The Teaching of PSHE , SMSC and British Values
At Lubbins, we follow the SCARF scheme for PSHE. We launched this scheme in January 2019. The scheme is having a great impact across the school. Harold, the giraffe puppet, visits every classroom and is an integral part to school life. The children love to answer his questions as well as ask him some too! Alongside the scheme, we use the PSHE association website and resources.
At the beginning of a unit of work, children are assessed in their current understanding and knowledge and then again at the end, to see how much they have learnt.
When the scheme was first launched in January, Nancy came in to work with and inspire the teaching staff- it was a brilliantly informative workshop!
On Tuesday 27th February, Nancy from SCARF came back into school to work with the parents, Year 1, Year 3 and Year 6 in ‘The Life Space’. The children had a wonderful experience and learnt all about ‘My Wonderful Body’ in Year 1.
‘The children learn about the major food groups before looking at TAM (the interactive body model) to learn how food, water and oxygen get into the body to give it energy. Harold the Giraffe wakes up after a good night’s sleep and checks his lunch box for school but there is something missing! The children work out what he needs to have a balanced meal in his lunchbox before setting off to the school garden which gives them all plenty of exercise. At the school garden, Harold’s friend Kiki the Kangaroo tries to help Harold find some fruit for his lunchbox but upsets their friend Derek the Penguin by mistake. The children help to sort everything out before Harold returns to sing them his special song about different foods’
In Year 3, the children got to ‘Meet the Brain’
‘Harold is practising a song to sing in his school Top Talents Show and asks the children to assist him with his homework. Using TAM the children help out by considering which body organ is the most important before meeting the classroom brain who explains how he controls all the effects in the mobile classroom. The children learn how their brain sends and receives signals through the nerves and how it controls movements – even actions to an exercise routine! Continuing with Harold’s homework the children consider whether choices such as taking a medicine, doing exercise, drinking alcohol and smoking cigarettes can help or harm the body. At the talent show Harold argues with his friend Derek over who should take the last place in the performance before the children help out by defining key friendship qualities and skills. Harold comes out to thank the children for helping and sings them his hit song about friendship!’
Lastly, the Year 6 children learnt all about making difficult ‘Decisions’
‘Children review what they have learnt about the body and its major systems. Children are asked to list drugs they have heard of and then consider how these drugs have medical and/or non-medical uses. Tobacco, alcohol, cannabis and solvents are all touched on in this programme. They learn about the basic laws on drugs and how a drugs criminal record can affect a young person’s future aspirations. Through the use of audio visual material and role-play the children explore aspects of peer dynamics and risk taking in relation to alcohol and work out strategies for managing risk. Children consider the types of activities most young people enjoy doing which do not present the same risks as using recreational drugs’.
Here is some feedback from the Year 1 and 3 teachers about the workshops:
British Values at Lubbins Park Primary Academy
In accordance with The Department for Education and our school values, we aim to actively promote British values to ensure our children leave our academy prepared for life in modern Britain. Our pupils are encouraged to regard people of all faiths, races and cultures with respect and tolerance and understand that while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. The values we support are not unique to Britain and are shared by many people in the world.
We plan assemblies and lessons, particularly in PSHE and RE, to teach the children about our values, respecting similarities and differences, tackling stereotypes and understanding why some people discriminate. We aim to empower children to have a voice and to stand up against discrimination, valuing equality, tolerance and mutual respect. The topics and lessons in the school’s curriculum are designed carefully and planned by teachers to provide a rich learning experience that will have a positive impact on pupils’ spiritual, moral, social and cultural development. Whilst focusing on all children developing skills in English and Maths and foundation subjects, we ensure they experience extra-curricular clubs such as music, a variety of sports, the arts and outdoor learning. Visits, including residential trips, are planned, linking with the class topic to provide children with further understanding of the world they live in. We also link with other schools to take part in singing, debating and sporting events and visit different religious buildings to build awareness of the religions within their community in Essex as well as London. Competitions provide the opportunity for children to meet other children from different schools, whilst experiencing the process of decision making and understanding rules and fairness.
SMSC at Lubbins Park Primary Academy
SMSC stands for spiritual, moral, social and cultural development. At our academy, we promote this in a variety of ways.
Through our curriculum we enable children to develop spiritually. They are encouraged to ‘Explore beliefs and experience; respect faiths, feelings and values; enjoy learning about oneself, others and the surrounding world; use imagination and creativity; reflect’ (Ofsted). Children are immersed in an RE short course for nine weeks. Within these lessons they learn about a plethora of faiths; they engage in visits to various places of worship, as well as receive information from visitors of different faiths. Year 5 and 6 were involved in a music project lead by a local community of Jewish musicians. They are encouraged to discuss their views and feelings in a safe environment, whilst considering the values of others. In assemblies, they are given the opportunity to reflect on what has been shared with them and how this may have impact of their life.
In terms of our pupils’ moral development, they are taught to ‘Recognise right and wrong; respect the law; understand consequences; investigate moral and ethical issues; offer reasoned views’ (Ofsted). At the beginning of the year, each class creates a class set of rules, which should be upheld by all pupils and adults. They are spoken to about the choices they have made and consequences for their actions and are encouraged to reflect on these. Through our curriculum, they are taught, at an age appropriate level, about the law as well as moral and ethical issues. For example, Year 4 have studied the impact of plastic pollution on our oceans and the moral obligation we have to help our world. We have also recently celebrated International Women’s Day, whereby the children were encouraged to reflect on equality for all, as well as discuss the hardships, challenges and great accomplishments of key, inspirational women.
At our academy, children have the opportunity to engage in a wealth of cultural experiences. They ‘Use a range of social skills; participate in the local community; appreciate diverse viewpoints; participate, volunteer and cooperate; resolve conflict; engage with the 'British values' of democracy, the rule of law, liberty, respect and tolerance’ (Ofsted). Throughout the year, they are involved in sports competitions and community events. Our pupils enjoy volunteering and cooperate well with each other. They understand how to resolve conflicts and are supported by adults within the school to do so effectively. Our school council enables all children to express their points of view and think of charity fund raising events that will help others. They are encouraged to seek views from their class and bring these ideas to school- council meetings.
Socially, our pupils are expected to ‘Appreciate cultural influences; appreciate the role of Britain's parliamentary system; participate in culture opportunities; understand, accept, respect and celebrate diversity’ (Ofsted). Through the curriculum, children are immersed in a range of opportunities whereby their own views are explored and discussed. They participate in cultural events throughout the year and through our PSHE scheme are immersed in a range of topics, such as ‘Valuing Difference’.