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St Michael's Middle School

PHSCE

Text Box:  Vision for Learners at St Michael’s CE Middle School

‘Each child, uniquely made in God’s image, merits the best that we can give’.

Our sense of purpose begins with the statement above, rooted in the highest possible understanding of young people and all their God-given potential. All that we do flows from this including our core values of Aspiration, Belief and Creativity: St Michael’s ABC.

Our pupil’s join St Michael’s at a crucial stage of transition from childhood to early adulthood. We support them through this journey in three key ways. Firstly, by inspiring them to aim high in all areas of schooling and personal development. Secondly we coach pupils to sustain belief in all situations and challenges. Finally, we actively seek ways to for all pupils to explore and nurture their creativity.

Subject Statement

Citizenship education at St Michael’s Middle School contributes to the development of the skills required to support our young people to thrive as individuals and as citizens of our community. We wish to equip our pupils with the qualities needed to live healthily and safely, and to be able to make informed choices and decisions. Through reflection our pupils will be able to demonstrate their progress, plan and set targets, and develop talents for future employability.

Personal Well Being

The personal development of pupils is a vital part of their secondary education. The personal well being element of the Citizenship programme of study provides a context for St Michael’s Middle School to fulfil the legal responsibilities to promote the wellbeing of pupils and provide sex and relationships and drugs education. It also provides us with an opportunity to focus on delivery of the skills identified in the framework for Social and Emotional Aspects of Learning (SEAL). The content is based on the Every Child Matters outcomes and on the government’s guidance on sex and relationships education.

Personal wellbeing helps young people embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. Pupils will be able to recognise and manage risk, take increasing responsibility for themselves, their choices and behaviours and make positive contributions to their families, schools and communities.

Economic Well Being

The economic well being element of the programme of study brings together careers education, work-related learning, enterprise and financial capability. It supports the ethos of ‘enjoy and achieve’ and ‘make a positive contribution’. It also provides a context for St Michael’s Middle School to fulfil their legal responsibility to provide opportunities for careers education.

Education for economic wellbeing and financial capability aims to equip pupils with the knowledge, skills and attributes to make the most of changing opportunities in learning and work.  Education for economic wellbeing and financial capability improves motivation and progression by helping pupils see the relevance of what they learn in school to their future lives.

Citizenship Education

“Citizenship equips pupils with the knowledge and skills needed for effective and 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.”

National Curriculum, 2007

Citizenship Education has been a statutory subject for both key stage 3 and key stage 4 since 2002. The expectation is that Citizenship Education should be recording achievement along with all other foundation subjects in the national curriculum. In order for this to be achieved in an ideal world, citizenship education would need to receive a minimum of 3% of the timetable time. However in reality Citizenship should also be mapped through other subjects. 

The purpose of citizenship education is to equip the next generation of voters with the knowledge and drive to create change in the world around them. Not only are they taught the factual knowledge that will help them to understand the way that the world around them works, but also provides them with the skills they will need to effect change in the world around them, whether this be at a local, national or international level.

Learning and undertaking activities in citizenship contributes to the achievement of all three of the curriculum aims for all young people to become successful learners, confident individuals and responsible citizens.

Core Values

Citizenship builds ASPIRATION by:

Citizenship builds BELIEF by:

Citizenship builds CREATIVITY by:

Teaching young people:

  • To evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their own performance and progress, inviting feedback from others and making changes to further their learning.  This happens through discussion and exploration of their lives, personal risks, family backgrounds and their own resilience, in Units of work such as Personal Safety (Risk) in Year 7 and Healthy Relationships in Year 8.
  • To organise themselves, showing personal responsibility, initiative, creativity and enterprise with a commitment to learning and self improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities.  This is shown to work through the Transition Unit at the start of Year 7, when pupils are guided through the requirements of life in KS3. 
  • To work confidently with others, adapting to different contexts and taking responsibility for their own part. They listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes.  The Community Project in Year 8 is the ideal opportunity for pupils to show how they have learned to communicate effectively with adults and children other than their peers, so that they can collaborate effectively. 
  • To become the best ‘citizens’ of the local, national and international communities, by aspiring to have the most effective and safe relationships with their families and friends.

The content of the Healthy Relationships, RSE, Bullying and Stereotyping and Personal Safety (Risk) elements of the Curriculum Planning specifically aid pupils to do this.  Such as how to ‘manage’ feelings of disappointment in family and friends, so that their own self esteem is not diminished, and allowing them to continue aspiring to be the best they can be. 

Teaching young people:

  • To process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well reasoned decisions, recognising that others have different beliefs and attitudes.
  • To actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace or wider community by taking responsible action to bring improvements for others as well as themselves.  Pupils take part in After School/Lunchtime Clubs and represent the school in various extra curricular activities. 
  • To believe that their opinions/ideas will not be criticised unfairly, so that they feel safe to share ideas and opinions with their peers.  To take part in Youth Member of Parliament elections as voter or standing MP.  Each year a small number of Year 7 and 8 pupils put themselves forward to be a Member of the Youth Parliament.  To date in 2014, Owen Shepherd (then Year 7) was voted as a Member of the Youth Parliament representing Dorset.  This year (2016/17), two Year 7 and one Year 8 pupils have put themselves forward into the process. 

 

Teaching young people:

  • To think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes of value.  The assessment of this unit also allows creativity in their response.  They can use different forms of presentation (drama, art, computer based, etc) to show their learning at this stage. 
  • To share their experiences, and use these to help other understand and have the ability to create opportunities for themselves.  For example – taking considered/sensible risks in friendships such as encouraging dialogue for resolution. 
  • To participate in a community project to include people in the local area in activities to enhance their lives. 
  • To recognise different methods of communication so that they can effectively relate to their peers, parents and staff at school.  The Year 8 Community Project will ensure pupils devise creative ways of engaging different demographic groups in interesting topics. 
  • To attend a number of theatre-based workshops regarding alcohol/substance misuse/virtual communication/sexual exploitation.  This allows pupils to see these topics brought to life, visually and creatively.  This aids understanding of the content/meaning of the topic for some pupils.

 

Wider British Values

St Michael’s is a Rights Respecting school which believes that supporting children’s development of character and values, including the core British values of democracy, mutual respect, liberty and the rule of law, is an essential part of equipping young people to thrive as citizens in the world of the future. Citizenship actively supports this by:

Teaching pupils:

  • to respect each other regardless of race, religion or abilities, or their opinions or family backgrounds.

  • To ensure that pupils are given the opportunity to reach their full potential.

  • To know that every child has the right to have an opinion in matters affecting them, and that these opinions will be taken seriously within the Citizenship programme. This is further echoed in our participation with the Dorset Youth Parliament elections (which our pupils have even stood for election) as a demonstration of democracy in action.

  • To ensure pupils are given the knowledge and skills to gain information they wish to find – within the parameters of the law.

  • To know that every child has the right to think and believe what they want to, and to practise religion without prejudice.

  • To know that they should have opportunities to meet other children and join groups and organisations to enhance their life experience.

  • To know that they are entitled to privacy, and must respect the privacy of others.

  • To know that they have the right to the best possible health and healthcare.

  • To know that they have the right to a good standard of living which meets their physical, social and emotional needs.

  • To respect their education and allow all pupils to gain that education unhindered and with dignity.

  • To develop their own personality, talents and abilities to the full.

  • To respect the human rights of others, including those in other cultures and environments, and including adults.

  • To respect pupils’ right to learn and use customs/religions of their own families regarding of whether these are shared by the majority of people in the country/community.

  • To know that they have the right to play and take part in cultural and artistic activities, without risk to their own well-being.

Where it all fits in

If you are working well in this subject these are the skills you are learning:

  • the knowledge and skills needed for setting realistic targets and personal goals

  • recognising physical and emotional change and puberty

  • be confident in making decisions related to sexual activity and where to find advice if necessary.

  • facts and laws about drug, alcohol and tobacco use and misuse, and the personal and social consequences of misuse for themselves and others

  • how a balanced diet and making choices for being healthy contribute to personal wellbeing, and the importance of balance between work, leisure and exercise.

  • ways of recognizing and reducing risk, minimizing harm and getting help in emergency and risky situations

  • a knowledge of basic first aid

  • the features of positive and stable relationships, how to deal with a breakdown in a relationship and the effects of loss and bereavement

  • different types of relationships, including those within families and between older and young people, boys and girls, and people of the same sex, including civil partnerships

  • the nature and importance of marriage and of stable relationships for family life and bringing up children

  • the roles and responsibilities of parents, carers and children in families

  • the similarities, differences and diversity among people of different race, culture, ability, disability, gender, age and sexual orientation and the impact of prejudice, bullying, discrimination and racism on individuals and communities.

  • The range of opportunities in learning and work, changing patterns of employment (local, national and international)

  • Personal review and planning processes.

  • Personal budgeting, money management and a range of financial products and services.

  • Risk and reward, and how money can make money through savings, investment and trade.

  • Political, legal and human rights and responsibilities of citizens.

  • The roles of the law and the justice system and how they relate to young people.

  • Key features of parliamentary democracy and government in the constituent parts of the UK and at local level, including voting and elections.

  • Freedom of speech and diversity of views, and the roles of the media in informing and influencing public opinion and holding those in power to account.

  • Actions that individuals, groups and organisations can take to influence decisions affecting communities and the environment.

  • The needs of the local community and how these are met through public services and the voluntary sector.

  • The changing nature of the UK society including the diversity of ideas, beliefs, cultures, identities, traditions, perspectives and values that are shared.

  • The UK’s relationship with the EU and the rest of Europe, the Commonwealth, UN and the world as a global community.

  • the effect of diverse and conflicting values on individuals, families and communities and ways of responding to them

  • how the media portrays young people, body image and health issues

  • the benefits and risks of health and lifestyle choices, including choices relating to sexual activity and substance use and misuse, and the short and long-term consequences for the health and mental and emotional wellbeing of individuals, families and communities

  • where and how to obtain health information, how to recognise and follow health and safety procedures, ways of reducing risk and minimising harm in risky situations, how to find sources of emergency help and how to use basic and emergency first aid

  • characteristics of positive relationships, and awareness of exploitation in relationships and of statutory and voluntary organisations that support relationships in crisis

  • the diversity of ethnic and cultural groups, the power of prejudice, bullying, discrimination and racism, and the need to take the initiative in challenging this.

If you like this subject then these are some of the jobs you can go on to: