Improving support for Personal, Social, Health & Economic education in secondary schools

1. Improving support for Personal, Social, Health & Economic education in secondary schools Respect & Protect Conference 18th July 2008 John Rees Independent PSHE Consultant

2. Can you see dolphins? Look at both dolphins jumping out of the water. The dolphins are identical. A closely monitored, scientific study revealed that, in spite of the fact that the dolphins are identical; a person under stress would find differences in the two dolphins. The more differences a person finds between the dolphins, the more stress that person is experiencing.

4. PSHE education in schools “There has never been a more important time to be involved with PSHE education” “The reason for the decline in the standards of reading and writing are because young people spend too much time……. …. listening to the gramophone.” The Times 1912

5. School improvement & health "Teachers cannot teach fractious children, poorly children, children with toothache, ones whose hands and feet are cold because it is poorly clad and poorly nourished." Lewis D.F "Oh for those halcyon days! A review of the development of school health education over 50 years" HEJ V. 52/3 61 - 171

6. Did you know? • >18 conception rates in 2005 = 39,800 • Alcohol related death rate in UK has doubled(4,144 in 1991) to 8,758 in 2006(National Statistics on line) • Alcohol related crime costs UK £7.3bn pa(Alcohol Concern) • Every 30 min a UK child is bereaved of their parent(s) = 55 a day, 20,000 a year(Winston's Wish) • Borrowing by <25s is rising ~ up 25% in two years from £11,833 (2003) to £14,984 (2005)(Consumer Credit Counselling Services)

7. Why the curriculum needs to change Forces for change in society: • Changes in society & the nature of work. • Impact of technology. • New understandings about nature of learning. • Increased global dimension to life, learning & work • Public policy agenda - personalisation, ECM, sustainability, social cohesion, enterprise.

9. PSHE in the curriculum The school curriculum should provide: Spiritual, moral, social & cultural development Learning & achievement These two aims reinforce each other. Development in both areas is essential to raising standards of attainment for all pupils.QCA 1999

10. Wellbeing legislation & guidance • UN Convention ~ Rights of Child • Education Act (1996) • TPU & NSH Strategy (’99 / ’00/06) • National Healthy School Programme • Every Child Matters • Children’s plan

11. Children’s plan strategic objectives • Secure the health & wellbeing of c & yp • Safeguard the young & vulnerable • Achieve world-class standards • Close the gap in educational achievement for children from disadvantaged backgrounds • Ensure young people are participating and achieving their potential to 18 and beyond • Keep c & yp on the path to success • Increase young people’s knowledge of effective contraception & improve their access to advice through encouraging the provision of onsite health services in schools, colleges & youth centres.

12. Improving PSHE education • OfSTED (2002) PSHE report • recommends trained teachers and specialist teams to provide PSHE • Lord Adonis underlines importance of PSHE • Encourages PSHE CPD & prioritises recruitment • Tellus2 local annual survey (Y 8 & 10) • includes question on satisfaction with information and advice on sex and relationships. • Education & Inspections Bill: • new duty on school governors to promote pupil well being (Sept.2007) • New secondary Curriculum (Y7 in Sept 2008) • Aims, Flexibility, Skills, Personal Development

13. “The illiterate of the 21st century will not be those who cannot read & write, but those who cannot learn, unlearn, & relearn. ” Alvin Toffler - 1972

14. What do we want for young people? What knowledge, ideas & concepts do we want them to have in their heads? What do we want them to carry in their hearts – values, beliefs, spirituality? What other things might they need for the future? What do we want them to be able to throw away?

15. Some characteristics of a good learner: questioning make connections confident – take risks skilled creative thirst for knowledge curious flexible communicates well literate willing to have a go persevere be shapers generate ideas ‘can do’ attitude act with integrity critical – self editing think for themselves independent learn from mistakes show initiative make a difference listen and reflect self-esteem get on well with others

16. What do employers want? Boeing’s desired attributes of an engineer: • Awareness of customer & societal needs. • Good communication skills. • High ethical standards. • An ability to think creatively and critically. • Flexibility – self confidence to adapt. • Curiosity & a desire to learn. • A profound understanding of the importance of teamwork.

17. Purpose of the new curriculum: To develop a modern, world-class curriculum that will inspire & challenge all learners and prepare them for the future.

18. The new curriculum aims To enable all young people to become: • Successful learners ~ who enjoy learning, make progress & achieve. • Confident individuals ~ who are able to live safe, healthy & fulfilling lives. • Responsible citizens ~ who make a positive contribution to society.

20. Subjects Personal Development Skills and dimensions Coherence… for learners

21. skills and ways of thinking Key processes Range and content opportunities Curriculum Key concepts knowledge and understanding essential ideas contexts for learning All subjects have a progamme of study – with the same structure: Importance Why the subject matters and how it contributes to the aims

22. Opportunities for creativity “I saw the angel in the marble and carved until I set him free.” Michelangelo

24. Re-defining school improvement Personal Well-being Learning & achievement • Emotional Health • Relationships • Interpersonal • Friendships • Sexual health • Drug & Alcohol • Social cohesion • Gangs / knife crime • Racism, sexism & homophobic bullying • Economic awareness • Enterprise • Work experience • Group work skills • Study skills • Revision / note taking PSHE education

25. Sexual Health Police Supporting well – being in schools PSHE Ed Connexions Assemblies Community Health Parents RE & PE Citizenship CAMHS All working together! Trips & Clubs Employers

28. Reflection ~ 2 mins • What more do I need to find out? • How does this impact on my work? • How can I implement these changes in my settingl? • Existing (potential) allies & links? • Some barriers might be….. • How might these be overcome?

29. Who is on your side? High Degree of influence Degree of interest Low High

32. Reflection ~ 2 mins • What more do I need to find out? • How does this impact on my work? • How can I implement these changes in my settingl? • Existing (potential) allies & links? • Some barriers might be….. • How might these be overcome?

33. How are you going to make a difference? High Status Quo Extraordinary REALITY Pure Innovation Crisis Low Low POSSIBILITY High

34. What do you have within you that needs to get out?

35. Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness, that frightens us. We ask ourselves: who am I to be brilliant, gorgeous, talented and fabulous? Actually, who are you not to be? You are a Child of God. Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people won’t feel insecure around you. We are born to manifest the glory of God that is within us.It is not just in some of us; it’s in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we are liberated from our own fear our presence automatically liberates others. Marianne Williamson

36. To know and not to use is not yet to know Buddhist saying

37. That's all folks! jbrees@ex.ac.uk www.PSHESolutions.co.uk www.pshe-association.org.uk