Personal Social Development (PSD)
PSD enables students to develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepare for life and work in modern Britain.
Skills and attributes developed include: resilience, self-esteem, risk-management, team-working and critical thinking.
These skills and attributes are needed to manage many of the critical opportunities, challenges and responsibilities students will face as they grow up and in adulthood.
PSD covers relevant issues, such as: abuse, drugs, the impact of the internet, the dangers of extremism and radicalisation, relationships and sex education and the importance of physical activity and diet for a healthy lifestyle.
The Collett School ensures that a comprehensive programme of PSD is in place to respond to the demands of the Department for Education and the national curriculum that all state schools ‘should make provision for personal, social, health and economic education, drawing on good practice'.
Under section 78 of the Education Act 2002 and the Academies Act 2010, schools must provide a ‘balanced and broadly-based curriculum’ which promotes ‘the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life’.
Schools also have duties in relation to promoting student wellbeing and student safeguarding (Children Act 2004) and community cohesion (Education Act 2006). Paragraph 41 of statutory guidance on Keeping Children Safe in Education, the Department for Education states that 'schools should consider how children may be taught about safeguarding, including online, through teaching and learning opportunities.
Our Citizenship curriculum aims to ensure that all pupils:
- acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
- develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced
- develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood
- are equipped with the skills to think critically and debate political questions, to enable them to manage their money on a day to day basis.
Our teaching seeks to develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils use and apply their knowledge and understanding whilst developing skills to research and challenge evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action. Pupils are taught about: the development of the political system of democratic government in the United Kingdom, including the roles of citizens, Parliament and the monarch. The operation of Parliament, including voting and elections, and the role of political parties. The precious liberties enjoyed by the citizens of the United Kingdom. The nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals. The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities, including opportunities to participate in school-based activities. The functions and uses of money, the importance and practice of budgeting, and managing risk.
At Key stage 4 Teaching builds on earlier learning to deepen pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They experience and evaluate different ways that citizens can act together to solve problems and contribute to society.
Life skills are an essential component of being able to thrive as an adult. Not only do they promote independence in daily life they also have a direct impact on the ability of pupils to have some form of meaningful activity in their adult life, whether that is employment, volunteer work or further education.
Life Skills are taught both as part of individual topics or as specific sessions dependent on the area being covered. Skills are taught through a combination of instruction and modelling, with as much real world experience as possible. Parents are closely involved with this process, especially for those skills which are more easily developed at home.
Life Skills Topics:
- Looking after our mental health
- First Aid
- Cookery and Eating Healthily
- Personal Hygiene
- Travel Training
- Household chores
- Fire Safety
- Social Skills
- Hobbies development
Mental Health Interventions
With mental health interventions, we work on a similar path of interventions as academic and pastorla needs. As such, at The Collett School:
Wave one – a staff member from the Hive will allocate themselves to a Child/Young Person (CYP). Regular check in meetings, strategies and signposting for the CYP and parent will be offered.
Wave two – direct intervention such as protective behaviours, emotional regulation, resilience work, meditation and mindfulness will be some of the interventions on offer. The parent, CYP and teacher will be required to complete a questionnaire prior to any intervention in order to ensure the intervention is tailored to the specific needs of the child. See appendices for a list of interventions CYP are able to access.
Wave three – direct referrals to the MHST in SEN Schools, Educational Psychology Service, CAMHS, PALMS, Therapeutic interventions such as Art Therapy and Music Therapy.
Physical Development - PE
At the Collett, we support every child to undertake PE through a range of physical activities that exercise the body and mind.
The benefits of physical activity are universal for all children, including those with disabilities. The participation of children with disabilities in sports and recreational activities promotes inclusion, minimises deconditioning, optimises physical functioning, and enhances overall well-being. Despite these benefits, children with disabilities are more restricted in their participation, have lower levels of fitness, and have higher levels of obesity than their peers without disabilities.
The Collett School Goals
The school's key goal is for inclusion for all children with disabilities to access a wider range of PE activities and experiences. Children with special needs most definitely benefit from having a balance in all aspects of their life: social, physical, and mental. Participating in sports can help instil a sense of self-confidence and improve skills in relationship building and working as part of a team. As such, we are investing our fundraising efforts in the creation of an all-weather pitch for games, a track for running, cycling and segway as well as more resources for playing games indoors and out.
The Psychological Benefits of Exercise
The psychological benefits of exercise are just as important as the physical ones. Movement develops brain cells and stimulates the production of endorphins, body chemicals that help create feelings of happiness and calmness as well as ease stress and pain. A good workout can leave students feeling better about life and about themselves. Sports can also afford the opportunity for some pupils to excel and experience success which they may find difficult in academic subject.
Particular Challenges for Children with SEND
Children with physical, cognitive and mental health disabilities face challenges every day of their lives. Some youth have limited mobility and/or tire more easily than other children and teens. For some children with sensory issues, communication challenges or difficulties with social skills, children with side effects from medication, those who are always overtired from lack of quality sleep and youth who are overweight and not physically fit at all will not have the opportunity to enjoy many organised activity programmes.
In addition to the physiologic benefits of decreased body fat and increased fitness overall, regular physical activity for children with disabilities has been shown to help in controlling or slowing the progression of the chronic disease, improving overall health and function, and mediating the psychosocial impact of the condition on children and their families.
We hold a whole school sports day in the summer term which is one of the highlights of the school calendar and is a chance for parents and family to come along and take part to
We hold a whole school sports day in the summer term which is one of the highlights of the school calendar and is a chance for parents and family to come along and take part too!