Session objectives:

To know and understand the requirements regarding PSHE;

To be aware of a range of approaches to teaching PSHE;

To understand how different areas of the curriculum can contribute to the aims of PSHE.

PSHE - Personal, Social and Health Education

PSHE education is a planned, developmental programme of learning designed to help learners develop the knowledge, understanding and skills they need to manage their lives, now and in the future.

It deals with real life issues which affect children and young people, their families and their communities, and engages with the

social and economic realities of their

lives, experiences and attitudes.

Wellbeing: defined in the Children Act 2004 as: ”the promotion of physical and mental health;emotional wellbeing; social and economic well being; education, training and recreation; recognition of the contribution made by children to society; and protection from harm and neglect”.

Why is PSHE provision important to schools?

How is PSHE covered in the Primary School Curriculum?

The approach favoured by Ofsted and the PSHE Association remains that discrete curriculum time, supported by other learning opportunities across the curriculum, including the use of enhancement days, ensures best quality teaching and learning.

PSHE and the Wider Curriculum:

How do you cater for PSHE

across the curriculum?

What should I teach and where? PSHE is currently a non-statutory part of the

curriculum. Most schools choose to teach it because they find their pupils benefit from learning how to lead healthy lifestyles, manage their feelings, build positive relationships and become financially capable.

The content for primary schools is set out in the Frameworks for PSHE for key stages 1 and 2 on the DFE website:

For more details visit http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary

Download end of key stage statements key stages 1 and 2

Where does Citizenship fit in?

In primary schools citizenship forms part of the non-statutory framework for PSHE and Citizenship, and in secondary schools it is a discrete statutory curriculum area with national curriculum orders.

Citizenship is distinct from PSHE, although there are areas that overlap.

http://education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198824/citizenship

Both emphasise the development of skills and exploration of attitudes. A useful distinction is that citizenship supports pupils' development in making a positive contribution to society, such as political decision makers, as opposed to PSHE which supports pupils' development in leading emotionally confident, healthy and responsible lives as members of society.

Personal, social, health and economic education in schools

Ofsted - July 2010 and May 2013

Teachers demonstrate very high levels of confidence and expertise in their specialist knowledge and in their understanding of effective learning in PSHE.

Clear learning objectives are complemented by explicit and appropriate learning outcomes.

Teachers use a very wide range of imaginative resources and strategies to stimulate pupils’ interest and active participation and, as a result, secure rapid and sustained progress.

Highly effective and responsive teaching ensures the needs of all pupils, including the most able are met.

Teachers are confident and skilled in discussing sensitive and/or controversial issues.

Effective discussion is a very strong feature; pupils are encouraged to investigate, express opinions and listen to others.

Consequently they develop excellent critical skills, can evaluate information well and make informed judgments.

Personal, social, health and economic education in schools

Ofsted - July 2010 and May 2013

http://www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/personal-social-and-health-education-pshe

Examples of popular materials

SEAL

http://www.edu.dudley.gov.uk/primary/seal/SEALbox/sealboxhome.htm

http://www.primaryresources.co.uk/pshe/pshe.htm

Jenny Mosley

http://www.circle-time.co.uk/

Refers to any time that a group of people are sitting together for a communal activity. It provides a time for listening, developing attention span, promoting oral communication, and learning new concepts and skills. Activities can include: rhymes, songs, games, relaxation activities, stories etc.

Jenny Mosley’s Quality Circle Time model is a whole class/school approach used for early years settings and primary and secondary schools to:

• Promote positive relationships• Encourage positive behaviour• Create a caring and respectful ethos• Help children develop their self-esteem and self-

confidence• Support the emotional well-being of children and

adults• Create calm and happy lunchtimes and playtimes• Promote social and emotional development of all

children• Nurture the creativity in all people in school• Help teachers develop areas such as PSHE, SEAL

etc. http://www.circle-time.co.uk/

Channelling Anger

Katie Jump 2004

The Scream

by

EdvardMunch

Corridor in the Asylum

By

Vincent van Gogh

Unfairness? Bullying?

Stealing? Losing?

Other people fighting?

Brothers and Sisters?

See “red”? Want to hurt someone?

Want to hurt yourself?

Want to break things?

Want to get away?

•Listen to music

•Count to ten

•Walk away

•Tell someone else

•Write it down

•Play with a stress ball

Directed tasks1. Download the PSHE and Citizenship programmes of study and end of key stage statements for your reference.

2. Explore 2 or 3 of these websites and evaluate the resources for use in school. Write up your reviews for your Blogfolio.

http://www.mylife4schools.org.uk/teachers

http://www.primaryresources.co.uk/pshe/pshe.htm

http://www.edu.dudley.gov.uk/primary/seal/SEALbox/sealboxhome.htm

3. In pairs or 3’s create an activity for use in primary PSHE. Upload to your Blogfolio.

Essential Reading

McCreery E, Palmer S. & Voiels V. (2008) Achieving QTS: Teaching Religious Education Exeter: Learning Matters. Ch6

Listen to some calming music and describe how it makes you feel.

http://www.youtube.com/watch?v=44YGF9fmEEo