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What Skills, Qualities and Knowledge do Young People Need?

Explore the importance of well-being education and how it equips young people with skills, knowledge, and resources to make positive life choices. Discover strategies to foster critical thinking, problem-solving, teamwork, and more.

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What Skills, Qualities and Knowledge do Young People Need?

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  1. What Skills, Qualities and Knowledge do Young People Need? And how can we develop them in schools?

  2. “…education needs to be more than just the accumulation of knowledge, whether scientific, technical, historical or whatever. It should really be education in how to be.”Ricard Matthieu and Jean-Francois Revel, “The Monk and the Philosopher” What are We Here For?

  3. Thomas TallisA Snapshot • Secondary • Comprehensive • 11-19 years • Greenwich borough • Multi-ethnic, multi-faith • Arts Specialist • School of Creativity • Leading Edge • BSF and Olympic funded new build

  4. What is Well-Being? • An empty concept? • New age hippie idea, irrelevant to education? • An important term with wide ranging implications? • A contested concept? • General happiness and life satisfaction? • A social and cultural construction? • Does it mean the same thing for adults/children/young people? • “Positive and sustainable characteristics which enable individuals and organizations to thrive and flourish” (Well-Being Institute at the University of Cambridge) • “…a focus on the social and emotional aspects of effective learning, such as self-awareness, managing feelings, motivation, empathy and social skills. These five aspects of learning, identified within the SEAL framework, make an important contribution to personal wellbeing.” (QCA PSHE Curriculum Key Stage 4)

  5. What is Well-Being? • Providing young people with the necessary skills, knowledge and resources to be able to make positive life choices both now and in the future • Well-Being and Well-Becoming • Compulsory National Curriculum subjects; • Citizenship • Personal, Social and Health Education (PSHE) • Religious Education (RE) • Careers, Financial Capability and Work Related Learning

  6. Structure of the Course • 3 hours per fortnight • Thematic • ASDAN Wider Key Skills • Citizenship GCSE • Flexible • Whole school projects • suspended timetable days Thomas Tallis Skills • School Based Health Centre, Speakeasy • Enrichment programme • Alternative accreditation

  7. A Well-Being lesson designed to improve class behaviour and relationships… Structure of the Course

  8. Critical thinking Conflict resolution Team work Respect and tolerance Problem-solving Enquiry Peer Education Self-esteem Decision-making Enterprise Creativity Reflection Active participation Life? So what skills? We need to measure what we value, not value what we measure

  9. Challenges • Status • Buy-in • Institutional make-up • Assessment • Measuring Impact

  10. What will learning be like in 2015?

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