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Personal Development for Yr9 in the Revised Curriculum

This programme aims to enhance personal and social skills in Year 9 students through exploring self-concept, managing change, morals and values. It includes interactive sessions, group activities, and thematic discussions to promote self-awareness and emotional well-being. The course covers essential life skills, decision-making, and relationships, aligning with the NI Curriculum. Feedback and recommendations from expert panels are incorporated to enhance teaching practices for effective personal development.

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Personal Development for Yr9 in the Revised Curriculum

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  1. Personal Developmentfor Yr9 in theRevised Curriculum March 2008

  2. Programme 9.30am Welcome and Introductory comments 9.40am Ice-breaker and group contract for the course 9.50am Our journey so far 10.00am Your journey so far 10.30am Tea/coffee 10.50am Introduction to pupils’ skills through Personal Development 11.05am Theme 1: Self Concept 11.50 noon Theme 2: Managing Change 12.35pm Lunch 1.20pm Theme 3: Morals, Values and Beliefs 2.05pm Exploring and interrogating a number of themes 3.00pm Next steps 3.20pm Plenary for Day 1 and evaluation

  3. PD Training Programme May 2007 Inset on Year 8 Insync June 2007 Inset on Year 11 PD February 2008 Inset on Year 9 Insync May 2008 Inset on Year 12 PD Easter term 2009 Inset on Year 10 Insync

  4. Course Learning Intentions • To explore approaches and methodologies conducive to good PD practice • To highlight opportunities for developing pupils’ skills through Personal Development • To increase awareness of the content of the Year 9 Insync PD resource

  5. STUDY on PD Current practice and potential models for the effective teaching of PD at keystage 3 in the NI Curriculum Ruth Leitch, Stephanie Mitchell and Rosemary Kilpatrick

  6. Best practice • Combination of data collection processes comprising • Semi –structured individual interviews with adults who represent key players • Nine focus group sessions with 56 pupils • Ten classroom observations involving 212 pupils

  7. Feedback • Qualities /skills present in the successful PD teacher. • Notable features of Effective Classroom Practice • Perspectives of PD Co-ordinators • Challenges-in search of the professional • Issues for young people

  8. Expert Groups

  9. Recommendations issues for schools • Recruitment and selection of PD teachers • Dual Role of FT and PD teacher • Classroom Environments • Class Sizes • Positioning of PD periods within the timetable

  10. RECOMMENDATIONS –cont. • Wider school support and school ethos • Support and supervision of PD teachers • Continuity of support • Greater use of external agencies • Basic needs of pupils

  11. Insynca KS3 PersonalDevelopmentResource

  12. Personal Development Self-awareness: opportunities to consider the importance of self-confidence, self-esteem, emotional, physical and mental well being Personal Health:recognising and managing factors which impact on emotional, physical and mental health Relationships:opportunities to understand the importance of forming and maintaining relationships

  13. The 10 Insync Units • Health and the Whole Person • Feelings and Emotions • Managing Influences & Making Decisions • Self-concept • Managing Change • Morals, Values and Beliefs • Learning about Learning • Safety and Managing Risk • Relationships and Sexuality • Drugs Awareness

  14. RSE progression in KS3

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

  16. Your Journey So Far - Workshop 1 • What steps has your school taken to date, in preparing for the discreet/whole school delivery of PD ? • What does PD look like in the classroom? How do you know? In what ways is progress being monitored and success and expertise shared? What links are there with year 8? • In order to continue to improve your current provision in line with the NI curriculum, what will you choose for your focus this year?

  17. Coffee

  18. Developing Pupil’s Skills Through PD Life Skills Thinking Skills and Personal Capabilities Cross Curricular Skills

  19. Core Life Skills • Getting in touch with your feelings (thinking-feeling-acting) • Realistic decision-making. Owning responsibility for choices and decisions • Preventing and managing problems • Using coping self-talk (Choosing realistic self-rules) • Perceiving and explaining cause accurately (not internalising or externalising) • Predicting realistically and setting realistic goals • Using visualising skills (Adapted from Nelson-Jones, R. (1995). ‘Lifeskills Counselling’)

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

  21. The Cross Curricular Skills Communication Using Mathematics Using ICT

  22. Getting into Insync • For the rest of this day we will use examples from the Insync themes to look at • Approaches • Methodologies • CCS • TSPC

  23. Self-Concept To Explore Accurate Self-awareness and Effective Self-development

  24. Overview of Theme Sub Theme 1 Who I Want To Be versus Who I am Sub Theme 2 How Others Help Me Arrive At Self Sub Theme 3 Self-Confidence and What Improves It

  25. Different Hats

  26. Overview of Theme Sub Theme 1 Who I Want To Be versus Who I am Sub Theme 2 How Others Help Me Arrive At Self Sub Theme 3 Self-Confidence and What Improves It

  27. Debrief • Which specific skill(s) were promoted in the activities? • How did the activity contribute to the development of this skill? • What would the learning intention (and success criteria) be? (pupils are learning… I will know this because they will…)

  28. Personal Reflection How did it feel receiving compliments from people? Do these comments have an impact on your attitude towards yourself? Why don’t we, as a society, openly compliment each other? How does your attitude towards hurtful comments help or hinder how you feel? In Groups Consider the quote from Eleanor Roosevelt “Nobody can make you feel inferior without your permission” Discuss the poem by Dorothy Law Nolte “Children Lean What They Live”

  29. Year 9 Insync: Unit 5 Managing Change

  30. Unit 5: Managing Change Aim:- ‘To encourage pupils to take personal responsibility for (managing)the changes in their lives, and to develop positive attitudes such as self-belief, flexibility and respect in order to embrace the opportunities and challenges change presents.’

  31. Sub-Theme 1:- Identify, Understand and Manage Change in Relationships Sub-Theme 2:- Managing Change in Relationships through Understanding and Coping with Loss and Grief

  32. Skill Focus Self-Management Managing my behaviour in a range of situations How can I help pupils acquire and develop these skills as a teacher?

  33. 4 Difficult Tasks of Grief • To accept the reality of the loss • To feel and consciously admit the pain of the loss (untangling from the ties that bind a person to the deceased / lost thing) • Adjusting to life, the contexts & environments in which the deceased person / thing is missing • Forming new bonds and relationships. Creating new attachments (William Worden, 4 Tasks of Mourning) "It isn't for the moment that you are struck that you need courage. Grievers need strength for the long uphill climb back to sanity and faith and security."(Anne Morrow Lindbergh)

  34. Change and Loss Scenarios Insync Unit 5; Managing Change, Resource 8, Activity 4

  35. Debriefing: Dealing with Loss • Knowing your class / pastoral issues • Knowing the pupils’ community / context • Knowing Yourself – accessing help & support • Keeping Safe; Boundaries and Contracts • Being sensitive • Having Courage • Keeping flexible • Help with referrals

  36. Lunch

  37. Menu Workshops • 4 themes • Feelings and Emotions • Relationships and Sexuality • Managing Influences & Making Decisions • Drugs Awareness • What are the concerns, how might you address them? • What are the sensitive/confidential issues? • What teaching methodologies are used – are they appropriate? • What pupil skills are being developed? 1. 5 mins introduction 2. 10 mins reading 3. 15 minutes group discussion 4. 25 minutes feedback

  38. “To educate a person in mind and not in morals is to educate a menace to society” (Theodore Roosevelt)

  39. Debrief • What did it feel like to be involved in the activities? • Which specific skill(s) were promoted in the activities? • Did the activities help deliver the learning intentions? • How would you feel about teaching this unit?

  40. Next StepsWhere to from here?

  41. Whole School Planning Implications Ethos /culture of the school Profile of pupils Professional development of staff Timetabling – time for adjustment Available resources Collaborative planning Discreet/integrated delivery Progression and continuity Monitoring and review process

  42. PD Planning Issues Scheme for Year 9 (progressing from Yr 8 and covering 2/3s of KS3 requirements) Units of Work (ensure coverage of statutory requirements) Lesson Plans – WALT should include skills Acquire, develop, assess and report on skills

  43. Course Learning Intentions • To explore approaches and methodologies conducive to good PD practice • To highlight opportunities for developing pupils’ skills through Personal Development • To increase awareness of the content of the Year 9 Insync PD resource

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