The First Issue by Luke Davis

CITIZENSHIP The Police Community Clubs

First Issue

magazine for schools

PSHE

UNIT PLANS AND RESOURCES for the forthcoming term

FREE Pull out lesson plan INSIDE! Create your own walking bus

COMPULSORY PSHE - Why?

PSHE the

PUPILSâ&#x20AC;&#x2122; VIEWPOINT Select Education 1 Citizenship Magazine for Schools Liverpool 0151 227 3725The / Preston 01772 259 966

A PSHE course to remember Whether you are a teacher or work with children in a different context you will know that their learning is not limited to the classroom. In fact, taking children out of their comfort zone in the classroom can be an extraordinarily effective way of facilitating learning from ‘real life’ experiences. Along with your •rst day at school we would like to bet that the school trips you took as a child remain among your most enduring memories. So why not tackle the real-life issues that relate to PSHE and Citizenship by taking your group on a Personal Development course with PGL? At PGL Personal Development courses offer the environment and conditions to focus on each individual, help each one develop maturity, positive relationships and personal con•dence. Based around a full daily programme of Multi-Activity, including four sessions of premium outdoor activities, the courses are structured to support your young people and help them to understand the implications of what they learn. Formal sessions based on PGL’s acclaimed course booklets help learners to plan and review their activities every day;

The young people are encouraged to focus on their reactions and behaviour when working in an unfamiliar environment. Through formal and informal reviews with our staff, pupils are encouraged to relate and transfer their learning experiences back to their own personal and social surroundings, and to think about what they have learned. Both adventure-based and formal review sessions are led by trained PGL staff, but before you even start the course you will have the opportunity to ensure the content is tailored in accordance with YOUR stated aims and objectives. As Party Leader it is you who decides the primary focus of your group’s course. Having said that, the learning outcomes of PGL’s Personal Development courses include the following: • Recognising and managing risk • Acknowledging the consequences of actions • Developing the ability to work as part of a team • Integrating and making new friends • Learning to interact positively with peers and staff • Strengthening relationships • Promoting respect between pupils • Maintaining motivation for learning • Improving con•dence and self-esteem • Maintaining positive attitudes to challenge • Developing decision-making skills PGL courses include supporting pupil workbooks for Key Stage 2 (Primary to Secondary Transition) and Key Stage 3 (Induction, Progression and Motivation Courses for years 7 to 9 respectively).

For further information on PGL’S Personal Development courses please call 0870 143 0143 or visit the PGL website on www.pgl.co.uk/pshe

The Citizenship Magazine for Schools

Contents Welcome News Young People & Alcohol

SEN Inspection Focus

Extent of “Sexting”

Gifted & Talented Programe

Healthy Eating

PSHE Why Make It Compulsory?

Unit Plans & Resources

Pupil’s Corner

Police Community Clubs GB News

Barney & Echo Citizenship Programme

Barney & Echo Text Book Programme

Lesson Plan Walking Bus Project

Walking Bus Pull-Out

The Staff Room

Subscription

Classi•ed

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Welcome to this, the •rst issue of The Police Community Clubs Citizenship Magazine for Schools. We are all very excited that we can provide this new title to help you get enthusiastic about citizenship and PSHE and we are waiting on tenterhooks to hear your feedback. This magazine represents the umbrella for The Police Community Clubs Barney and Echo Citizenship Programme for Schools that encompasses our titles. A Lesson Learned that looks at the dangers of drugs, tobacco and alcohol; A Friendship Made that looks at issues surrounding bullying and vandalism; Echo’s New Watch that discusses knife use, gang related crime and the concept of forgiveness. In addition our range of Literacy Exercise Books for Key Stage 1 & 2 pupils has been very well received. The bottom of each page has a citizenship message printed in addition to the content of the Text Book itself giving a dual function and a fresh way to discuss citizenship and PSHE issues. In this issue we discuss why the expectation is that PSHE is to be made compulsory in 2011 (pgs 12-13) and we plan out a likely PSHE plan for the curriculum for the next term (pgs 32-40). We also ask a head boy and head girl of a local Junior School to tell us how they see PSHE (pgs 44-45), plus we keep you up to date on all the current news and new studies surrounding PSHE in our regular news section on pages 6-11. There are lots of immediate ideas that you might want to put into practice for the new term. You might want to begin your own Barney & Echo programme for the school (pgs 14-16) or there’s everything you will need to get started if you have been thinking about starting your own school Walking Bus as the nights and mornings begin to get darker (pgs 20-30). Alternatively, you might want to introduce boxing into your activity schedule with everything you need to form your own school club from The ABAE and The Police Community Clubs (pg 14) However you are promoting citizenship with your pupils and applying PSHE in your school we want to hear from you. Call anytime on 01244 316629 or e-mail me at editor@thecitizenshipmagazine.org Until Next Issue

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Notice to Advertisers

Whilst every care is taken to ensure that the contents including advertisements are accurate, the publisher cannot assume responsibility for errors.

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Ian Jackson, Editor

Editor Editorial Design Advertising

Publisher

Ian Jackson Pamela Kirk Christina Fenlon Joanne Hewitt Chris Parry Katy Whittaker Tel: 01244 316629 support@thecitizenshipmagazine.org Community Initiatives Associates 0800 783 5805

Special Thanks Ealing Council Reckless New Media Christina Fenlon Cardiff Council Road Safety Unit

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© All rights reserved. No part of The Citizenship Magazine for Schools may be reproduced or stored in a retrieval system, or transmitted in any form without the written permission of the editor. Copyright2009 ISSN Applied For.

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The Citizenship Magazine For Schools 2a High Street Bromborough Wirral CH62 7HA Tel: 01244 316629 www.thecitizenshipmagazine.org

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Police Community Clubs of Great Britain Barry Jones MBE PO BOX 715 Lightwater Surrey GU18 5HH Tel: 01276 489776 www.thepolicecommunityclubs.org

Do you need information, advice or guidance for your family but don’t know who to ask? Family life can provide many challenges for us all no matter what age our children, or how well prepared we are. Surveys show that 75% of parents and carers say they feel there are times in their lives, or the lives of their children, when they need access to additional information or support. As a consequence, parents are often unable to make informed choices on childcare and other services to suit their needs. Cheshire West and Chester’s Family Information Service (FIS) will support parents, prospective parents, carers, children and young people, aged 0 -19 years, living in Cheshire West and Chester to enable them to become informed consumers of services. The Family Information Service can help you or your family if you: • Are looking for childcare or want to know more about your childcare options • Have tried to •nd childcare, but due to working patterns, needs of your children, etc, you have been unable to secure childcare • Need support for children with additional needs and/or a disability • Need help or advice for your family

Need information on parenting support, babies to teens? And much more.... Call us on 0800 0852 863 and speak to one of the team, or email us at •s.west@cheshir ewestandchester.gov.uk. Alternatively, if you would like to access details about services which can provide information or support for your family on-line you can go to Cheshire West and Chester’s Family Service Directory at www.help4me.info/cheshire. Our Family Service Directory provides details of local, regional and national organisations to support you and your family. Categories include: counselling substance mis-use bullying health parenting legal issues and much more.

• Want to know more about •exible working • Would like advice on how to access tax credits or childcare vouchers.

Searches for organisations can be carried out by distance from your home postcode or within particular areas of Cheshire West and Chester. The Citizenship Magazine for Schools

NEWS Young People and Alcohol – The Latest Findings In July 2009 a new report by Ian Warwick, Elaine Chase, Grace Spencer, Anne Ingold and Peter Aggleton from the Thomas Coram Research Unit at the Institute of Education University of London undertook interviews with young people and professionals to further explore the alcohol-related risks facing young people, the reported effects of national and local programmes on problems arising from alcohol use by young people and the effectiveness of national policies to reduce alcohol related harm among young people. As background the report says that although overall alcohol consumption among young people appears to have fallen in recent years, for those young people who do drink, the amount and frequency of consumption has increased. There are noticeable trends with regard to increasing amounts of alcohol consumed in single drinking ‘sessions’, increased consumption amongst younger young people, increases in unsupervised drinking in public places and also a rise in violent/ criminal/anti-social behaviour associated with alcohol consumption and the earlier a person starts to drink, the more likely it is that he or she will become alcohol dependent by the time they are 20 years old. Motivations for drinking to excess among the group interviewed included the view that consumption of alcohol is central to a sense of oneself and drinking with friends creates enjoyable leisure time. For some young people, alcohol use appears to be one important aspect of socialising and growing up and it is not only young people’s knowledge and beliefs about alcohol that affects use, but also wider contextual in•uences, such as the nature and quality of parenting received, and ongoing personal and community relationships. In responding to alcohol use among young people, draft guidance on the consumption of alcohol by children and young people from the Chief Medical Of•cers of England, Wales and Northern Ireland states that an ‘alcohol-free’ childhood is the

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healthiest and best option in considering a range of measures to reduce alcohol consumption may include increasing the cost of alcohol or increasing the legal age at which alcohol can be purchased and the creation of safer local drinking environments, through changing and enforcing licensing regulations or through the re-design of bars and clubs to include more seating, lower noise levels and ready access to food. Indeed, a pilot scheme promoting these changes has taken effect in Oldham where the results are being closely monitored. The study itself The Young People and Alcohol: Meanings, Practices and Contexts sought to build on a number of ways that young people’s use of alcohol is understood. In particular, it aimed to develop new understandings of the ways in which young people understood the place of alcohol in their lives. The report examines how young people themselves view the use and misuse of alcohol and how alcohol use relates to personal, social, familial and cultural factors. The following questions de•ned the study: What do young people see as the place of alcohol in their lives (especially in relation to lifestyles, family relationships and friendships)? What do young people report to be their patterns of alcohol use? With regard to the impact on their lives and relationships, what do young people perceive to be the ‘problematic’ use of alcohol? What implications might these •ndings have for minimising alcohol-related harm among young people? The report summarises that overall, alcohol consumption played an important and often central place in the lives of young people interviewed. In particular, its use was frequently integral to socialising and was associated with •nding ‘things to do’ with friends and young people rarely had problems gaining access to alcohol and were often very creative in their methods of bypassing the law. To compound the issue, alcohol was seen as generally inexpensive to purchase and the amount of alcohol that some young people consumed was, in their

own words, ‘amazing’. Professionals’ accounts often highlighted similar themes in particular they noted feeling bored, having little or nothing to do and living in communities where the consumption of alcohol were commonplace. Indeed, alcohol use is not only embedded among adults in certain communities, but also forms an integral part of much of young people’s informal leisure cultures. Encounters with the Police or PCSO’s whilst drunk were often spoken of humorously as were accounts of vomiting or hangovers. Violence or unwanted sexual attention were talked about more seriously with both young men and women reporting that they had been involved with or witnessed alcohol related incidents, some of which resulted in hospital admissions. Very few young people reported that they spoke to their parents about drinking, but a small number who did said that they had reduced their consumption as they did not want to upset their mothers who disapproved of their use of alcohol. In relation to education, most young people spoken to were engaged with schools, colleges or alternative educational provision that appeared to contribute to managing and limiting alcohol use. While no young people mentioned that education about alcohol had directly affected their consumption of it, they did indicate that attending formal educational provision contributed to decisions about when they would drink. And there would appear to be value in continuing to support the capacity of schools to contribute to children’s and young people’s social, emotional and academic development This is a qualitative study based on the responses of 82 young people age 11 to 19 in 3 deprived areas in England. Respondents were recruited through local youth services and alternatives to mainstream education, with a focus on engaging young people who used alcohol problematically. www.dcsf.gov.uk/research/ programmeofresearch/ projectinformation

NEWS New inspection focus on children with SEN and disabilities and greater appeal rights for parents The Secretary of State for Children, Schools and Families has announced plans to strengthen inspection law so schools are assessed on how they support children with special educational needs and disabilities. Ed Balls also plans to give greater rights to parents unhappy with their child’s statement of SEN. This will give parents more say over the objectives set for their child. Continuing a drive to improve services for children with SEN, Mr Balls set out plans to ensure outcomes for these children are a top priority for Ofsted inspectors. Changing the law on school inspection will give parents greater con•dence in the importance schools place on supporting children with SEN.

The new appeal rights given to parents will help ensure that SEN statements are up to date and an effective way of monitoring the progress of their child. Where parents have had a statement reviewed but not amended by the LA, they will have a new right of appeal at this stage. To ensure schools are ready to meet this strengthened inspection framework, national guidelines have been published to help schools set challenging targets for children with special educational needs. Training for School Improvement Partners is also developing, to ensure they are ready and able to support schools to deliver on the standards of SEN provision that will be expected by Ofsted inspectors.

Whilst Ofsted’s new schools inspection framework will include criteria on how well schools support children with SEN and disabilities, the Government is committed to ensuring this remains an inspection priority by embedding in law. More details on these changes will be available following publication of the •nal Lamb Inquiry report in September 2009. The full Government response to the Lamb Inquiry is expected in Autumn.

Extent of ‘sexting’ amongst British teenagers Cases of sexting have been well documented in the US and Australia, but little is known of young people’s exposure to sexting and other forms of peer to peer (sexual) anti social behaviour via mobile phones and the internet.

Beatbullying’s research of 11-18 year-olds found that: 38% said they had received a sexually explicit or distressing text or email (m: 36%•f: 39%) 70% of young people knew the sender of the message. 45% of messages were from a peer, 23% from a current boyfriend/ girlfriend and just 2% from adults Of the 25% who received an offensive sexual image, 55% were issued via mobile phone 29% have been chatting online chat when someone started talking about offensive or upsetting sexual things (m: 24%•f: 31%). In this instance, 45% said the chat was instigated by a peer, 10% by an ex-partner and 2% by an adult For more information visit www.beatbullying.org

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NEWS Gifted and Talented Pupils To Receive More Targeted Support The country’s brightest and most able children are to get more and better support, as the Government further strengthens its Gifted & Talented (G&T) programme, Schools Minister Vernon Coaker recently announced. Key strands of the new programme include: • Targeting gifted pupils from deprived backgrounds with a new £250 annual scholarship for up to four years, to help them develop their particular gift or talent from 2010; • A new online catalogue of learning opportunities for G&T pupils provided at local authority, regional and national level where pupils can ‘shop’ for opportunities that suit their particular gift; • A new network of High Performing Specialist Schools that will focus on Gifted and Talented as part of their specialism to work alongside local authorities in improving the quality of support for G&T learners across the country. Since January 2009, 170 schools have been identi•ed and will receive £10,000 pa funding. The lynchpin of the new arrangements will be the G&T component of the Parent and Pupil Guarantees announced in the White Paper - “Your child, Your schools, Our future”. These will establish the right of every identi•ed G&T learner and their parents or carers to have personalised development and support in the classroom and outside school hours from September 2010. The scholarship scheme builds on City GATES, the £15 million G&T strand of the Government’s drive to improve standards in some of the country’s most deprived areas. Lead schools in each area will also be funded to provide activities for G&T

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pupils and support for other schools. There will be an online catalogue of opportunities for G&T learning and development activities – from summer camps, to extra sports, music and drama sessions. Schools themselves will work within a stronger, simpler set of expectations. They will be encouraged to contribute to a virtual library of G&T materials, such as games and simulations, pupil project ideas and suggestions for independent study assignments. This will mean a move toward more local activities provided by schools and local partners. Primary and secondary schools will still be expected to identify students as gifted and talented. Those identi•ed should form a broad cross-section of the school’s social make-up. They will include students with special talents or skills, for example in music or sport. The pupil information will be collected through the School Census.

Vernon Coaker said: “We want to make sure that every child succeeds and that no child is held back by the luck of the draw in their circumstances. “By targeting scholarships at disadvantaged but gifted young people we want to open up their opportunities and raise their aspirations. Our new online catalogue will allow gifted pupils and their teachers to ‘shop’ for extra activities and the new network of schools will help them unlock the potential of all their talented young people. “Ensuring that every child does well at school and gains the knowledge, skills and quali•cations they need is what we must do to secure the future success of our country and society.” www.dcsf.gsi.gov.uk

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HEALTHY EATING The Citizenship Magazine for Schoolsâ&#x20AC;&#x2122; Healthy Eating programme will highlight a recipe in each issue that can be reproduced in school or at home for a great healthy and â&#x20AC;˘lling lunchtime meal.

Ingredients 100g noodles 1 x chicken breast (or 3-4 thighs) 1 clove garlic 1/2 red chilli 1cm fresh ginger 1/2 red onion 1/2 yellow pepper 3 mushrooms 1 pak choi 1 x 10ml spoon oil 1 x 10ml spoon soy sauce (reduced salt)

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NEWS

Equipment Scales Pan Knife & Chopping Board x 2 Garlic Press Ladle Wok Wooden Spoon Colander Dish

Method 1. Cook the noodles in boiling water. Check the packet for details. 2. While the noodles are cooking, remove any skin from the chicken and cut into strips. Cover and place in the fridge until needed. 3. Prepare the vegetables with a fresh knife on a clean chopping board: peel and crush the garlic; de-seed and slice the chilli; peel and â&#x20AC;˘nely slice the ginger; chop the onion, pepper and mushrooms; shred the pak choi.

Top Tips

Vary the vegetables - leeks, courgettes and carrots all work well. Go for tofu instead of chicken for a vegetarian alternative. Other types of meat could be used, e.g. thin strips of beef or turkey. Mix in ready cooked noodles or rice for a quick main meal.

Skills

Using the hob Stir-frying Using a knife Combining Handling raw meat

4. Heat the oil in the wok or frying pan. 5. Add the onion, garlic, chilli and ginger. Allow to cook for 1 minute. 6. Add the chicken and stir-fry for 3-4 minutes. Check that the chicken is cooked â&#x20AC;&#x201C; it should be white right through. 7. Add the remaining vegetables and soy sauce and continue to cook for a further 2 minutes. 8. Drain the water from the noodles using a colander. 9. Stir in the cooked noodles and cook for 2 minutes until hot.

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PSHE

â&#x20AC;&#x153;helping children to become successful learners who enjoy learning, make progress and achieve.â&#x20AC;?

Why make it compulsory? 12

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PSHE

PSHE is the study of personal, social, health and economic wellbeing. It provides key learning opportunities and experiences that enables children and young people to mature and develop as individuals, with a sense of belonging in families, social and economic communities. PSHE is deemed a signi•cant part in a school’s contribution to Every Child Matters (ECM) and other statutory responsibilities such as, helping children to become successful learners who enjoy learning, make progress and achieve. PSHE is currently not a compulsory subject in the curriculum. It does however, feature in many schools as a basis for teaching children to manage their feelings and build positive relationships, recognise the features of a healthy lifestyle and promote positive behaviour, mutual respect and self-awareness. Following an independent review by Sir Alasdair Mcdonald (2009), it is now the intention of Ed Balls to make PSHE statutory, within both primary and secondary schools. The expectation is that PSHE will become compulsory in 2011. This proposal will be executed alongside Jim Rose’s recommendation of a new primary framework. The proposition of a new primary framework, predominantly focused on cross-curricular links, containing six areas of learning. This will include ‘understanding physical development, health and well-being’, replacing PSHE. This would fundamentally marry together the Early Years Foundation Stage framework (EYFS), Key Stage one and two and PSHE and Physical Education at secondary level. Citizenship will ultimately become ‘knowledge and understanding of the world’ at foundation stage, both, ‘historical, geographical and social understanding’ and ‘scienti•c and technological understanding’ at KS one and two, whilst still being separate subjects in secondary. Therefore, this would bring primary and secondary together in an over arching framework. It is believed the new framework would provide enhanced opportunities for PSHE across the curriculum, engaging the entire school experience in promoting personal development and well-being. Of course, effective assessment is a fundamental aspect of improving teaching and learning. In regards to assessing in PSHE, it is unlikely that statutory levels of attainment will be introduced. Consequently, it is thought that there will be an emphasis on assessment for learning (AfL), not summative assessment.

Minority groups are against this new proposition, currently under public consultation. The aim of the consultation is for teachers, other professionals and the public to demonstrate their views on the proposed changes. Whilst much of the media has focused on the aspect of SRE, it is believed the bene•t of PSHE as a whole should be considered. Furthermore, many schools hold odd days or weeks of PSHE focused activities. The approach of delivering aspects of PSHE in isolation, is considered to be less effective. Consequently, whilst well planned and coordinated sessions, including external agencies can add value, it can mean children miss out on crucial aspects of their development. It is seen that a common problem within a primary school setting is that professionals delivering PSHE have little knowledge about how PSHE should be provided and which elements should be included in their teaching. The Continuous Professional Development (CPD) program in PSHE has an aim of improving the competence and con•dence of those delivering PSHE. The CPD program can be accessed, not only by teachers, but teaching assistants, nurses, youth workers, community liaison of•cers and Connexions advisors. Thus, developing their con•dence and effectiveness in delivering PSHE, enhancing their knowledge and understanding and increasing the effectiveness of collaborative working. If PSHE is to become statutory, all children and young people have a common core entitlement to the subject. However, an area, such as SRE, will have some •exibility, with an emphasis on how it will be delivered not what will be delivered, taking into account school policies. It is advised, when delivering PSHE the local ward should be a focus throughout the whole school. Taking these future developments in to consideration, I believe the proposal for a new framework and making PSHE statutory to be an effective way of improving the curriculum. Whilst some wonder if PSHE will ever achieve the same status as subjects such as geography, history and modern foreign languages, the new framework is aimed at making the curriculum cross curricular. PSHE provides ample opportunities for it to be taught and developed through other subjects. Giving children the opportunity to develop skills, attitudes and well being within a context. By Christina Fenlon

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The Police Community Clubs of Great Britain

NEWS Barry Jones MBE Founder of The Police Community Clubs of Great Britain

Contender Am-Box goes live The Police Community Clubs of Great Britain is proud to announce that the Contender Am-Box youth boxing programme is now ‘live’ and being delivered across the country. This exciting amateur boxing programme is a partnership initiative between the Police Community Clubs of Great Britain and the Amateur Boxing Association of England (ABAE), and in preparation for its nationwide launch Contender Am-Box was successfully piloted by the Metropolitan Police in sixty schools across London. The aim of the programme is to provide students with a clear pathway to •tness, good health, awareness of vital citizenship issues and access to their local boxing clubs. This programme of non-contact boxing instruction introduces •tness and self-defence techniques, dietary advice, and education around issues such as bullying and anti-social behaviour, with additional health and citizenship inputs. But best of all, its fun! The programme provides quali•ed and experienced coaches, safe venues with excellent facilities and a direct interface between young people and local police of•cers. To deliver Contender Am-Box you need to be a quali•ed ABAE coach (Level 1 – Assistant Coach or above) and in a position to work with local police of•cers such as PCSOs, School Liaison Of•cers. Contender Am-Box is a •exible programme which can be delivered over 1, 2, 3 or 4 full days, or in one-hour chunks, typically as an after school club. It is also endorsed by the ASDAN quali•cation awarding body. If your school is interested in introducing this rewarding and innovative boxing programme into your school please contact Barry Jones MBE for further details on 01276 489776 or alternatively e-mail policecc@aol.com www.policecommunityclubs.org

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Boxing leaders course is up and running The ABAE’s new one-day boxing leaders course is up and running at Bradford College and across the country, with participants including police of•cers, youth offending team representatives, trainee teachers and Bradford College staff and students. Assisting England coach Mick Gannon in the delivery of the pilot were a team of regional coaches consisting of Nick Tansley - Alan Keast, Martin Utley, Dave Binns, Les Brooking, Cliff Perkins, Kevin Smith and Scotland national coach Graham Alderson. The •nal version of the course is the introductory course for those who have not boxed before, but who wish to proceed to the new Level 1 amateur boxing coaching quali•cation and is now available. Helping out with many of the skills demonstrations was Bradford College student and recent World Championship silver medallist, Nicola Adams. Mick Gannon declared that the pilot had served a very useful purpose, and that the •nal version would not need many changes to be made. He said he would “like to congratulate all those who took part for their enthusiasm and good humour. It was very pleasing to see so many people from non-boxing backgrounds having their eyes opened to the reality of amateur boxing as a great sport that can be enjoyed by all.” He also thanked the other coaches, Bradford College for continuing its ongoing promotion of amateur boxing by hosting the course free of charge, including the afternoon session in their brand new Trinity Green sports hall, and the Police Community Clubs of Great Britain for supporting the event. To •nd out more information about how to attain amateur boxing coaching quali•cations call Barry Jones MBE on 01276 489776 or alternatively e-mail policecc@aol.com www.policecommunityclubs.org

Rewarding good practice in Every Child Matters The revised OFSTED inspection process places an increased emphasis on the Every Child Matters (ECM) outcomes and the effectiveness of partnerships, to promote children’s learning and well-being. Forward thinking discerning headteachers and ECM Managers have been using the Every Child Matters Standards self-evaluation framework to audit and gather ECM evidence, which leads to the achievement of a national award, in recognition of good and outstanding practice in the •ve ECM outcomes. The feedback from schools participating in the Every Child Matters Standards award process has been fantastic. Many headteachers have found that participation in the Every Child Matters Standards award process has really helped to embed ECM into everyday practice throughout the school, without creating any extra workload. The Every Child Matters Standards have also impressed OFSTED inspectors, who have considered the framework to be an extremely robust cost-effective evidence gathering tool for evaluating the impact of ECM. To •nd out more about the Every Child Matters Standards Award, visit the Every Child Matters (ECM) Solutions website: www.ecm-solutions.org.uk

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POLICE COMM Barney & Echo

Police Community Clubs of Great Britain in partnership with Community Initiatives Associates deliver the Barney & Echo Citizenship Project to schools across the North West.

aunched two years ago ‘Barney and Echo, A Lesson Learned’ has rapidly developed into an essential learning resource for Key Stage 1 and 2 children in our primary schools. This fun, interactive and unique educational tool is now available to children from all backgrounds across the UK. Schools purchase the resources direct and bene• t from commercial sponsorship to receive some of their books free of charge. High pro• le sponsors include Select Education, Asda, Jaguar Cars, Sainsbury’s and many other small local businesses close to a particular school. According to research, 36% of school children aged between 11 and 15 were offered drugs with 17% of these actually taking them. A staggering 54% had drunk alcohol and 33% had smoked by the time the survey took place. Children who drink, smoke and take drugs are more likely to play truant or be excluded from school than those who don’t. [Source: National Statistics Smoking, Drinking and Drug Use among young people in England 2007]

Apart from the obvious health implications, it is known that children who do play truant or are excluded from school get involved in anti-social behaviour, gang crime, vandalism and other crime disorder offences.

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Under the educational and citizenship programme, and as part of the National Curriculum, the PCCGB designed a 48 page, A5 full colour young person’s story and exercise book called ‘Barney & Echo – A Lesson Learned’. The book was developed to support teachers and parents in addressing the important issues of drugs, tobacco and alcohol through stories, puzzle and play, and is especially designed for primary and junior school children. The book follows the adventures of Barney Eagle and Echo Squirrel who live in Tree Top Forest and are designed to be fun and educational, appropriate for use in either a classroom setting or at home to support reading and discussion. This book in the series looks at the dangers of drugs, tobacco and alcohol and how a group of friends cope with the dangers in a fun but informative way.

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Dizzy

These stories are intended to not only warn children about the dangers of, for example, drugs, tobacco and alcohol, but also to educate children and their carers on numerous subjects relating to the promotion of life skills, increasing self-esteem and the development of motivation in young people. Included with these titles is a play based upon the story contained within the book, attached for pupils to use as part of their lesson plan, and also includes posters which convey the message of each resource booklet. A new interactive website, www.barneyandecho.co.uk has been launched to support the scheme. As part of enforcing the citizenship programme, the PCCGB and Community Initiatives Associates hold instructive conferences whereby schools and organisations involved in sponsorship and support of the programme can come together and network ideas.

The second title ‘A Friendship Made’, tackles issues relating to bullying and vandalism, and compares how life can be in a society without respect for each other and our environment.

The latest conferences, which were held at venues across the North West such as Chester’s Guildhall and Liverpool Football Club, were a huge success with guest speakers from the Police, a Healthy Schools Coordinator, the Ambulance Service, Fire Service and Interest Groups.

The third book ‘Echo’s New Watch’ approaches the dangers of knife crime within the social environment of children.

For more information please go to www.barneyecho.co.uk or to see additional projects the PCCGB are involved in visit www.policecommunityclubs.org

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The senior staff at Broadway Tours has over 40 years experience in organising educational tours for schools and colleges, and as such understand the importance of arranging each itinerary to meet the individual needs of each group. Their core product range features destinations in the UK and throughout Europe, and such is their extensive network of contacts, they are able to arrange tours to other destinations, depending on the curriculum focus of the group leader. From the moment a teacher contacts Broadway with initial requirements for a trip, the intention is to provide personal and detailed support throughout the process – from a detailed bespoke quotation, to advice on make the most of the time on tour, to all the information and advice needed to deal with the inevitable administration. Broadway Tours is a truly independent company, not part of a larger conglomerate, so they are small enough to be •exible and meet your individual requirements, whilst being knowledgeable and experienced enough to ensure your tour is a success. Sales Director, Andy Elliott, known to many group leaders through his career specialising in school travel, says “Personal service, attention to detail and keen prices are what we aim to deliver. Most important of all, we want the staff and students to have a good time, and judging from the number of groups who travel with us year after year, I like to think that we achieve our objectives.” Tel: 01453 825511 email: info@broadwaytours.co.uk

www.broadwaytours.co.uk

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Barney & Echo

Walking School Bus

Why not start your own “Walking Bus” for your school? It’s healthy, safe, environmentally friendly and fun! Use this start-up guide and the pull-out section to get you started 20

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Images courtesy of Cardiff Council Road Safety Unit and Baden Powell Primary School

LESSON PLAN

Walking School Bus The Morning School Run It’s 8.45 in the morning and the roads around the school gates are thick with traf•c. Parents drop off children with their car engines still running. Others drive around searching for a parking space. Children dart between crawling cars to cross the road. Those making their own way to school have made tricky crossings on busy roads. It’s just not safe. If this sounds like your school, then a school travel plan could help. Making the school journey safer can break a vicious circle. As traf•c grows worse, parents become more worried about letting children make their own way to school, and more likely to drive them there. Up to one in •ve cars in the morning rush hour is now on the school run. That’s four times as many as twenty years ago. The result - more traf•c... and more danger to children. Parents are also in•uenced by other pressures. Anxiety about strangers, worries about bullying and plain lack of time in the mornings all encourage people to choose the car. It is vital that we make our roads a safer place for children to walk and cycle. The more that we can encourage people to travel by foot or bike, the fewer vehicles there will be on our roads and the safer the roads will ultimately be. Wouldn’t it be better if you knew children’s journeys had been made safer?

All aboard the walking bus! A school travel plan provides a school community with a package of practical actions to improve road safety, reduce car trips to school, and encourage students to use more sustainable and even healthier modes of transport such as walking, cycling, buses. The Police Community Clubs of Great Britain have devised a fun interactive and educational travel plan for you and your pupils to have a more fun and healthier trip to school everyday.

The bene•ts of a school travel plan Schools become involved in school travel plans to: • address concerns about road traf•c danger for children on their way to and from school • encourage children to be more physically active by walking or cycling to school • reduce the number of cars at the school gate and therefore address issues of road safety • reduce pollution, enhance air quality and save energy within the local environment. Practical actions implemented as a result of the plan may include: • Road Safety Education • Cycling Education • community participation in Walking School Bus • improvements to pedestrian facilities such as crossings and footpaths • traf•c calming measures such as speed and parking restrictions • the provision of cycle way’s

How does the walking bus work? The Walking Bus concept is the new, safe, healthy and environmentally friendly approach to walking large groups of children to and from school whilst alleviating school run traf•c congestion. A walking bus has endless possibilities. The Police Community Clubs of Great Britain Walking Bus Guide helps answer the questions. The Citizenship Magazine for Schools

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LESSON PLAN

How do I start a walking bus?

What you need

Can I get help from my local authority for my walking bus and how? In the Walking Bus Guide you will discover how to save money with a walking bus. How a walking bus can lead to a healthy lifestyle. Build friendships on a walking bus. And how a walking bus can give you more time with the kids.

Contact your local authority Contact the school travel adviser or road safety of•cer in your local authority and they will be able to tell you who you need to speak to. All local authorities have at least one school travel adviser funded by DfT/DfES through the Traveling to School project. Many local authorities provide support to schools wanting to set up a ‘walking bus’ and they may offer to help you to set up yours. Local authorities have a responsibility to work towards reducing local traf•c and they should be supportive of initiatives such as ‘walking buses’.

A walking bus is made up of children passengers and parent volunteer conductors and is really easy to set up! Ask your pupil’s if they’d like to walk to school with their friends – we’re pretty sure what the answer will be. Talk to parents and see how many ‘passengers’ you can get on your bus. Contact the Local Authority and ask if they can provide a road safety of•cer to help with planning a route and training. As soon as you have decided that you would like to set up a ‘walking bus’, it would be advisable to decide who in the school will take the lead. There are already more than 500 ‘walking buses’ in England and many more schools will be setting up ‘walking buses’ using the new Department for Transport grants, so you will not be alone.

Contact parents If you haven’t already contacted parents/Guardian’s, we would suggest you do this next. Send a simple letter setting out the bene•ts for children and parents to all parents. Ask them to contact you if they would be interested in their child(ren) taking part in a ‘walking bus’ and also if they would be prepared to act as volunteers.

Identify a route for the bus You will the need to identify a route for the bus. The route will obviously be in•uenced by where the children who want to use the ‘bus’ and the volunteers live and it should not be too long; ideally no longer than a mile. You will need to identify a ‘driver’ and a ‘conductor’ for the bus. Drivers usually guide from the front making sure the way ahead is clear and safe, conductors usually follow at the rear to make sure no one falls behind and there is no misbehaviour. Any other volunteers should be interspersed within the bus and should hold the hands of younger passengers. You will need to think carefully about adult to child ratios, which should not exceed 1:8 for junior school children and 1:4 for infants. If the route is too long some children will have to leave home earlier than they would have done otherwise and a large number of children on the ‘bus’ will mean that more volunteers will be needed. The route will also need to be safe to use so you should, wherever possible, avoids roads that are dif•cult to cross and roads with very narrow footways or no footways at all.

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Working with young people (of all ages and abilities), we engage them with activities that they enjoy with popular urban arts such as DJ-ing & MC/Rapping, positive graf•ti art, street dancing, break dancing and music production. We also provide creative arts such as animation, singing, crafts, samba drumming, African drumming and drama. If you are looking to promote citizenship to children and young people, we can deliver. For more information please visit: www.nugenteducation.co.uk or call one of our friendly team on: 0845 481 1920 today.

LESSON PLAN

The Police Community Clubs of Great Britain

WALKING BUS Pull out centre spread

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LESSON PLAN

The Police Community Clubs of Great Britain

WALKING BUS Pull out centre spread

MMUNI O

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Pull the 4 pages out together and photocopy to create your own bus passes, bus stops and walking bus route.

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LESSON PLAN

The Police Community Clubs of Great Britain

WALKING BUS Pull out centre spread Plan your journey Draw a map of the proposed journey to and from home and school. Remember â&#x20AC;&#x201C; Plan the safest route, such as walking past the shops or busy public routes where it is well lit. Give a copy of the map to each pupil, teacher, parent or guardian that is involved and then use this route at all times.

The Citizenship Magazine for Schools

LESSON PLAN

The Police Community Clubs of Great Britain

POLICE

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LESSON PLAN

Adult’s Check List

Staff and children are provided with high visibility re•ective jackets

The route is carefully and regularly checked for safety by project managers

A ratio of at least one member of staff to eight children is applied with a minimum of two adults present on each journey

Staff ensure that children are aware of road safety guidelines

˛ ˛ ˛ ˛

All staff are police checked The service is covered by public liability insurance

Children’s Check List

˛ ˛ ˛ ˛

Have I got my high visibility re•ective jacket? Have I got everything in a rucksack to leave my hands free? HaveI let the driver know that I’m on the bus? Have I had a basic training session and a list of rules?

Staff carry mobile phones and a •rst aid kit Staff walk at the front and the rear of the walking bus

Walking School Bus Children’s Guide • Wear •uorescent re•ective clothing. • Carry all your things in a rucksack to leave hands free. • Walk in pairs and never swap ‘partners along the route. • When joining the bus, tell the person in front your name so you can be ticked off and join the back of the queue. • If you are not going to be on the bus on the way home, tell the driver so she can make a note of it. • Listen to the driver and do what she/he says. • When we come to a road, get into lines of six and wait for the driver’s Instruction’s to cross. • Cross quickly and stick together, do not straggle out. • At the other side, get into your pairs. • No messing about or breaking ranks can be tolerated. • If you misbehave and don’t follow instructions, we will have to stop you from using the bus. • Enjoy yourselves!

Walking School Bus Guide for Teachers, Parents, Guardian’s • Children should walk in pairs, away from the edge of the kerb. • There should always be two adults escorting the walking bus, one at the front, and one at the back of the line of children. • When a road needs to be crossed, children should be re-aligned into rows six abreast, so they can cross the road more quickly and not straggle out. • Escorting parents should stand at either side of this block until they are ready to cross. Once crossed, get the children back into their pairs. • Remember you are not allowed to stop traf•c in order to let the children cross, though often, in practice it will stop for you. If this happens, take care that traf•c has stopped in both directions and that the cars behind have seen what is going on and do not try to overtake. • All children should have a basic training session at the school and have a list of rules. Parents should also be encouraged to talk to them about road safety. If a new child joins who has not had the training, the driver or conductor should explain the procedures for crossing to him/her. • If adult helpers have a pushchair, make sure the child is strapped in. Hold hands with any children under the age of seven. • Be aware of the danger of crossing driveways. • Use pelican crossings, zebra crossings or school crossing patrols if any are available. • Avoid using traf•c islands with large groups of children as they cannot all get on the island at once. The Citizenship Magazine for Schools

LESSON PLAN As well as safety bene•ts, there are many other bene• ts to using bikes or walking rather than traveling by car.

The Government highlights the following bene•ts of children walking and cycling to school: Healthy

It can contribute to the hour a day of recommended moderate physical activity

Non-polluting

By leaving the car at home parents can help to protect the environment and reduce the exposure of their children to air pollution

Sociable

Time for parents, children and friends to chat

Reduced stress

No need to worry about traf•c queues

Safer

Fewer cars in the school vicinity make it safer for other children

Educational

Encourages pupils to use their senses and appreciate the environment around them. Teaches young people road safety skills and to become street-wise

Economical

Ever increasing petrol prices

Encourage citizenship

Provides opportunities for pupils to become independent out in the community The ideas we have given can be used in your School Travel Plan - a way of setting out the things you want to do to increase walking to school. Some schools may be able to receive capital funding if they develop a School Travel Plan which includes a survey and is approved by the local authority.

Barney’s Road Safety Tips

For further information on starting your own walking bus visit www.walkingschoolbus.org

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There are plenty of ways that you can make use of walk to school schemes and integrate them into the curriculum and school assemblies. A strong walk to school culture can help to gain Healthy Schools standards, sustainable schools awards and Eco school status. OFSTED inspectors look favourably on schools that can show they are making an effort to promote walking.

Teaching children how to be safe on roads, footpaths and cycleways is a skill for life. Children should be shown where it’s safe to walk and cycle, and how to cross the road safely. Children watch what adults do. Make sure you’re setting a good example for them. Here are some more road safety tips for walking to school • Use supervised or controlled crossing points such as pedestrian crossings, school patrols and traf•c lights, wherever possible. • At pedestrian crossings, wait until all traf•c has stopped before crossing the road. It’s a good idea to make eye contact with the car drivers before you step off the pavement. • If there is no formal crossing point, make sure you cross away from buses, parked cars and corners so that motorists can easily see you. • Keep one step back from the kerb before you cross. • STOP, LOOK, LISTEN for traf•c in all directions. If there is traf•c coming, wait until it has passed. Look and listen for traf•c again. When there is no traf•c coming walk quickly straight across the road, looking each way for traf•c. • Check that driveways are clear. If there are cars in the driveway, make sure drivers are aware of your presence before you walk across it. Beware of driveways with high fences, walls and hedges. They may stop drivers from seeing you on the footpath.

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PSHE

UNIT PLANS & RESOURCES Unit Plan Key Stage 2: Year 6 Theme: Enjoy and Achieve Unit: Financial capability Aims 1e) about the range of jobs carried out by people they know, and to understand how they can develop skills to make their own contribution in the future. 1f) to look after their money and realise that future wants and needs may be met through saving. Learning Outcomes They have a basic understanding of banking, including saving, credit and debt. They can demonstrate how to look after and save money. They can talk about a range of jobs, and explain how they will develop skills to work in the future.

Unit Plan Key Stage 2: Year 6 Theme: Staying safe Unit: Substance Use and Misuse Aims 2k to explore how the media present information. 3d which commonly available substances and drugs are legal and illegal, their effects and risks. 3f that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong.

Suggested Resources For more information on personal • nancial education, see the DfES guidance Financial capability through personal • nancial education (DfEE, 2000) at key stages 1 and 2. The guidelines are available from the Teachernet website by going to ‘Personal • nancial capability’ in the section ‘A to Z of school leadership’ (www.teachernet.gov.uk/ management/). A local bank employee may be able to support this unit. PFEG www.pfeg.org.uk NC Links / Notes Mathematics, MA2, 1e, 4b Word box Spending Bank Statement Debt

Saving Building Society Credit Overdrawn

Account Balance Debit

you think lost the bag? Box 3: what was the person going to do with the drugs? Box 4: what would you do with the bag if you had found it? The Primary School Drugs Pack, Activity C3, Explore the media portrayal of drugs and where children obtain information about drugs. Collect media examples. The Primary School Drugs Pack Activity B4, Drugs and the law or The Good Health Guide to Drug Activity B3, Explore the law surrounding drugs. The Primary School Drugs Pack, Activity D2, Examining dangerous situations. Suggested Resources The Primary School Drugs Pack, Healthwise.

Learning Outcomes To understand how the media portrays drugs, legal and illegal.

A Lesson Learned - Let’s Talk About Drugs, Tobacco and Alcohol www.barneyecho.co.uk

To explore the differences between legal and illegal drugs.

The national drug website provides a wealth of information about drugs www.talktofrank.com.

To know the effects and risks of tobacco, alcohol, solvents and cannabis. To explore peer pressure and decision making. To understand that people have choices and that decisions can be positive or negative. Suggested Activities QCA. PSHE Drugs Unit C Building knowledge and understanding about drugs and alcohol. Draw and write activity ‘What’s in the bag’ Divide a piece of A3 paper into 4 sections. Box one: a girl called Cheryl (aged 10) is walking home from school when see • nds a bag of drugs... can you draw what was in that bag. Box 2: who do

Suggested Activities QCA Unit 7 Looking After my Money

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NC Links / Notes The schools drug education policy should be read before this unit is delivered. Sc2 2g) Pupils should be taught about the effects on the human body of tobacco, alcohol and other drugs, and how these relate to their personal health. Teachers may wish to consider Khat when planning for discussion about the range of drugs. Word Box Legal choice cigarette cannabis

illegal risk alcohol damage

peer pressure effect solvent consequences

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PSHE

UNIT PLANS & RESOURCES Unit Plan Key Stage 2: Year 6 Theme: Being healthy Unit: Puberty and Reproduction Aims 1d to recognise, as they approach puberty, how people’s emotions change at that time and how to deal with their feelings towards themselves, their family and others in a positive way. 3c about how the body changes as they approach puberty. Learning Outcomes To know how the body changes during / leading up to puberty. To know the differences and purpose of the reproductive organs. To know and understand conception. To know how a baby develops. Suggested Activities QCA PSHE SRE Unit 5 how the body works, changes in puberty. Living and Growing unit 2, Prog. 5 How Babies are Made (there are extra activities for prior and post viewing suggested in the video notes). Living and Growing, unit 2, Teacher’s Guide Activity 11, p26, How does a baby start? Brainstorm all the class knows about how a baby starts, collate on a large sheet of paper. At the end of the discussion give out activity sheet 11, read through, cut out the pictures and place them in the correct order. Living and Growing Unit 2 Prog. 6 How Babies are born (there are extra activities for prior and post viewing suggested in the video notes). The Primary School Sex and Relationships Education Pack Pregnancy, Birth and Babies p.65-69. Why people have children. Pregnancy True or False.

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Development of a baby in the mother’s womb. Birth. Miscarriage, stillbirth and abortion. Skills for the Primary School Child, Part 2, Section 2.5 Growing and Changing: A New Life, Identify the body parts, The processes of conception, pregnancy and birth, Exploring the experience of new birth. Skills for the Primary School Child, Part 2, Section 2.6, Growing and Changing: HIV/AIDS – Myths and Misconceptions, Pre-lesson activity, activity 1, activity 2, activity 3. Skills for the Primary School Child, Part 2, Section 2.6, Growing and Changing: HIV/AIDS 2, Pre-lesson activity, activity 1, 2 & 3. Suggested Resources Living and Growing video and resource books, Unit 2 & 3 Ch4. The Primary School Sex and Relationships Education Pack, Healthwise. Skills for the Primary School Child, Part 2 Tacade. For information on AIDS and HIV, a general guide is available from AVERT. The school nurse team may be able to support this unit. NC Links / Notes The schools SRE policy should be read before this unit is delivered and a parents evening may allay any concerns. Sc2 1a) that the life processes common to humans and other animals include nutrition, movement, growth and reproduction 1b) that the life processes common to plants include growth, nutrition and reproduction Sc2 about the main stages of the human life cycle. Word Box Womb intercourse fertilise penis

sperm labour ovaries testicles

conception egg vagina birth

PSHE

UNIT PLANS & RESOURCES Unit Plan Key Stage 2: Year 6 Theme: Relationships Unit: Inequalities Aims 2c to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities. 2e to re• ect on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences. 4d to realise the nature and consequences of racism, teasing, bullying and aggressive behaviours, and how to respond to them and ask for help. 4e to recognise and challenge stereotypes. 4f that differences and similarities between people arise from a number of factors, including cultural, ethnic, racial and religious diversity, gender and disability.

To have practiced and explored language use in relation to stereotyping. To have explored media portrayal of stereotypical images Suggested Activities Talking Rights: Taking Responsibility, Unit 2 Exploring Identity. Activity 1: Who’s in your group? Talking Rights: Taking Responsibility, Unit 2 Exploring Identity Activity 2: What constitutes identity? Talking Rights: Taking Responsibility, Unit 2 Exploring Identity Activity 3: Identity ‘show and tell’. Talking Rights: Taking Responsibility, Unit 2 Exploring Identity Activity 4: What is a stereotype? Identifying stereotyping. Talking Rights: Taking Responsibility, Unit 2 Exploring Identity Activity 5: Challenging stereotyping. Talking Rights: Taking Responsibility, Unit 2 Exploring Identity Activity 6: Images of young people

Learning Outcomes To consider what constitutes identity and the way we stereotype people often falsely. To examine what they have in common, similarities and differences with their peers. To have heightened students awareness of stereotyping and when it occurs.

Suggested Resources Talking Rights: Taking Responsibility Unicef

Unit Plan Key Stage 2: Year 6 Theme: Emotional Health Unit: Taking Risks

Suggested Activities QCA. Citizenship Unit 2 Choices; Section 3 SEAL.

Aims 1c to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action. 2f to resolve differences by looking at alternatives, making decisions and explaining choices. 3e to recognise the different risks in different situations and then decide how to behave responsibly, including sensible road use, and judging what kind of physical contact is acceptable or unacceptable. 3f that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong. Learning Outcomes To have discussed and be aware of unsafe situations and places. To distinguish between secrets to keep and secrets that need sharing.

Word box Stereotype media disability

similarities racism identity

differences culture domestic violence

Going for Goals. Good to be me. Relationships. I am, I know, I can, Lesson 48 Is it all risky?; lesson 49 Do what you want to do! Lesson 57 Help, I need somebody! NSPCC Take Care, Activity C6 ,Secrets. Talk about secrets, good and bad, and help children to de• ne the difference. Read the scenarios of good and bad secrets, p14. What should we do in these situations, what makes it a good or bad secret? P15, have the class been asked to keep good and bad secrets? How did they feel about that? Did they keep the secret? If so why, if not why? Discuss: Questions to ask about secrets to decide if they are good or bad. Questions to ask about secret places. Questions to ask about being alone with adults. Who in my family would I tell about a bad secret? If they didn’t tell who would I then tell? Suggested Resources NSPCC Take Care. The Fire brigade may be able to visit to support this unit. This unit could be complimented with Cycling Pro• ciency. The Citizenship Magazine for Schools

PSHE

UNIT PLANS & RESOURCES Unit Plan Key Stage 2: Year 6 Theme: Positive Contribution Unit: Community Action Aims 2h to recognise the role of voluntary, community and pressure groups. 2j that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment. 2k to explore how the media present information. Learning Outcomes To have an understanding of the support groups in Ealing. To have discussed the nature of voluntary organisations in terms of personnel and funding. To have worked co-operatively and have an understanding that people have different roles in a group. To have displayed presentation skills. Suggested Activities QCA. Citizenship Unit 3 Animals and Us: Section 4. Unit 4 People who help us: Section 4 & 5. Unit 6 Developing our school grounds. Unit 9 Respect for property SEAL. New beginnings. Citizenship video, programme 3, Getting On With It. Citizenship resource pack, p32, Activity Sheet 3.1 Who bene• ts? Citizenship resource pack, p30, Research. Read Taking Action, Oxfam. Read Taking Action, RSPCA.

NC Links / Notes NB It would be useful to preface these discussions with a warning that some issues may be brought up for some pupils and that there are places or people that they can go to for support. Word Box Choices advantages scary threaten think dangers chat rooms tension

weighing up disadvantages frightened secure ahead trust internet safety mobile phones

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re• ect secrets worried safe risks con• dence bullying

Explore the variety of voluntary and community groups in Ealing, examining their roles, membership and location. Invite in speakers. Make visits to appropriate agencies. Identify an area of need in the school and get pupils to plan their own community action group within the school e.g. litter campaign, recycling project, disability access. Consider the aims and objectives, the roles and responsibilities, • nancial implications, media campaigns etc Present plan to peers. Select a project for action. Review the project at the end of the process. You may wish to use the Food in Schools pack to consider your school food provision Suggested Resources Citizenship video and resource pack, BBC. Taking Action, Oxfam, Heinemann. Taking Action, RSPCA, Heinemann. Food in Schools Pack, DOH 2005. NC Links / Notes Science: Sc2 Life processes and living things Living things in their environment 5) Pupils should be taught: a. about ways in which living things and the environment need protection. Geography: Knowledge and understanding of environmental change and sustainable development 5) Pupils should be taught to: a. recognise how people can improve the environment [or damage it and how decisions about places and environments affect the future quality of people’s lives b. recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement Word box Citizen media environment recycle

community voluntary reduce

campaign sustainability reuse

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PSHE

Year 6 Unit Resources Unit: Financial Capability

Unit: Puberty and Reproduction

QCA Unit 7 Looking After My Money www.qca.org.uk Free to download

Living & Growing, Unit 2 & 3, DVD & resource book Channel 4 Schools Resource to support developing healthy and safer lifestyles www.channel4learning.com £65 DVD added 2007 Ref: LP446729

PFEG

Pfeg offers a range of advice and resources suitable for pupils of all ability levels, as well as re• ecting different social, economic and cultural backgrounds. pfeg supports UK teachers working with children and young people aged 4 to 19.

www.pfeg.org.uk Some free resources

The Primary School Sex and Relationships Education Pack Healthwise

Adopting a whole school approach, the manual provides a practical approach that is sensitive to the issues surrounding SRE in the prmary school context. The manual offers workshops to support staff training, working with parents and governors, and managing issues. The manual also provides guidance on developing an SRE Policy, curriculum guidance and planning, and supporting teachers delivery of SRE with over 100 activities for KS1 & 2.

www.hit.org.uk £69.00 2005 ISBN 1 873460 53 8 Skills for the Primary School Child, Part 2 Tacade Skills for the primary school child complements SEAL programme www.tacade.com £69.95 HIV & AIDS Information AVERT Information for schools

www.avert.org Free

The school nurse team may be able to support this.

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PSHE

Year 6 Unit Resources Unit: Substance Use and Misuse

Unit: Inequalities

The new primary school drugs education pack HIT

Talking Rights: Taking Responsibility Unicef

This manual brings together current thinking on good practice. Offering over 100 activities for use with KS1 and KS2 pupils. It explores drug facts, myths and attitudes while providing information on laws, safety and drugs, using a variety of approaches.

www.hit.org.uk £70.00 1 873460 53 8 Skills for the Primary School child –Part 4 ‘Substance and Solution’ Tacade

A resource to bring together knowledge and understanding of the United Nations Rights of the Child and discussion of values in everyday life

www.unicef.org.uk

Unit: Taking Risks In the know: keeping safe and strong NSPCC

Publication for children aged 8 to 11 which uses colourful illustrations, quizzes and cartoon strips to help tackle the dif• cult subject of child abuse.

A set of publications that will enable primary school teachers to deliver drugs education, including risk taking, smoking and what drugs are.

www.nspcc.org.uk FREE download

www.tacade.com £49.95 2008

NSPCC Take Care Pack NSPCC

Talk to FRANK

www.nspcc.org.uk £5.00 2001

The national drugs website provides a wealth of information about drugs.

www.talktofrank.com FREE Constantly up-dated www.drugeducationforum.com

A resource pack designed for Primary Schools, offering information on self awareness and personal safety.

Skills for the Primary School child –Part 1 ‘I am, I know, I can’ Tacade

A set of publications that will enable primary school teachers to deliver sessions to develop con• dence and responsibility, making the most of their abilities, preparing to play an active role as citizens, developing a healthy, safer lifestyle, developing good relationships and respecting the differences between people.

www.tacade.com £69.95 2008 Some of the information within this article has been reproduced with the kind permission of Ealing Council.

The Citizenship Magazine for Schools

Barney & Echo Textbooks for Key Stage 1 & 2

Designed to promote thought and discussion supporting and reinforcing the ideals of citizenship, good manners, safety and social topics. The Police Community Clubs Barney and Echo characters are now well established as classroom advisers in educating Key Stage 1 & 2 pupils about the dangers of drugs, tobacco and alcohol, bullying & vandalism and gang related knife crime. A fourth title dealing with the effects and dangers of the internet and text/SMS bullying is being launched into schools across England, Scotland and Wales at present (images unavailable at time of print) and we feel that this new addition completes the current thinking behind the Barney & Echo Educational Programme. The Barney and Echo educational programme is now a feature in well over 5000 schools and with the addition of the new title these numbers will increase substantially throughout the remainder of 2009 and 2010. These numbers achieved in just one school year are an indication of the need for good quality PSHE resources in our schools. Our local school co-ordinators regularly report that head teachers are somewhat at a loss as to how to successfully strike a balance between the age of the pupil, both physical and emotional, and the subject matter being discussed. Most head teachers agree that the topics covered in the Barney and Echo Educational Programme are necessary, especially as children are exposed on a daily basis to more adult themed media content and electronic games than ever before and a well structured early intervention educational programme is more desirable than the lessons learned in the playground from older children after transition to senior school.

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Against this background The Police Community Clubs have launched a new range of text books designed to allow PSHE to penetrate through the core subjects in Key Stages 1 & 2. There are fourteen titles planned for the range with four titles currently in print including Key Stage 2 Literacy Exercises, Key Stage 1 Letters and Speech Sounds, A Reading Record Book and a Handwriting Exercise Book. All four new titles closely follow the Primary Level National Literacy Strategy and are priced to allow the entire school to beneâ&#x20AC;˘t. Each page of each book carries a phrase or slogan relating to the PSHE topics covered in the Barney and Echo Educational Programme and are designed to promote thought and discussion supporting and reinforcing the ideals of citizenship, good manners, safety and social topics. Early feedback from head teachers and PSHE co-ordinators is very good. An initial print-run of 50,000 books has already been fulâ&#x20AC;˘lled and we expect to be able to provide half a million books by the end of 2009/2010 school year. For further information regarding this range of resources call Pamela Kirk on 01244 316629 or visit www.barneyecho.co.uk/textbooks

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What do pupils think of PSHE? by Christina Fenlon

The Citizenship Magazine for Schools

wo pupils from a Northwest primary school were asked several questions about their opinion, experience and learning in PSHE. The children have a lot of involvement and contribution to school life. Thomas is a year six pupil who is popular with his peers. He enjoys football and is part of several sports teams. He is very much looking forward to his transition to high school. Amber is also a year six pupil. Amber is a school councillor and has good ideas about developing the school. Others look up to her and often ask her advice. The children were interviewed separately, however, came to very similar conclusions about the subject. Firstly, it was discussed what PSHE was and what does it stand for. Amber answered by trying to think of what the letters stand for and came up with people, social and health. Thomas thought of the subject as a whole and believes it is learning about growing up, respecting others, bullying and •nding out about yourself. Both children gave many examples of things that they had learned in the subject. They both initially stated that they had learned about changes. They told me how they had watched a video which explained changes that occur to the body. The girls and boys had then split into gender groups in order to ask questions and discuss in more detail. This is something that was current and revealed to have been a valuable session. SEAL was an aspect of PSHE which both children agreed they took part in. Throughout the interview, Thomas referred to respecting others and yourself. Amber also commented on learning about friendship and feelings. The children had taken part in an access and anti bully week.

“everyone is the same, we are taught to respect others’ needs” During access week, one memory stood out for Thomas, meeting a Paralympic champion. He stated that it was a good way of seeing how people overcome dif•culties to achieve their goals. Access week also gave the children opportunity to learn more about staying healthy, an area that Amber showed particular interest in. Both Thomas and Amber believed that PSHE was linked to other subjects. Amber noted that throughout the curriculum they were encouraged to work effectively with others during group work, backed by Thomas who observed they should respect and listen to others. He also linked PSHE to physical education and science, through the notion of sport and keeping healthy and learning about Thomas Edison. He was keen to tell me about Thomas Edison’s illness but still a brilliant scientist, concluding that even if people are viewed as different from ourselves they should still be respected and valued. Thomas and Amber said that they did not dislike any aspect of the subject and enjoyed their lesson. Amber noted that they did lots of different things, such as making posters, worked in groups and played games to help them learn.

Currently, the children are preparing for a ‘dragon’s den’ activity. They are required to work in groups to produce a product that they think will sell. Thomas went on to explain that it was linked to business and marketing. Their goal was to produce a product that will make a pro•t, whilst considering how it will be marketed to look good and appealing. This was an activity the year 6 pupils were particularly enjoying taking part in.

“learning how to stay healthy is important” It was interesting to •nd out what the children thought about why they are taught PSHE. Whilst, Amber thought about the far off future, Thomas thought about the more current issue of making the transition to secondary school. Amber believes that learning about the changes that occur to the body will help her to understand and deal with these changes when they happen. She went on to say that learning how to stay healthy is important as it can help prevent you getting diseases. Finally, she noted that practising getting along with others would help her •nd friends when she starts work and prevent falling out with others. Thomas again focused on the issue of respecting others. He stated that learning rules would help him in high school, by making friends and by doing the ‘right’ thing. He knows that respecting and being kind to others will help him gain friends and give him the opportunity to meet a variety of people. I asked the children what they believed to be the most important thing they had learned. With initial hesitation, Amber focused on learning about keeping healthy as she said without this knowledge you could die prematurely. She went on to explain that they had learned about the healthy plate-which foods are healthy. She was aware of eating 5 fruit and vegetables a day. The children had taken part in a smoking workshop, learning about the dangers. When I prompted Amber about drugs she noted that some drugs, such as medicines help your body whilst others change your body and can have negative side effects. During National School Sports Week the children had taken part in many sporting activities from football to speed skating, with an emphasis on keeping healthy. Thomas, after initially stating the importance of getting along with others, moved on to talking about the dangers of smoking. The children had listened to a talk given by the nurse. They had learned about how to avoid passive smoking and the health risks involved in smoking. I asked the children if they think the subject is aimed more towards girls or boys. Amber instantly said no. She noted that girls and boys need to learn the skills that they do. She went on to say that boys go through changes as well as girls and everybody needs to be healthy. When asked if PSHE caters for different cultures Thomas responded by saying he believed it was, as all religions have values and respect each other. Amber agreed stating “everyone is the same, we are taught to respect others’ needs”. The Citizenship Magazine for Schools

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“I have never seen a group achieve so many A grades and A stars,” English teacher Jaclyn Molyneux, after she began delivering citizenship education in the context of the English curriculum. A number of Merseyside schools have been delivering citizenship projects in this way and are •nding that their English grades have improved dramatically. As schools are asked to manage an increasing number of competing priorities, they are required to deliver effective citizenship education while still under pressure to achieve GCSE results that make an impact on their league position. The learning packs described below make it possible for a school to do both at the same time, to deliver citizenship in the context of the GCSE English curriculum.

“These packs provide a very visual way of working, great for holding the attention of young people.”

Rainhill High School recently ran a project using a learning pack called Denial, which addresses the issue of homophobic bullying and they found that GCSE English grades improved beyond anyone’s expectations. Head of English Steve Talbot said, “43%

of our pupils achieved a grade above that which we had predicted, this learning pack has helped us deliver a signi•cant improvement in performance”. St John Bosco Arts College organised a similar project using a learning pack called Drawing the Line and found a similar improvement in their GCSE English grades. Head of English Marie Jones said, “The results achieved using this learning pack represent a signi•cant improvement on last year”. The Drawing the Line pack deals with issues associated with antisocial behaviour and its development was sponsored by Merseyside Fire Service. Both Denial and Drawing the Line where developed in Liverpool as part of the City’s year as European Capital of Culture. Paul Dagnall from Liverpool Children’s Services said, “As Capital of Culture we were in a position to invest signi•cant resources in the development of these high quality learning packs. We now want to •nd a way to share the results that were achieved because of Capital of Culture with other schools in our region.” Paul Dagnall goes further, “Ariel Trust is an educational charity and we have identi•ed them as our distribution partner, they can provide not just learning packs they can also share the good practice that has been developed in order to achieve the exciting results that we are seeing in Liverpool. Anyone wanting to get hold of these excellent resources should contact Helen@arieltrust.com”.

Each pack contains four important elements: • A professionally made •lm dealing with a key citizenship issue. • An interactive CD ROM, designed to be projected at the front of a class and used to facilitate a series of lessons. • A teacher’s guide containing a set of detailed lesson plans. • A pupil’s workbook that makes it easy to organise course work.

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Delivering citizenship and moving schools up league tables These packs make life easy for a teacher, they provide all the resources required to complete 3 pieces of GCSE course work; a speaking and listening assignment, a piece of original writing and a media assignment. Mary Kelso is the English Advisor employed by Liverpool City Council and she says, “The thing that I really like about these learning packs is that they have been produced in partnership with working teachers and they are based on best practice in the classroom.” Both Jaclyn Molyneux at St John Bosco and Steve Talbot at Rainhill High have played a huge roll in the development of these packs, they have written lesson plans, designed schemes of work and organised pilot projects in their schools, without their input the packs would not exist. Colin McKeown at Liverpool Film Academy produced the •lms in the packs. Colin brings 20 years experience from the •lm and television industry and that experience shows. The •lms are gritty, realistic and appeal to young people. They give the packs an edgy feel. Denial is about a young man on the receiving end of gang violence, written by Shaun Duggan it has a twist in the tail that will keep any audience on the edge of their seats. While the •lm in the Drawing the Line pack is called Street Heat and it focuses on two gangs that think it’s fun to play with •re. The tragic end has a powerful impact on young people and it opens up discussion about the way that antisocial behaviour can have unexpected consequences. The content of the packs, including the interactive CD ROMs, was developed by Ariel Trust. All of this work was undertaken under the banner of ‘It’s not OK’ a violence prevention partnership established by Liverpool City Council and supported by Merseyside Police, Merseyside Fire Service and Liverpool PCT.

evaluated the •rst pack and said, “the ‘It’s not OK’ initiative is an excellent example of partnership working”. The DCMS report went on to point out that these packs make an impact on young people’s attitude toward the citizenship agenda. Young people were asked to agree or disagree with the statement, “I would feel con•dent challenging my mate if they were doing something wrong” and there was a positive change of 5% amongst young people who had studied Drawing the Line. Similarly they were asked to agree or disagree with the statement, “Antisocial behaviour has a negative effect on where I live”. The survey found a positive change of 8% in response to this statement. The full report that was written in response to this survey can be downloaded from www.arieltrust.com

“An excellent resource which I think inspires pupils”

So these learning packs not only improve GCSE results, they deliver clear measurable changes in young people’s attitudes. They make it possible for schools to deliver high quality citizenship education without detracting from the need to focus on league tables. They make it easier for schools to manage some of the increasing demands that are being made on them in 21st century Britain To •nd out more about these learning packs contact Helen Paton at Ariel Trust on 0151 707 8211

Teachers using the packs have said: “An excellent resource which I think inspires pupils” “Extremely relevant to young people today” “These packs provide a very visual way of working, great for holding the attention of young people.” The Department of Culture, Media and Sport (DCMS)

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It’s not OK! Learning Packs

“I have never seen a group achieve so many A grades and A stars, this learning pack really improved our results” English teacher Jaclyn Molyneux “43% of our pupils achieved a grade above that which we had predicted, this learning pack has helped us deliver a signi•cant improvement in performance” Head of English Steve Talbot

The ‘Denial learning’ pack This pack focuses on the issue of homophobic bullying and is mapped against the GCSE English curriculum. It enables pupils to complete two pieces of coursework, Speaking & Listening and Original Writing. This pack costs £150 and includes a free copy of the •lm Denial and comes with a package of support for teachers to set up a programme of learning based on lessons learned from the pilot project.

The ‘Drawing the Line’ pack This pack focuses on the issue of antisocial behaviour and is mapped against the GCSE English curriculum. It enables pupils to complete three pieces of coursework, Speaking & Listening, Original Writing and media analysis. This pack costs £150 and includes a free copy of the •lm Street Heat and comes with a package of support for teachers to set up a programme of learning based on lessons learned from the pilot project.

The ‘Senseless’ learning pack This pack focuses on the issue of racism and racist bullying. This pack costs £100 and includes a free copy of the •lm ‘Sensless’ and comes with a package of support for teachers to set up a programme of learning based on lessons learned from the pilot project.

Contact: Helen Paton on 0151 707 8211 or Helen@arieltrust.com For more information see www.arieltrust.com 48

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This section is designed as an easy reference guide for skills, products and services that can be available to your school. Please do not hesitate to call us on 01244 316629 or e-mail sales@thecitizenshipmagazine.co.uk with any suggestions that you might have for which services that you would like to see highlighted.

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If you would like to advertise in this section please call 01244 316629 and ask for Chris Parry who will be happy to help. The Police Community Clubs of Great Britain 2A High Street, Bromborough, Wirral CH62 7HA Telephone: 01244 316629 Facsimile 01244 314054 www.thecitizenshipmagazine.org The Citizenship Magazine for Schools

Positive Programme “The Barney and Echo Educational Programme is a safe way to introduce these topics (drugs, tobacco and alcohol) to schools. It’s simple to use and generally school teachers are not equipped to tackle these issues alone.” PC Liz Stanton - Schools Liaison Of• cer for Cheshire Constabulary Editor says: It’s important that the entire community and it’s network of supporters get involved to tackle these issues.

Saturday School We are introducing Barney & Echo books to complement the launch of our drug awareness programme for year 6 students. The project will be introduced through a Saturday School involving the parents and children of some of their Primary School Partners. This is seen as an important contribution to the education of young people and to the further development of the wider community dimension of The Whitby High School. Mr Alexander, Specialism Director, said, “We are delighted to be able to continue our work with year 6 students in an area other than our Technology Specialism and we see the project as great bene• t to parents and students alike.” Mr Alexander – Specialism Director at Whitby High School, Ellesmere Port

Enjoying Barney & Echo “At Moor• eld Primary School we are committed to the well being of our pupils; as such we are always seeking innovative ways of delivering the more challenging broader curriculum to our children. We believe that enjoying the adventures of Barney & Echo will provide our middle juniors with an ideal opportunity to explore and discuss issues relevant to their real life circumstances.” Andrew Williams Head Teacher at Moor• eld Primary School, Widnes Editor says: Due to the fact that it is focussed and easy to use, The Barney and Echo Educational Programme can help schools consolidate the work that they do with SEAL and Miss Dorothy.

MMUNI O

BS CL U

POLICE

Editor says: Saturday Schools and after-class projects are a great way to get parents involved too. Educate the parents and we’re half way there.

AT BR

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Issue 1 September - November 2009

PSHE

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NORTH WEST EDITION

UNIT PLANS AND RESOURCES for the forthcoming term

FREE Pull out lesson plan INSIDE! Create your own walking bus

COMPULSORY PSHE - Why?

PSHE the

PUPILS’ VIEWPOINT Select Education Liverpool 0151 227 3725 / Preston 01772 259 966

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CITIZENSHIP The Police Community Clubs

magazine for schools

Distribution The Police Community Clubs Citizenship Magazine for Schools will become a vital link for teachers, parents, school governors and politicians throughout the North West as an informative and entertaining way of keeping abreast of the latest news surrounding citizenship and the PSHE curriculum in Key Stages 1, 2 & 3 in schools. We feel passionate about citizenship and see the PSHE curriculum as a vital link in helping our children understand their role in society, the dangers that they themselves can pose and the dangers that they can be exposed to. Each Primary, Junior and Senior school across the North West will receive The Citizenship Magazine for Schools free of charge and we expect the magazine to continue as a complimentary item for the foreseable future. If your school would like to receive extra copies or you are a school governor, a member of the school PTA, a parent, a member of the local authority or just someone who values citizenship please complete the slip below and send it to the address shown or alternatively, e-mail a request including your full name, address and postal code to distribution@thecitizenshipmagazine.co.uk

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Please tick relevant box: o A School o A Parent – if so, which school o A School Governor – if so, which school o A PTA Member – if so, which school o Other – please specify ....................................................................... School Name .......................................................................

Send to: The Police Community Clubs of Great Britain, 2A High Street, Bromborough, Wirral CH62 7HA The Citizenship Magazine for Schools

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