Cambridgeshire PSHE Scheme of Work

in Gloucestershire

24th January 2007

Becky WoollettPrimary PSHE and Citizenship Consultant

Objectives for the day Reflect on the context for PSHE and Citizenship in primary schools

nationally and locally

Consider the entitlement of all young people in CPSHE

Explore the tools, content and structure provided in the Cambridgeshire Scheme of Work

Familiarise yourselves with some of the teaching methodologies suggested in the SoW

Consider the implementation of the SoW in your school

•Communication and Participation

•Self-awareness

•Relationships and Valuing Difference

•Emotional Well-being

•Managing Risk

•Managing Change

Key Skills ‘Kit Bag’

Activity

What are the skills, knowledge, understanding and attitude that children will need to be able to master this skill?

• The National Curriculum for PSHE and Citizenship

• More focused OFSTED examination (SEF)

• The National Healthy Schools Standard –New Standards

• DFES Guidance for Sex & Relationship Education 2000

• Drugs: Guidance for Schools 2004

• Every Child Matters

• Social and Emotional Aspects of Learning (SEAL)

The National Context

National Curriculum for PSHE

‘Pupils are encouraged to take part in a wide range of activities and experiences across and beyond

the curriculum, contributing fully to the life of their school and their communities.’

National Curriculum: Four strands

Developing confidence and responsibility and making the most of their abilities

Preparing to play an active role as citizens

Developing a healthy safer lifestyle

Developing good relationships and respecting the differences between people

+ ‘Breadth of opportunities’

•Physically healthy

•Mentally and emotionally healthy

•Sexually healthy

•Healthy lifestyles

•Choose not to take illegal drugs

ECM - Be Healthy

•Safe from maltreatment, neglect, violence and sexual exploitation

•Safe from accidental injury and death

•Safe from bullying and discrimination

•Safe from crime and anti-social behaviour in and out of school

•Have security, stability and are cared for

ECM - Stay Safe

•Ready for school

•Attend and enjoy school

•Achieve stretching national educational standards at primary school

•Achieve personal and social development and enjoy recreation

•Achieve stretching national educational standards at secondary school

ECM - Enjoy and Achieve

•Engage in decision making and support the community and environment

•Engage in law-abiding and positive behaviour in and out of school

•Develop positive relationships and choose not to bully or discriminate

•Develop self-confidence and successfully deal with significant life changes and challenges

•Develop enterprising behaviour

ECM - Make a positive contribution

•Engage in further education, employment or training on leaving school

•Ready for employment

•Live in decent homes and sustainable communities

•Access to transport and material goods

•Live in households free from low income

ECM - Achieve Economic Well-being

The local context: pupil online survey

Over 13,000 completed questionnaires on-line

Cleaned’ database, 12,300 records

Pupils from Years 4,6,8 and 10 (ages 8-9, 10-11,12-13,14-15)

80.2% of schools Gloucestershire schools across all phases and districts

Pupil Referral Centers and Special schools included

Questions on: Healthy Eating, Physical Activity, Substances,Safety,Citizenship, Relationships and Mental well-being. In line with the 5 outcomes of “Every Child Matters” and National Healthy Schools criteria

Age n %

8 997 8.2

9 1657 13.6

10 1138 9.3

11 2234 18.3

12 1542 12.6

13 1654 13.2

14 1654 13.5

15 1075 8.8

16 313 2.6

Demographics

199 schools completed – 80.2%

Over 70% of pupil population

5,996 primary school children

6,231 secondary school young people

50.7% female, 49.3% male

> 7.3% ethnic minorities

113 special needs children and young people

Skills for our children?

•Communication and Participation

•Self-awareness

•Relationships and Valuing Difference

•Emotional Well-being

•Managing Risk

•Managing Change

Key Skills ‘Kit Bag’

Key Skills = Transferable Skills

To what extent do learners adopt healthy lifestyles? • learners’ growing understanding of how to live a healthy lifestyle

To what extent do learners feel safe and adopt safe

practices?• the extent to which learners have confidence to talk to staff and others

when they feel at risk

How much do learners enjoy their education?• learners’ spiritual, moral, social, emotional and cultural development

How does PSHE link with SEF? (Section 4)

How well do learners make a positive contribution to the

community?• learners’ growing understanding of their rights and responsibilities

• how well learners express their views and contribute to communal

activities

How well do learners prepare for their future economic

well-being?• how well learners develop skills and personal qualities that will enable

them to achieve future economic well-being

How does PSHE link with SEF? (Section 4 Cont)

• Links with achievement in the Foundation Stage

• Links with Healthy Schools

How does PSHE link with SEF? (Other)

The Concept

Continuity and Entitlement

Personal Development Frameworks •

The Themes

Myself and My Relationships

Healthy and Safer Lifestyles

Citizenship

Personal Development Frameworks •

The Topics

Working Together

Friendship & Difference

My Emotions

Managing Risk & Change

Citizenship

Growing & Changing

World of Drugs

Keeping Safe

• How do Drug Education Learning Objectives progress from YR to Y6?

Topic Plans and Learning Objectives

Unit Introduction – Layout

Teaching Plans - Layout

Tracking Citizenship

• How do the Citizenship Learning Objectives progress from KS1 to KS2?

Foundation : Beginnings of Citizenship

Myself & My Relationships - Me and My Feelings

• How should I behave at school?

• What happens when I say or do something to someone else?

• What do I need to be happy at school?

• How am I like my friends?

• What do I like?

Foundation : Beginnings of Citizenship

Myself & My Relationships – working and playing together

• How can I be helpful?

• How do I take turns?

• How do I ask questions?

Healthy & Safer Lifestyles - Growing and Changing 1

• What can I do to look after myself and my things?

• How should I care for living things?

Foundation : Beginnings of Citizenship

To be able to identify common harmful substances

Learning that all drugs and many household substances can be harmful if they are not used properly

Learning about the dangers of handling discarded syringes and needles

Learning that all drugs (inc medicine) and some substances can be misused and reinforcing rules for safe use and storage

Learning Objectives

Using Fiction Tunnel of Thoughts Paired Discussion Group Discussion – Big Paper, One Pen Building Key Skills – Industrial Spying

Teaching Methodologies

Activity: finding your way around•8 groups: 1 topic each

•Referring to Key Activity Pathways, look at each unit of work

•Choose teaching activities for each year group including Foundation ensuring coverage of the relevant

learning objectives •Look at the assessment activity

•Any comments?

The Cambs Scheme of Work and SEAL

• Areas of overlap

• Areas not covered in SEAL

•Implementing PSHE and Citizenship

•Transferable Skills

•Methodologies

•Policy Guidance

•Key Activity Pathways

•Resource List

•Topic Map (Word)

•SEAL Links

•CD Rom

Supporting Materials

What Next? • Current Models

• Files for individual teachers with units and supporting resources?

• ‘Term on term’ provision of units and resources?

• Central storage of SoW and Resources?

What Next? • Planning

• Who should I talk to?

• What action do I need to take?

• What further support do I need?

Contacts

becky.woollett@gloucestershire.gov.uk

01452 427301