Non-exam Key Stage 4 Personal Development

1. Non-exam Key Stage 4 Personal Development May/June 2007

2. Programme 09.30 Welcome and Introduction to PD at Key Stage 4 09.50 Activity 1: What is Personal Development? 10.10 PD and skills 10.30 Tea/Coffee 11.00 Activity 2: Interpreting the statements of requirement 11.15 Examining the suggested learning & teaching activities 12.00 PD in the classroom: an exemplar PD lesson 12.45 Lunch 13.30 Issues to consider from learning experience 14.00 Implications for curricular planning 15.00 Plenary and Evaluation

3. Course Learning Outcomes: • To understand the Statutory Requirements for Personal Development at Key Stage 4 • To consider the implications for curriculum planning in terms of progression between KS 3 and 4, and auditing of current practice • To identify the opportunities to develop the pupils’ wider skill areas

4. Introduction to PD at Key Stage 4 • Statutory for all pupils in Yr 11 from Sept 2007 • Increasing responsibility for their own learning and actively demonstrate skills and capabilities acquired at KS 3 • Provide opportunities to engage with complex and challenging issues relevant to their lives • Allow more freedom to select issues pupils wish to explore • CCEA are producing guidance on KS4 PD

5. Why is Personal Development Important? • PD involves the entire world of the young person, encouraging them to become personally, socially, emotionally, spiritually and physically effective to lead healthy, safe and fulfilled lives. In terms of school this means improved learning, improved attendance, more positive attitudes to school, improved skills and capabilities; stronger, more helpful relationships, and improved health related behaviours

6. Personal Development Aims to: • Empower pupils to become effective and independent learners • Promote critical and analytical self reflection • Acquire skills such as intra and inter-personal skills, emotional management, practical, and key curricular skills • Promote core values, attitudes and dispositions

7. School Ethos WHOLE SCHOOL CONTEXTPD is experienced by pupils at three different levels Areas of Learning Citizenship Personal Development Activities PUPILS Events Employability Home Economics Key Elements Links

8. Resiliency Life Skills Building connections Enhancing Protective Factors

9. Personal Development is a process which: ‘Encourages each child to become personally emotionally, socially and physically effective, to lead healthy, safe and fulfilled lives; To become confident, independent and responsible citizens, making informed and responsible choices and decisions throughout their lives’ (CCEA 2002).

10. Personal development: - involves knowledge, attitudes, skills, relationships and behaviour that can be utilised in and outside the classroom. - involves thinking processes, managing emotions, values and relationships along with a range of life skills that assist young people is coping with the challenges of every day living.

11. "Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships." (Daniel Goleman, 1998).

12. Activity 1 What is Personal Development? Diamond Nine Card Sort

13. Three main concepts: • Self awareness which provides opportunities to consider the importance of self confidence and self esteem to physical and emotional/mental health; • Personal health which provides opportunities to understand the importance of recognising and managing factors that may influence physical and emotional/mental health; • Relationships which provides opportunities to understand the importance of forming and maintaining relationships to physical and emotional/mental health.

14. At KS4 skills fall into 2 categories: • Cross-curricular skills: Communication, ICT and Using Mathematics • Other skills: Problem solving, self management and working with others • What skills do your Year 11 pupils need to develop? • Activity 2: On each of the flip chart sheets, identify the skills relevant to PD under the 6 headings above

15. Coffee

16. Statement 1 DEVELOP AN UNDERSTANDING OF HOW TO MAXIMISE AND SUSTAIN THEIR OWN HEALTH AND WELL BEING

17. Statement 2 • REFLECT ON AND RESPOND TO THEIR DEVELOPING CONCEPT OF SELF, INCLUDING MANAGING EMOTIONS AND REACTIONS TO ON-GOING LIFE EXPERIENCES

18. Statement 3 • RECOGNISE, ASSESS AND MANAGE RISK IN A RANGE OF REAL LIFE CONTEXTS

19. Statement 4 • DEVELOP THEIR UNDERSTANDING OF RELATIONSHIPS AND SEXUALITY AND THE RESPONSIBILITIES OF HEALTHY RELATIONSHIPS

20. Statement 5 • DEVELOP AN UNDERSTANDING OF THE ROLES AND RESPONSIBILITIES OF PARENTING

21. Statement 6 • DEVELOP FURTHER THEIR COMPETENCE AS DISCERNING CONSUMERS IN PREPARATION FOR INDEPENDENT LIVING

22. Activity 3a • Match the 21 learning opportunities to the 6 statements of requirement.

23. Activity 3b • Each group is to look at one of the 6 statements of requirement, and: • Examine the possible learning and teaching activities • Identify which wider skills could be developed in these activities (from previous session) • Record the teaching methodologies needed to deliver these • Give feedback to the other groups

24. An exemplar lesson on RSE Healthy Sexual Relationships

25. 4 Key Questions What is your motive for wanting to be in a relationship? How do you know you are ready for a relationship? Who is the right person for me? How far should we go physically when going out? Why?

26. Agree or Disagree? • People shouldn’t have sex outside of marriage • Pornography is harmless as long as people aren’t exploited • Marriage is no longer important in today’s world • 4. Homosexuality is normal

27. What is your Motive for Wanting to be in Relationship?

28. To prove I’m attractive • To prove I’m a ‘real’ man/woman • To satisfy my ego • To try out sex • To satisfy my sexual desires • To keep me from being alone • To prevent boredom • To feel loved • To be popular • To get someone else jealous • To please my friends • To rebel against the wishes of my parents • To be like everyone else • To find a marriage partner • To make my life complete Motives for 'Going Out'

29. 3 Helpful Motives For Relationship • To be a better Person 2. To be a better Friend 3. To be a better Partner

30. How do you Know You are Ready for a Relationship?

31. We are Whole People Spiritual/ Moral Physical /Sexual Emotional Social Cognitive Environmental

32. Scenario 1 You have just met the person of your dreams! Wow! You tell your parents that your going to go out with this new friend to the cinema on Friday night, but your parents aren’t too happy about it. They tell you that they are going to have a family meeting together on Thursday night at which you are going to give a presentation detailing why you think you are ready to be in a relationship. Prepare what you will say at the meeting.

33. How You Deal With Conflict Your Love Your Words Your Boundaries Your Openness & Honesty How You Handle Responsibility

34. How Far should I go Sexually in a Relationship?

35. What level of physical intimacy is appropriate for 14-15 year olds who are going out together? Look at the sliding scale below, and decide what you think is appropriate or not appropriate, and why? • Holding hands • Kissing • French kissing • Touching with clothes on • Intimate touching underneath clothes or without clothes • Sexual intercourse

36. Never violate anyone else’s boundaries. Mutual respect is essential. • Don’t make sexual choices under the influence of alcohol or drugs. • Consider the level of commitment in your relationship. Less commitment = less physical intimacy is a good guide. • Guys and girls have different have arousal times. Be careful of passing the point of no return when you are aroused to the point were you can’t stop.

37. Pursue friendship and not just sex. • If possible talk it through with someone older and wiser. Most older people will tell you it is better to go slower not because they want to spoil your fun, but because most feel it is best from experience. • If you are going to decide to be sexually active, you should ensure you protect yourself as much as possible to avoid physical, relational, emotional and spiritual damage.

38. Lunch

39. Lesson Debrief • In groups discuss the following: • How comfortable would you feel in delivering the lesson? • What changes would you make, if any? • Consider the 4 ‘P’s

40. Issues to consider • Being consistent with the school’s RSE policy and ethos • Classroom contract • Confidentiality and child protection • Parental consultation and expectations • Parental awareness of RSE resources and programme • The place for your own opinions, values and beliefs

41. The 4 ‘P’s • Personality • Pupils • Practicalities • Persistence

42. Best Practice in the PD classroom Teachers should set clear and consistent boundaries Be non-judgemental Adopt active and participatory strategies Manage the emotional dimension Genuine commitment to the importance and value of PD principles and practices Ability to relate to and consult with pupils

43. BEST PRACTICE IN PD TEACHING • Ability to find out pupil views and accommodate age specific needs • Attention to process of the lesson not just prescribed content • Perception by pupils of a teacher who is open, humorous, genuine and in whom they can confide • Schools where efforts are made to engage with boys and move beyond the veneer of coping well with life situation • External personnel who reinforce the views of staff in relation to management, teaching, qualities and effective strategies

44. Resources for KS4 PD • Mind Out – a resource for mental health • Love Matters – CCEA DVD resource for RSE • GCSE PSHE text book • Unused ‘Insync’ KS3 materials • Good existing resources

45. Progression In Personal Development What is our vision for our pupils? What skills, knowledge and understanding do they already possess and what needs built on? What rich Personal Development experiences have they had? What issues are relevant to our particular pupils? How can we make learning connections with other subjects and pupils’ own experiences? How do we create quality learning experiences?

46. LEARNING for LIFE and WORK Key Stage 3 Personal Development Home Economics • Local and • Global • Citizenship Employability

47. Key Stage 3 3 strands of personal development • Self- awareness • Personal health • Relationships

48. Health and the Whole Person Safety and Managing Risk Learning About Learning Drugs Awareness Self Concept Managing Influences Making Decisions Feelings and emotions Morals, Values and Beliefs Managing Change Relationships And Sexuality Personal Development Themes

49. A regional KS3 resource for Personal Development

50. LEARNING for LIFE and WORK GCSE Key Stage 4 EDUCATION FOR EMPLOYABILITY Applying Learning for Life and work • Local and • Global • Citizenship Personal, Social and Health Education Learning for work