PDL and Healthy Schools
Network Meeting
Summer Term 2012
Access more information on:
www.hants.gov.uk/hpdw
(the website for everything PDL and
Healthy Schools)
MAKING SENSE OF PERSONAL DEVELOPMENT LEARNING
Extended schools
Extra curricular activities
Outdoor Education, eg:
Trailblazers
Citizenship and
Rights Respect
and Responsibility
Drugs education
incl. alcohol and
tobacco
PSHE-PW
Volunteering/
active
citizenship
e.g. peer
mentoring
Personal
Social Health
& economic
Education
(PSHE-PW)
Safety
Education
Study Support
PDL and Healthy Schools
Education for
sustainable
development
Physical
activity
Functional
skills:
• Communication
• Numeracy
• ICT
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Working together
Improving own
performance
Problem solving
Personal learning
and thinking skills:
Team worker
Self-manager
Independent enquirer
Reflective learner
Creative thinker
Effective participator
Social, Emotional
Aspects of Learning
SEAL PSHE PW
Work related learning
PSHE EW
Helping children and young people to:
• Be Healthy,
• Stay Safe,
• Enjoy and Achieve,
• Make a Positive Contribution
• Have Economic Well Being
Religious
education
Sex and
relationships
education (PSHE
PW)
Careers
education and
guidance
PSHE EW
Enterprise education
PSHE EW
Financial capability
PSHE EW
Individual learning
plans & e-profiles
E-Profile AND PORTFOLIO –
ASSESSMENT, RECORDING and ACTION
PLANNING
Programme
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Change4Life
Safety Education Material
Alcohol Trust
Schools Meals Project Update
Healthy Schools Update
OfSTED and SMSC
Lyme Disease- Enjoying the Outdoors Safely
The PDL/Healthy Schools Team
Julie Thompson
Health Practitioner
NHS Hampshire
Ileana Cahill
Health Practitioner
NHS Hampshire
Donna Smith
Teacher adviser
Fire Service
Glyn Wright
County Inspector/
Adviser PDL
Debbie Jones
School Meals
Project
Eleanor
Jakeman
Freelance PDLpeer mentoring
Sam Francis
AST PDL
Portway Junior School
Contact details
• Glyn Wright: glynis.wright@hants.gov.uk
• Admin support for PDL/Healthy Schools, Anne
McCarthy: anne.mccarthy@hants.gov.uk
Tel: 023 9244 1442
• Julie Thompson: julie.thompson@hampshire.nhs.uk
• Ileana Cahill: ileana.cahill@hampshire.nhs.uk
• Donna Smith: donna.smith@hantsfire.gov.uk
• Sam Francis: samfrancis.asthants@yahoo.co.uk
• Debbie Jones: djonesconsult@btinternet.com
• Eleanor Jakeman: eleanor.jakeman@gmail.com
2012 Legacy – Be Inspired 4
Life Resource
• A teaching and support pack has been
developed for 2012 Olympics
• Challenge booklet available from
samfrancis.asthants@yahoo.co.uk
• Over 80% of schools have the resource –
please let Sam know about any really good
events you have planned
• The BI4L resource can be downloaded at
www.hants.gov.uk/2012 - then click on
schools 2012
The PDL Newsletter
• Articles/lessons please – e-mail to
Glyn Wright –
glynis.wright@hants.gov.uk
and Sam Francis –
samfrancis.asthants@yahoo.co.uk
OfSTED Framework
• PSHE, RE and Citizenship to be inspected through
the lens of SMSC
• There will also be 60 subject inspections a year.
Inspections will comment on:
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–
–
–
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the achievement of pupils in the subject
the quality of teaching in the subject
the quality of the curriculum in the subject
the quality of leadership and management of the subject
the overall effectiveness of the subject.
Defining spiritual, moral, social and cultural
development
Spiritual development is shown by:
• beliefs, religious or otherwise, which inform their
perspective on life and their interest in and respect
for different people’s feelings and values
• sense of enjoyment and fascination in learning about
themselves, others and the world around them,
including the intangible
• use of imagination and creativity in their learning
• willingness to reflect on their experiences.
Moral development is shown by:
• ability to recognise the difference between
right and wrong and their readiness to apply
this understanding in their own lives
• understanding of the consequences of their
actions
• interest in investigating, and offering
reasoned views about, moral and ethical
issues.
Social development is shown by:
• Pupils’ social development is shown by their:
• use of a range of social skills in different contexts,
including working and socialising with pupils from
different religious, ethnic and socio-economic
backgrounds
• willingness to participate in a variety of social
settings, cooperating well with others and being able
to resolve conflicts effectively
• interest in, and understanding of, the way
communities and societies function at a variety of
levels.
Cultural development is shown by:
• understanding and appreciation of the wide range of
cultural influences that have shaped their own
heritage
• willingness to participate in, and respond to, for
example, artistic, musical, sporting, mathematical,
technological, scientific and cultural opportunities
• interest in exploring, understanding of, and respect
for cultural diversity and the extent to which they
understand, accept, respect and celebrate diversity,
as shown by their attitudes towards different
religious, ethnic and socio-economic groups in the
local, national and global communities.
The curriculum and pupils’ spiritual,
moral, social and cultural development
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•
•
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Inspectors should gather evidence of the impact of the curriculum on
developing aspects of the pupils’ spiritual, moral, social and cultural
(SMSC) development. This may be through:
lesson observations where subjects promote aspects of SMSC
provision; RE, art and music are obvious examples but discussion with
pupils and staff will provide an important insight as to how SMSC is
planned as part of the curriculum in other subjects
observation of other activities that indicate the extent to which there is a
coherent approach to promoting SMSC set out by the school and
implemented through activities such as tutorials, citizenship
programmes and discussions with pupils about their work
evaluation of opportunities created by the school for pupils to take part
in a range of artistic, cultural, sporting, dramatic, musical,
mathematical, scientific, technological and, where appropriate,
international events and activities that promote aspects of pupils’
SMSC development.
SMSC course
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Monday 9 July 2012
1.00 – 4.00 pm
Botley
This half-day course aims to introduce and
develop understanding of the new requirements
for SMSC provision in the OfSTED Framework
2012.
• Contact: HTLC on Tel: 01962 718600, quoting
course code: RE047A, or online by visiting the
HTLC website:
ACPO drug guidance
Schools should:
• Develop a drugs policy which sets out their role in relation to all
drug matters – this includes the content and organisation of drug
education, and the management of drugs and medicines within
school boundaries and on school trips
• Have a designated, senior member of staff with responsibility for
the drug policy and all drug issues within the school
• Develop drug policies in consultation with the whole school
community including pupils, parents/carers, staff, governors and
partner agencies.
• Establish relationships with local children and young people’s
services, health services and voluntary sector organisations to
ensure support is available to pupils affected by drug misuse
(including parental drug or alcohol problems).
The ACPO guidance also
includes information about:
• searching and confiscation
• the general power to
confiscate
• Involving parents and
dealing with complaints
• Working with the Police
• Legal drugs
• Controlled drugs
• Drug Dogs and Drug Testing
• Responding to Drug Related
Incidents
• Discipline
• Early Intervention
• Pupils whose parents/carers
or family members misuse
drugs
• Confidentiality
• Tobacco – Smoke Free
Schools
• Managing Medicines
• http://www.education.gov.uk/
aoutdfe/advice/f00202357/dr
ugadviceforschools
What does NC science and PSHE
say about substance misuse?
• Drug education is an entitlement for every pupil and is
supported by Section 351 of the Education Act 1996 which
requires every school, including PRUs, to provide a
balanced curriculum which:
• promotes the spiritual, moral, cultural, mental and physical
development of pupils at the school and of society
• prepares pupils at the school for opportunities,
responsibilities and experiences of adult life.
• Drug education should be taught within the statutory
requirements of the National Curriculum Science Order
and within the national curriculum framework for PSHE
education.
PSHE and drug education
• PSHE education provides an effective context for drug
education because it focuses on exploring values and attitudes,
learning about healthy and safe lifestyles, and about the rights
and responsibilities of citizens.
• The transition from primary to secondary is particularly
important; drug education in Years 7 and 8 should reinforce
and build upon drug education in primary schools.
• Integration within PSHE education
• PSHE education is central to schools’ responsibilities to promote
pupils' good health and wellbeing. It is backed by the National
Healthy Schools Programme. Many of the skills and attitudes
developed and explored through drug education are common to
other aspects of PSHE education. For example, skills to resist
pressure to use drugs are also applicable to personal safety and
to relationship education. – see handout
Change 4 Life
• Games4Life – Free resources to encourage parents
and children to get active and support Olympics.
Resources include school pack, posters, medals,
stickers. Register as a local supporter to receive
updates and access resources.
http://nhs.uk/C4Lschools.
• SmallSteps4Life – Challenges for primary or
secondary pupils on healthy eating, feeling good
inside and getting active.
http://smallsteps4life.direct.gov.uk/en/index.aspx.
Safety education resources –
www.hants.gov.uk/education/hias/pdl/think-safe
• Each year agencies within Hampshire and the unitary
authorities join together to provide hands on safety events
called ‘Think Safe’ for Year 6 children within the county. To
support these events there are:
• Hampshire Think Safe digital resource bank for teachers
(available via the hpdw website)
• www.Juniorcitizen.org.uk website which is for the children
• Safer Me digital resources for Years 3 and 4 available
through hpdw website
• Safety Education Booklist – available through County School
Library Service
Schools Meals Project Update
• 15 low uptake project schools
• Whole school approach to improving choice;
• Key factors influencing choice:
– children - social / queuing
– parents - perception of cost / perception of food
• Interventions:
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Increasing capacity - Y6 trolley service / splitting sittings
Enable packed lunch / hot meals to sit together
Cafe Style - table cloths / bread baskets on tables
Family service
Lunch box / School Meal cost / nutritional value comparison
Based on 7 sample lunch boxes created by
Northern Infant and Junior Schools
Calories Fat
(KCal)
(tsp)
Sugar Sodium
(tsp)
(tsp)
Cost
Average Sample
Lunch Box
756
5½
13
1/3 tsp
£1.79
School Lunch
520
4
(max)
3½
(max)
¼ tsp
(max)
£2.00
Average lunch
box as a
proportion of the
recommended
intake
145%
137.00%
360%
145%
90%
Enjoying the Outdoors guarding
against Lyme Disease- Top Tips
To reduce the risk of being bitten by an infected tick, everyone
enjoying the outdoors should take the following precautions:
• Where possible, wear long sleeves and trousers
• Ensure clothing is brushed off before going indoors
• Use an insect repellent effective against ticks (look for those
containing the chemical DEET)
• Check for ticks regularly during the day and very carefully when
washing – they particularly like to settle in the groin, under the
armpits or on the hairline.
• Remove any ticks found attached as soon as possible
Tick removal
• Ticks should be removed immediately with a tick removal tool
• For more advice: www.nhs.uk/condition/lyme-disease
Healthy Schools process
• See flier
The whole school review
• The top tips activity
The HS portal
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Autumn Term introduction
All schools to have log on
Completed online
Submitted for QAG
Story Template to be submitted for
Healthy Schools Challenge
Anti-bullying
• Friday, 12 October 2012 at Ashburton Hall.
• The cost will be £80 per school (one member
of staff and two pupils) and includes
refreshments and lunch.
• The conference is aimed at Young People in
Years 5-11, with opportunities for activities
and discussion with each other and their
teachers at either primary or secondary
tables.
• Contact jackie.batchelor@hants.gov.uk to
sign up
The focus of the Anti-bullying Conference
will be using the seven Olympic values to
address bullying:
• Courage to address cyber-bullying
• Respect to address religious bullying
(beliefs)
• Equality to address exclusion due to
disability
• Friendship to address fear and hate crime
• Determination to address doubt in self
• Excellence in the winning poems (from
Hampshire County Council competition)
• Inspiration to share with others
Supporting citizenship curriculum
• Website www.parliament.uk/education
• New Key Stage 2 game set in Parliament's
iconic spaces – our latest digital learning
game - 'Get the Houses in Order!' - is a
memory game that helps Key Stage 2
students learn about Parliament while
exploring the Palace of Westminster's
stunning interiors. Great for whiteboards and
whole class play, the game's designed to
support KS2 Citizenship, English and related
subjects.