Citizenship/Structured Social Skills Time Policy
Rowanfield
Citizenship/Structured Social Skills Time Policy
Written LG 10/2003
Updated LG 9/2004
Rationale
The policy focuses on helping children to develop citizenship, inter-personal relationships, as well as independence and interdependence skills. These skills are a fundamental aspect in the education of the whole child.
The children at Rowanfield need to develop skills to enable them to relate to their peers and participate in activities outside of the traditional classroom. This time is regarded as an essential part of the curriculum. Many of the children at Rowanfield have experienced elements of failure in previous settings, in relation to citizenship and social skills.
This policy supports the educational and emotional well being of children by assisting them in developing necessary skills in order to participate in activities outside the classroom to prepare them for the future. The development of citizenship and social skills is a significant focus.
Aim of Policy
The aim of this policy is to help children develop skills by:
having an appropriate positive regard for self, and for others and their needs;
developing life skills to enable them to participate effectively and safely in society;
taking increasing responsibility for their own lives; and
having a capability for thoughtful and responsible participation in political, social and cultural life
The aims are achieved by sing the agreed target set in the Citizenship and Structured Social Skills Programme of Study
Children will learn and practice processes and skills in relation to activities outside the classroom, which will enable them to:
look after personal needs;
participate effectively in groups?
make their own decisions (independent thought/problem solving)
respect self and others
take responsibility
understand social justice
have self expression
value and respect cultural and community diversity
How Aims are Met:
Rowanfield promotes a positive and caring ethos throughout the school environment.
Children are expected to show positive and purposeful behaviour in all learning activities.
Children have clear learning outcomes to meet.
Children will be involved in determining what their learning outcome will be and deciding on what the associated success criteria will be
Children will be involved in self-assessment of learning outcomes
How well they have met their target(s)
Deciding what next steps they need to take when target(s) are achieved.
Learning activities will have a particular emphasis on active and/or experiential learning. All staff will help children to reflect on the activities or experiences so that the children have an awareness of:
what happened,
know what they have learned and
have some ideas about how they can use that learning.
Achievement of learning outcomes will be celebrated in school and communicated with parents. Rowanfield will have high expectations for all children in regards to citizenship and social skills. Praise and extrinsic rewards will be used to motivate and encourage children.
Learning Outcomes will be monitored by management staff. Targets will be monitored on a termly basis, and actual activities and experiences on a weekly basis.
Progress will be reported to parents by sending home certificates of achievement for targets met. More formal progress will be communicated to parents with a review report during their child?s annual review meeting, and end of session report.
A concentrated special focus cross curricular approach is used at Rowanfield in order to work on issues, which have been identified and raised as being important for the children. The strategies that are focused on will be in the areas of on-going Behaviour Management, Circle Time, Structured Social Skills Time and following the Golden Rules.
Staff Roles and Responsibilities
Teachers:
use the Citizenship and Structured Social Skills Time Programme of Study to write children?s targets (learning outcomes);
ensure that children are involved in writing their learning outcomes and success criteria;
ensure that children?s success is celebrated both in school and with parents;
ensure that parents are informed of children?s learning outcomes and progress;
ensure that the learning needs and styles of all children are taken into account;
have high expectations for all children; and
use effective assessment to formulate next steps with children.
The Nursery Nurses:
work with children to carry out their learning outcomes in social settings;
ensure that children are aware of their learning outcomes and success criteria;
ensure that children?s success is celebrated in school;
ensure that learning needs and styles of children are taken into account;
have high expectations for all children; and
work with teachers in giving feed forward about children?s learning outcomes and success criteria
The Principal Teacher of Effective Learning and Teaching:
monitors and evaluates learning outcomes and success criteria within IEPs;
monitors and evaluates learning outcomes in activities and/or experiences on a weekly basis;
manages resources for citizenship and social skills
manages any intensive interventions for children that require it; and
is available for consultation
The school:
provides feed forward to staff on effective target setting;
provides staff development opportunities; and
monitors and evaluates learning and teaching
monitors and evaluates formative and summative assessment Back to top