Revised Curriculum Stage 5 Year 5 Personal Development and Mutual Understanding

1. Revised Curriculum Stage 5 Year 5 Personal Development and Mutual Understanding

2. Implementation of Revised Primary Curriculum Stage 1 Leading Learning – School Leaders’ Conferences (Jan - March 2006) Stage 2 School-based development – post leadership conference activities (April - June 2006) Stage 3 The Learning Environment – consideration of the implementation of the Revised Curriculum and Assessment Arrangements (Aug – Nov 2006) Stage 4 School Self-Evaluation and Development Planning (Nov 2006 onwards) Stage 5 Whole school and year group staff development (Jan 2007 onwards)

3. Course Objectives • To make explicit links between Personal Development and Mutual Understanding and other areas of the Revised Curriculum • To discuss the characteristics of a supportive learning environment in relation to Personal Development and Mutual Understanding • To increase awareness of Personal Development and Mutual Understanding, its constituent strands and issues relating to good practice • To raise awareness of potential resources for Personal Development and Mutual Understanding

4. Programme 9.30am Personal Development and Mutual Understanding in the Revised Curriculum: An Overview 10.30am Coffee 11.15am Personal Development and Mutual Understanding Strand 1 ‘Personal Understanding and Health’ 12.30pm Lunch 2.00pm Personal Development and Mutual Understanding Strand 2 ‘Mutual Understanding in the Local and Global Community’ 2.45pm Review and Looking Ahead 3.30pm Plenary and Evaluation

5. Session 1 Personal Development and Mutual Understanding in the Revised Curriculum Making links with the Main Emphases of the Revised Curriculum

6. Personal Development and Mutual Understanding Activity 1: Snowballing and Thinking map

7. P. D. M. U.

8. Self-______ and self-_________ • __________ and Emotions • _________ _______ strategies • Health, _______, Growth and ___________ • Friendships and ____________ • Human _______ and ________________ • Causes of ________ and responses • ___________ diversity • ___________ and ___________ StrandOne: P_______ U___________ and H_______ P. D. M. U. Strand Two: M______ U___________ in the L_____ and W______ C___________

9. Self-esteem and self-confidence • Feelings and Emotions • Effective learning strategies • Health, Safety, Growth and Well-being • Friendships and relationships • Human rights and responsibilities • Causes of conflict and responses • Cultural diversity • Community and environment StrandOne: Personal Understanding and Health P. D. M. U. Strand Two: Mutual Understanding in the Local and Wider Community

10. protective classroom motivating classroom value humid sunny control empower cold stormy insecure classroom destructive classroom reject from Ian Smith ‘Learning Unlimited’

11. value The motivating classroom The protective classroom Focus on the conditions within the school and classroom that promote Personal Development and Mutual Understanding. E.g. Security, Trust and Respect A culture that values curiosity, creativity and enquiry empower control The destructive classroom The insecure classroom reject

12. The Learning Environment Personal Reflection What are the implications for the learning environment in our school and in my classroom?

13. Being Creative Thinking, Problem Solving Decision Making Thinking Skills Managing Information & Personal Capabilities Self Management Working with Others

14. Thinking, Problem Solving, Decision Making • Examine evidence, distinguish fact from opinion in relation to drugs • Discuss options, weigh up the pros and cons of a decision or action • Make links between cause and effect of actions with regard to lifestyle choices Being Creative • Managing Information • Plan and set personal goals for behaviour or learning • Use own and others’ ideas when class is preparing an assembly on an issue • Learn from and build on others’ experiences peers, parents and visitors to the school. • Use all the senses to stimulate and contribute to ideas e.g. food tasting • Self Management • Manage strong feelings • Promote calm and optimistic states that promote the achievement of goals & facilitate learning • Persist with tasks, recover from setbacks • Working With Others • Make and sustain friendships • Deal with and resolve conflict fairly and effectively • Agreeing roles and responsibilities

15. Personal Development and Assessment for learning Mutual Understanding focuses on: focuses on: Self esteem and self confidence Feelings and emotions Attitudes to learning Cooperation, communication and dealing with conflict Responsibilities • Building an open relationship between the teacher and learner • Sharing learning intentions and agreeing success criteria • Teacher advice on how to improve • Peer and self evaluation and assessment • Celebrating success

16. Curriculum Aim The Northern Ireland Curriculum aims to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives. Curriculum Objectives TO DEVELOP THE YOUNG PERSON AS AN INDIVIDUAL TO DEVELOP THE YOUNG PERSON AS A CONTRIBUTOR TO SOCIETY TO DEVELOP THE YOUNG PERSON AS A CONTRIBUTOR TO THE ECONOMY & ENVIRONMENT

17. Activity 2: • Look at the curriculum objective on your flip chart sheet. How can Personal Development and Mutual Understanding in the widest sense contribute to this objective? CONSIDER: Skills, Knowledge, Dispositions and Attitudes

18. School Ethos Learning environment Mutual Understanding In the Local & Global Community TS & PC Personal Understanding & Health AfL PDMU Curriculum aim and objectives Integrated approach to Personal Development and Mutual Understanding

19. Personalizing the learning Key learning points

20. Coffee break

21. Session2 Personal Development and Mutual Understanding Strand One: Personal Understanding and Health

22. Self-esteem and self-confidence • Feelings and Emotions • Effective learning strategies • Health, Safety, Growth and Well-being • Friendships and relationships • Human rights and responsibilities • Causes of conflict and responses • Cultural diversity • Community and environment Strand One: Personal Understanding and Health P. D. M. U. Strand Two: Mutual Understanding in the Local and Wider Community

23. PDMU resource: Living Learning Together

24. Sample Activity for Strand One Activity 3: The Feelings Tree from ‘Living Learning Together’ Learning Intentions: • We will begin to understand what causes us to feel and act the way we do. • We will use information to make predictions

26. Sample Activity for Strand One Activity 4: The Smoking Card Game • Learning intentions: • We will evaluate information and select appropriately • We will reach agreement as a group

27. Feedback • What other learning areas could this activity work in? • What ‘Thinking Skills and Personal Capabilities’ would be developed / made explicit?

28. Strand One: Personal Understanding and Health:Whole School Support

29. Strand One Personal Understanding and Health: Partnerships for Health Activity 5

30. Strand One: Personal Understandingand Health - Handling Sensitive Issues • Potential sensitive issues (alcohol and smoking, food choices, styles of parenting, caring for a baby, personal safety etc) • Be aware of school policies e.g. RSE, Drugs, Child Protection • Always preview materials to ensure they are suitable (including visitors’ materials) • Involve colleagues and parents

31. Personalising the Learning from Strand One ‘Have a go!’

32. Lunch

33. Session 3 Personal Development and Mutual Understanding Strand Two: Mutual Understanding in the Local and Wider Community

34. Self-esteem and self-confidence • Feelings and Emotions • Effective learning strategies • Health, Safety, Growth and Well-being • Friendships and relationships • Human rights and responsibilities • Causes of conflict and responses • Cultural diversity • Community and environment Strand One: Personal Understanding and Health P. D. M. U. Strand Two: Mutual Understanding in the Local and Wider Community

35. Strand Two Activities – Peer LearningActivity 6 From Living Learning Together Blue Unit ‘Two things About Me’ and Save the Children Fund ‘What is bullying?’

36. Group Task • Write two learning intentions for one of the activities. • We are learning to…

37. Strand 2: Mutual Understanding In The Local & Wider CommunityWhole School Support

38. Strand Two Mutual Understanding in theLocal and Global community Partnerships Audit

39. Strand TwoMutual Understanding in the Local and Global Community: Handling sensitive issues • Potential sensitive issues (family structures and relationships, sectarianism, racism, etc) • Be aware of school policies e.g. positive behaviour, anti-bullying, Pastoral Care etc. • Always preview materials to ensure they are suitable (including visitors’ materials) • Involve colleagues and parents

40. Personalising the Learning from Strand Two ‘Have a go!’

41. Session 4 Review and Looking Ahead

42. Next Steps • In the next 2-4 weeks • By the end of this school year • By the end of next year

43. Course Objectives • To make explicit links between Personal Development and Mutual Understanding and other areas of the Revised Curriculum • To discuss the characteristics of a supportive learning environment in relation to Personal Development and Mutual Understanding • To increase awareness of Personal Development and Mutual Understanding, its constituent strands and issues relating to good practice • To raise awareness of potential resources for Personal Development and Mutual Understanding