Pshepresentation12

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Pshepresentation12

  1. 1. PSHE Paul SmalleyPSHE
  2. 2. PPD: P.S.H.EAims of the lecture:• To explain the rationale for PSHE• To offer a framework for evaluating PSHE resources• To share examples of good PSHE practice.• Standards addressed:• Q8 Q10 Q14 Q15 Q22 Q25 PSHE
  3. 3. What’s the problem with PSHE?• Don’t feel qualified: – Subject knowledge is poor• Time: – lack of preparation• Embarrassment: – Tricky, personal, subjects like sex• Ideas: – don’t know what to do / not seen good PSHE to copy.• Assessment: – How do you measure progress – progress in what? PSHE
  4. 4. What is it?• PSE• PSHE• PSHCE• PSHEE Personal development• Personal well being PSHE
  5. 5. What is it? – part of the Secondary CurriculumAs• Personal Social Health & Economic Education – Personal development – Personal well being• Curriculum PSHE
  6. 6. PSHE
  7. 7. Something for all teachers: Personal development across the curriculum• Personal development addresses the social, cultural, intellectual, economic, physical, emotional, moral and spiritual aspects of young peoples education. A coherent approach to personal development will help young people grow towards maturity and develop independence and will be reflected in the ethos of the school and what it values.• The curriculum is more than what is taught in individual subjects: it is the entire planned learning experience of learners. It takes place in and out of the classroom and calls for active teaching and learning methods. For pupils to progress, transferability of skills and understanding together with experience of a variety of social and emotional contexts are significant parts of the learning. At its heart is a sense of the individual and the roles each person has to play in life - in a family, as a neighbour, with friends, as an employee and a member of a community. PSHE
  8. 8. Why bother?• Because not teaching it doesn’t work!• http://www.guardian.co.uk/commentisfree/cifame rica/2011/nov/02/america-problem-sex- education PSHE
  9. 9. Why bother?• Three fifths of pupils (11-15) recalled lessons about drugs in school• 95% of those said it had helped them to think about the risks• 80 % said it had helped them avoid drugs• Pupils who were taught about smoking were less likely to smoke than those who weren’t• 72% said teachers were an important source of information• Lloyd 2011 PSHE
  10. 10. Why bother?• Young people are more likely to do well at GCSE if they: – have a greater belief in their own ability at school – believe that events result primarily from their own behaviour and actions – finds school worthwhile – thinks it is likely that they will apply to, and get into higher education – avoid risky behaviour, smoking, cannabis use, anti-social behaviour, truancy, suspension and exclusion – do not experience bullying Lloyd 2011 PSHE
  11. 11. Personal development for pupilsThe whole curriculum following the five outcomes of Every Child Matters, should encourage pupils’ personal development.The curriculum should help young people:• develop the capacity to enjoy life and succeed in it• learn how to stay safe and manage risks• understand how to maintain a healthy lifestyle• form relationships and participate in society• acquire the knowledge, skills and understanding relevant to working life. PSHE
  12. 12. NO really – what is it?• The key concepts: • The key – Personal identity processes: – Healthy lifestyles – Critical reflection – Risk – Decision-making – Relationships – Relationships – Diversity PSHE
  13. 13. Interlude – my PSHE life story• Just Say No!• Pleasureland - the needs of the pupils in my school.• RE: varied faiths and opinions, questioning and challenging so my pupils are knowledgeable and skilled enough to make their own choices. What is important is that I have an interest in the pupils’ spirituality and a passion to enable them to make reasoned choices.• PSHE: information - variety of viewpoints, questioning, so pupils are knowledgeable and skilled enough to make their own choices. What is important is that I have an interest in the pupil’s personal well being and a passion to enable them to make reasoned, safe, healthy choices.• Consultation, curriculum development, advice.• DfES PSHE Certification• The PSHE Subject Association http://www.pshe-association.org.uk/• National Curriculum• Work with RoSPA PSHE
  14. 14. RoSPA – review of safety education resources• A review of the evidence for effective safety education has suggested that resources should address 10 principles:• 1. Encourage the adoption of, or reinforce, a whole school approach, within the wider community• 2. Use active approaches to teaching and learning (including interactive and experiential learning)• 3. Involve young people in real decisions to help them stay safe• 4. Assess children and young people’s learning needs• 5. Teach safety as part of a comprehensive personal social and health curriculum• 6. Use realistic and relevant settings and resources• 7. Work in partnership• 8. Address known risk and protective factors• 9. Address psychosocial aspects of safety e.g. confidence, resilience, self esteem, self efficacy• 10. Adopt positive approaches which model and reward safe behaviour, within a safe, supportive environment PSHE
  15. 15. Good (PSHE) TeachingMelanie Pope - Young person speaking at the launch of the PSHE Subject Association at the House of Lords, Feb 8th 2007, said:• Content must be relevant to each age group, even if this means being bold and teaching aspects of PSHE younger than ever before.• Not taking a patronising tone is important so as not alienate students,• Getting young people involved in PSHE through games or practical tasks can often help get the message across and keep attention.• Some of the resources used can make PSHE difficult to teach, out- dated videos just seem funny to students and can undermine an important issue, while worksheets often aren’t stimulating enough.• Modern resources that are designed by young people would be effective in engaging students in PSHE and making the topics interesting.• Some issues discussed in PSHE are difficult or sensitive and teachers need to be in control and have the ability to put the students at ease, by being open-minded and clear. PSHE
  16. 16. Good practice – my thoughts– Use of relevant, engaging, high quality stimulus– Fast paced lessons with active learning.– focus on real issues: self esteem, sex and relationships, drugs, alcohol, body image.– Skills based.– Pupil driven. PSHE
  17. 17. Partnership – who with?• Pupils• Parents• Governors• Staff• Local Health Professionals PSHE
  18. 18. A typical lesson – pleasureland for PSHE• Aim: tell pupils what you want them to be able to do.• Groundrules: confidentiality, working relationships.• Starter: Something to get them thinking.• Stimulus: the dvd.• Activities: active learning: discussions, mind- mapping, card sorting, role playing, using scenarios, goldfish bowl, thinking skills techniques (mystery solving and questioning).• Plenary: check learning/progress, time to reflect. PSHE
  19. 19. An example lesson• Pleasureland lesson 2 my first real party• Aim: To consider what sexual behaviours are acceptable between teenagers and others.• In pleasureland (5’03”) Joanna goes to the party where there is alcohol, cannabis and spin the bottle. Under great peer pressure Joanna performs oral sex on Rocky, which she is teased about at school the next day.• In the lesson the main activities are: Must/Should/Could/Shouldn’t and scenarios in circles. PSHE
  20. 20. Feedback and reception (staff and pupils)• I really enjoyed pleasureland for PSHE because it is a completely different style of lesson to any other. The dvd is modern and I think teenagers can relate to it better than a teacher telling you information. We all learnt things from pleasureland for PSHE. Jane, Year 10 Pupil• “I had personal reservations about teaching pleasureland for PSHE. The material, in my opinion, is quite brutal and explicit at times and certainly requires parental permission for viewing. Having said that, the pupils have enjoyed the film and they have watched, for the most part, in a mature, sensitive manner. It has been the focus of some thought-provoking class discussion on several relevant and important issues such as drug use, peer pressure, bullying, etc. The classroom activities have been varied and help to support the dvd.” Ian Farquahrson, English Teacher teaching pleasureland for PSHE PSHE
  21. 21. Thanks!• Help – Advice – Comment – Get in touch!• Paul Smalley• Mail: smalleyp@edgehill.ac.uk• Ring: 01695 584383• Tweet: @PabloPedantic PSHE

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