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 Volunteering/ active citizenship e.g. peer mentoring Drugs education incl. alcohol and tobacco PSHE-PW Study Support Personal Social Health & economic Education (PSHE-PW) PDL and Healthy Schools Safety Education Education for sustainable development Religious education Helping children and young people to: • Be Healthy, • Stay Safe, • Enjoy and Achieve, • Make a Positive Contribution • Have Economic Well Being Sex and relationships education (PSHE PW) Social, Emotional Aspects of Learning SEAL PSHE PW Work related learning PSHE EW Enterprise education PSHE EW Financial capability PSHE EW Physical activity

Functional skills

: • Communication • • • • • Numeracy • ICT

Working together Improving own performance Problem solving

Personal learning and thinking skills:

Team worker Self-manager Independent enquirer Reflective learner Creative thinker Effective participator Careers education and guidance PSHE EW Individual learning plans & e-profiles

E-Profile AND PORTFOLIO – ASSESSMENT, RECORDING and ACTION PLANNING

Programme

• 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 Glyn Wright County Inspector/ Adviser PDL Debbie Jones School Meals Project Ileana Cahill Health Practitioner NHS Hampshire Eleanor Jakeman Freelance PDL peer mentoring Donna Smith Teacher adviser Fire Service Sam Francis AST PDL Portway Junior School

Contact details

• Glyn Wright: [email protected] • Admin support for PDL/Healthy Schools, Anne McCarthy: [email protected] Tel: 023 9244 1442 • Julie Thompson: [email protected]

• Ileana Cahill: [email protected]

• Donna Smith: [email protected]

• Sam Francis: [email protected]

• Debbie Jones: [email protected]

• Eleanor Jakeman: [email protected]

2012 Legacy – Be Inspired 4 Life Resource

• A teaching and support pack has been developed for 2012 Olympics • Challenge booklet available from [email protected]

• 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 – [email protected]

and Sam Francis – [email protected]

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: – 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

• • • • 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

• • • • •

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.u

k 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: – 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 (KCal) Fat (tsp) Sugar (tsp) Sodium (tsp) Cost Average Sample Lunch Box 756 School Lunch 520 5 ½ 4 (max) Average lunch box as a proportion of the recommended intake 145% 137.00% 13 1/3 tsp £1.79

3 ½ (max) ¼ tsp (max) 360% 145% £2.00

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

• 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 [email protected]

to sign up

The focus of the Anti-bullying Conference will be using the seven Olympic values to address bullying:

• • • • • • •

Courage Respect (beliefs)

to address to address

cyber-bullying religious bullying Equality disability

to address

Friendship exclusion

to address

fear

and due to

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.