Incorporating resilience theory within the PSHE curriculum 7th March 2006

1. Incorporating resilience theory within the PSHE curriculum7th March 2006

2. A resilient child can resist adversity, cope with uncertainty and recover more successfully from traumatic events or episodes. Newman.T,Promoting Resilience, 2002,Barnardo�s My starting point was to use this definition of what a resilient child can do� This comes from Tony Newman�s report; Promoting resilience: A review of effective strategies for Child Care Services My starting point was to use this definition of what a resilient child can do� This comes from Tony Newman�s report; Promoting resilience: A review of effective strategies for Child Care Services

3. Children who are mentally healthy will have the ability to: Develop psychologically, emotionally, creatively, intellectually and spiritually Initiate, develop and sustain mutually satisfying personal relationships Use and enjoy solitude Become aware of others and empathise with them Play and learn Develop a sense of right and wrong Face problems and setbacks and learn from them in ways appropriate for that child�s age The Big Picture, Feb 1999, Mental Health foundation definition Then I found this list of skills that describes mentally healthy children and thought, �how do we support the development of these skills within the school setting Many of the protective factors that promote resilience link with these skillsThen I found this list of skills that describes mentally healthy children and thought, �how do we support the development of these skills within the school setting Many of the protective factors that promote resilience link with these skills

4. PSHE and Citizenship is the planned provision for emotional and social development. They help children and young people develop a secure sense of identity and to function well in the world This description of PSHE, from the National Children�s Bureau highlights how it can support the resilience theory and the development of protective factors This description of PSHE, from the National Children�s Bureau highlights how it can support the resilience theory and the development of protective factors

5. PSE - Effective Learning Children feeling safe Children learning to respect themselves and others Respecting children�s cultures Children learning about relationships Children learning about the importance of friendship Children developing a positive disposition to learning Children having opportunities for problem solving pages 28/29 QCA Curriculum guidance for the Foundation Stage 2001 From early years PSE is embedded within the curriculum. Foundation stage are fantastic at promoting resilience. Then as children progress through the key stages PSHE is in most schools planned and delivered (ofsted subject review Feb2005); it is still approached in a holistic way through school ethos, assemblies etcFrom early years PSE is embedded within the curriculum. Foundation stage are fantastic at promoting resilience. Then as children progress through the key stages PSHE is in most schools planned and delivered (ofsted subject review Feb2005); it is still approached in a holistic way through school ethos, assemblies etc

6. PSHE: Is non statutory Contributes to the National Curriculum�s two broad aims Often provided through discrete planned lessons and/or implicit opportunities PSHE planning and provision varies from authority to authority, school to school and classroom to classroom. There is a misconception that because the framework is non statutory and for guidance only that PSHE does not need to be timetabled, planned, monitored, assessed or reported. Some staff feel ill equipped to teach PSHE or frustrated that it is not given the same opportunity as other subjects. The National Curriculum has two broad aims; the 2nd being, � school curriculum should aim to promote pupils� spiritual, moral, social and cultural dev and prepare all pupils for the opportunities and responsibilities of life� and PSHE provision when planned, progressive and well resourced will help schools in achieving these aims. In schools where this is recognised, usually when senior management and staff have a strong empathy with PSHE�s underlying principles of promoting emotionally literacy and participation there is often a weekly PSHE �lesson� that follows a scheme of work either written by the school or as part of a published resource. When PSHE is taught in this way pupils soon become accustomed to discussing sensitive issues and can develop skills for coping, positive attitudes towards themselves and others and appropriate knowledge to help them make informed decisions. Jenny Mosley talks about behaviour management models and PSHE models operate separately and PSHE loses its holistic approach in many secondary school PSHE planning and provision varies from authority to authority, school to school and classroom to classroom. There is a misconception that because the framework is non statutory and for guidance only that PSHE does not need to be timetabled, planned, monitored, assessed or reported. Some staff feel ill equipped to teach PSHE or frustrated that it is not given the same opportunity as other subjects. The National Curriculum has two broad aims; the 2nd being, � school curriculum should aim to promote pupils� spiritual, moral, social and cultural dev and prepare all pupils for the opportunities and responsibilities of life� and PSHE provision when planned, progressive and well resourced will help schools in achieving these aims. In schools where this is recognised, usually when senior management and staff have a strong empathy with PSHE�s underlying principles of promoting emotionally literacy and participation there is often a weekly PSHE �lesson� that follows a scheme of work either written by the school or as part of a published resource. When PSHE is taught in this way pupils soon become accustomed to discussing sensitive issues and can develop skills for coping, positive attitudes towards themselves and others and appropriate knowledge to help them make informed decisions. Jenny Mosley talks about behaviour management models and PSHE models operate separately and PSHE loses its holistic approach in many secondary school

7. Exploring the relationship between others and ourselves is the key to personal and social development and empathy is the quality that needs to be developed. Only when people understand and care about other people�s inner worlds will they modify their behaviour. Jenny Mosley; Quality Circle Time in the secondary School 2002 So I�d like you now to consider So I�d like you now to consider

8. Activity Write down which protective factors can be developed through each Breadth of Opportunity statement Now decide which PSHE objectives could be delivered through each breadth of opportunity statement This could be developed further by listing a range of activities/examples and the attitudes, skills and knowledge being developing.

9. Sarah Atkins PSHE + C and Drug Education Coordinator 01454 868764 sarah.atkins@southglos.gov.uk