PSHE EDUCATION TWO PROGRAMMES OF STUDY ONE SUBJECT

1. PSHE EDUCATION TWO PROGRAMMES OF STUDY ONE SUBJECT Presented by Ruth Kerry 19.03.09

2. Aims • To examine what is meant by PSHE education. • To consider the opportunities to develop PSHE Education in schools.

3. “The most terrifying words in the English language are: 'I'm from the Government and I'm here to help'.”

4. “Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mineworker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given, that separates one person from another”. Nelson Mandela

5. “A man who has never gone to school may steal from a freight train; but if he has gone to university he may steal the whole railroad”. Theodore Roosevelt. “We spend the first twelve months of our children’s lives teaching them to walk and talk and the next twelve years telling them to sit down and shut up”. Phyllis Diller. “I won’t say ours was a tough school, but we had our own coroner. We used to write essays like ‘What I’m going to do if I grow up’. Lenny Bruce.

6. The curriculum has statutory aims to enable all young people to become: successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society

7. What is different? An increased focus on whole curriculum designunderpinned byAims Increased flexibility – less prescription but focus on key concepts and processes in subjects. More room for personalisation and locally determinedcurriculum More emphasis on skills –functional and wider skills for learning and life More emphasis on personal developmentand ECM More opportunities for coherence and relevance - linking learning to life outside school, making connections between subjects, cross-curricular themes and dimensions A real opportunityfor renewal and re-invigoration (BSF, Diplomas)

8. The purpose of the new curriculum • To develop a world-class curriculum that will inspire and challenge all learners and prepare them for the future. • Three questions to guide design, development and implementation: What are we trying to achieve? How do we organise learning? How well are we achieving our aims?

9. Subject progr study skills and ways of thinking Key processes Range and content opportunities Curriculum Key concepts knowledge and understanding essential ideas contexts for learning A new look at subjects Less prescribed contentbut an increased focuson subject discipline… the key ideas and skillsthat underpin a subject. Importance Why the subject matters and how it contributes to the aims

10. An increased focus on SkillsA new framework for Personal, learning and thinking skills • Independent enquirers • Creative thinkers • Reflective learners • Team workers • Self-managers • Effective participators

11. Cross-curriculum dimensions The non-statutory cross curricular dimensions reflect the major ideas and challenges that face society and have significance for individuals. They can provide powerful unifying themes that give learning relevance and help young people make sense of the world. Identity and cultural diversity Healthy lifestyles Community participation Enterprise Sustainable futures and the global dimension Technology and the media Creativity and critical thinking

12. SEAL and PSHE education -the relationship between them. SEAL contributes to personal development by promoting social and emotional aspects of learning. It provides a framework and some ideas for teaching social and emotional skills within discrete lessons, across subjects and outside the classroom. PSHE education provides an invaluable contribution to learning the social and emotional skills that are identified in SEAL. SEAL in turn provides a framework that supports PSHE education. www.pshe-association.org.uk

13. What is PSHE education? Personal, social, health and economic (PSHE) education is a planned programme of learning opportunities and experiences that help children and young people grow and develop as individuals and as members of families and of social and economic communities.  (PSHE education strategic partners group) www.pshe-association.org.uk

14. PSHE education offers a central role in supporting: The overarching concept of personal development linked to ECM– the impact of which is recorded in the SEF The statutory duty to promote wellbeing The statutory duty to promote community cohesion The statutory requirement – WRL,CEG, IAG standards and impartial, information advice and guidance A comprehensive PSHE programme is also a requirement of achieving National Healthy School Status

15. Personal Wellbeing Key Concepts • Personal Identities • Healthy Lifestyles • Risk • Relationships • Diversity Key Processes • Critical reflection • Decision-making and managing risk • Developing relationships and working with others Economic Wellbeing Key Concepts • Career • Capability • Risk • Economic understanding Key Processes • Self-Development • Exploration • Enterprise • Financial Capability

16. Financial Capability ‘Ensure that all young people leaving school have the confidence, skills and knowledge in financial matters to participate fully in society.’ Mission statement of pfeg.

17. ‘By 1990, most people will be retiring at the age of forty or thereabouts.’ Dr Christopher Evans, Science fact,1978.

18. ‘I did what I could, where I was, with what I had.’ Theodore Roosevelt.

19. What support do you have from senior and middle managers? Do you have appropriate non-teaching support in line with remodelling the workforce? What documentation do you have/need? How much discrete time does PSHE education have?

20. Do you have directed time departmental meetings? Do you have an effective CPD programme? What help do you have from outside school? What are the most effective learning opportunities you can develop for pupils?

21. ‘Liberty without order and order without liberty are equally destructive.’ Theodore Roosevelt.

22. What about lessons? Build on existing good practice Place a new focus on concepts and processes Link personal wellbeing with economic wellbeing and financial capability Look for links across subject areas Develop enrichment activities.

24. How rational are you? • Think of a time when you were given information you wanted and you ignored it. • Think of a time when you were given information you wanted and you acted upon it. • What made the difference? Jenny Bimrose.

25. Project Work Advantages • Provides the opportunity for compelling learning experiences and assessment • Develops independent learning skills and autonomy • Enhances PLTS • Enhances IT skills • Potential for parental involvement and engagement with world beyond school. • Suits any model of delivery.

26. Year 8 Drugs ProjectYear 9 Occupational Groups ProjectCross-Curricular Project.

27. ‘Remember you are just an extra in everyone else’s play’ F D Roosevelt.

30. Useful Links www.curriculum.qca.org.uk www.newsecondarycurriculum.org.uk www.pshe-association.org.uk www.bandapilot.org.uk www.healthyschools.gov.uk www.pfeg.org www.aceg.org.uk www.connexions-direct.com www.enterpriseinschools.com www.cegnet.co.uk

31. The danger of premature evaluation is that nothing will be achieved.