial Guidance at KS1/2 (QCA/00/579) This policy should be used in conjunction with the school’s policies for behaviour management, equal opportunities, bullying.
The aims are to enable the pupils to: 3.
Develop confidence, recognise their own worth, and be able to face challenges 4.
positively. Participate appropriately in decisions and events at any level from classroom, school, local community, and later national and international community; to be able to listen 5.
6.
to others, and to express their opinions and views clearly. Develop responsibility, recognising that their actions affect both themselves and other people, and be able to make informed decisions. Reflect on some of the issues which exist within communities of different sizes and 7.
8.
with different identities; to understand how decisions are made, and the need for rules. Develop a healthy lifestyle, being able to make informed choices about health and safety, and being aware of hazards. Develop good relationships, demonstrating respect and tolerance for other people with different traditions, beliefs and ways of life. These aims are interrelated, and cannot be taught in isolation. At St Nicholas School, these aims are met by: 1. Teaching PSHE and Citizenship through: a) Discrete curriculum provision ·
Circle time
, in which all the pupils opinions are heard and respected 
Conversation Time
in which current topics and issues are opened up for discussion,

consideration, and opinions, possible solutions and different viewpoints aired. b) Through other curriculum areas e.g. · Science, in which we learn about the need for food for activity and about the importance of an adequate and varied diet for health. · History, in which we learn to value the contributions made by people in the past c) Through particular special events and activities in the life of the school, e.g. · · · Our residential trip for Years 5 and 6 Individual or shared respoinsibility for a range of daily tasks Collegiate discussion of school life, problems or difficulties that arise and require an agreed solution. Drawing up of School Agreements, including where they be placed, and agreeing appropriate rewards and sanctions that children feel are relevant and · · · · purposeful. 2. These are underlined by the Governors aims for the school: “We seek to: · Develop the aptitudes, skills and knowledge which will help pupils to achieve their true potential through praise, encouragement and high expectations of work and behaviour. · Provide a broad and balanced curriculum with a sound grounding in the basic skills of numeracy and literacy, together with the independence and confidence to apply these skills. Foster lively, enquiring minds and enthusiasm for learning by treating children as individuals and building on their success · Make children feel valued and respected so they can be confident and secure; willing to seek their own solutions as part of their learning. Develop, through example and explanation, a sense of responsibility, self-discipline and respect - for one another, the school and the community. · Show the importance and pleasure of socialising and working collaboratively with sensitivity, consideration and humour. Encourage aesthetic and spiritual awareness in a Christian atmosphere. Allow children, staff, parents, governors and the community, to share in, and celebrate our achievements and take a pride in our school.” 3. We provide opportunities for the pupils to: · · · · · Meet and talk with a variety of people Work in a variety of groupings including pairs and small groups Explore feelings through role play Talk about their concerns and worries in a supportive, inclusive atmosphere Take real decisions in school life Entitlement Special Educational Needs: all pupils will take a full part in the PSHCE programme, subject to differentiation according to individual need, and in accordance with the school’s SEN

policy. Equal opportunities: PHSE and Citizenship has relevance for all pupils regardless of age, gender, ethnicity or ability. Assessment There is no requirement for an end of Key Stage Assessment at Key Stage 1/2 Recording Class teachers keep records of pupils progress, and will report on this to parents Date agreed: October 2012 Review date: October 2014