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SOUTH WEST INITIAL TEACHER EDUCATION

PROFESSIONAL STUDIES PROGRAMME FOR SCHOOLS

The people involved in the production of this presentation were:

Claire Browne, Topsham School Sam Bone, Oldway Primary Charlotte Faulkner, Eggbuckland Primary Sally Eales, College of St Mark & St

JohnGini Wells, Littletown Primary Lynda King, University of Exeter

PSHE, CITIZENSHIP AND THINKING SKILLS

2121stst Century Learners Century Learners

Be HealthyBe Healthy Stay SafeStay Safe Enjoy and AchieveEnjoy and Achieve Make A Positive ContributionMake A Positive Contribution Achieve Economic Well-BeingAchieve Economic Well-Being

Every Child MattersEvery Child Matters

What do employers want?What do employers want?

CreativeCreative PassionatePassionate Critical ThinkersCritical Thinkers Self-teachingSelf-teaching Problem SolversProblem Solvers Handle ChangeHandle Change Team PlayerTeam Player Moral / EthicalMoral / Ethical

CriticalCritical Self-MotivatingSelf-Motivating CourageousCourageous Sense Of HumourSense Of Humour Risk-TakerRisk-Taker Self ConfidentSelf Confident Emotionally Emotionally

IntelligentIntelligent

Ready, Resourceful, Resilient, Responsible, Reflective

Every Child Matters underpins Every Child Matters underpins the PSHE curriculum in schoolsthe PSHE curriculum in schools

EVERY CHILD MATTERS(ECM)

Be Healthy Stay Safe

Enjoy and Achieve Make a Positive Contribution Achieve Economic Well-being

PSHE Thrive

SEALPSD

Personal and Social Development Personal and Social Development (PSD)(PSD)

Schools are required to: Schools are required to: • • promote the spiritual, moral, cultural, promote the spiritual, moral, cultural, mental and physical development of mental and physical development of pupils at the school and in societypupils at the school and in society

• • prepare pupils for the opportunities, prepare pupils for the opportunities, responsibilities and experiences of adult responsibilities and experiences of adult lifelife

Education Reform Act 1988Education Reform Act 1988

Ofsted FrameworkOfsted Framework

Inspectors are required to report on the quality of education Inspectors are required to report on the quality of education provided in the schoolprovided in the school and must, in particular, cover:and must, in particular, cover:

the achievement of pupils at the schoolthe achievement of pupils at the school the quality of teaching in the school the quality of teaching in the school the behaviour and safety of pupils at the school the behaviour and safety of pupils at the school the quality of leadership in, and management of, the school.the quality of leadership in, and management of, the school.

When reporting, inspectors must also consider:When reporting, inspectors must also consider: the spiritual, moral, social and cultural development of the spiritual, moral, social and cultural development of

pupils at the schoolpupils at the school the extent to which the education provided by the school the extent to which the education provided by the school

meets the needs of the range of pupils at the school, and in meets the needs of the range of pupils at the school, and in particular the needs of disabled pupilsparticular the needs of disabled pupils and those who have and those who have special educational needs.special educational needs.

New National CurriculumNew National Curriculum PSHE is an important and necessary part of all pupils’ PSHE is an important and necessary part of all pupils’

education. All schools should teach PSHE, drawing on good education. All schools should teach PSHE, drawing on good practice, and this expectation is outlined in the introduction to practice, and this expectation is outlined in the introduction to the proposed new National Curriculum.the proposed new National Curriculum.

PSHE is a non-statutory subject. To allow teachers the flexibility PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high quality PSHE we consider it unnecessary to to deliver high quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. provide new standardised frameworks or programmes of study. Teachers are best placed to understand the needs of their Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.pupils and do not need additional central prescription.

However, while we believe that it is for schools to tailor their However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed knowledge and skills necessary to make safe and informed decisions.decisions.

Statutory GuidanceStatutory Guidance

Schools should seek to use PSHE Schools should seek to use PSHE education to build, where appropriate, education to build, where appropriate, on the statutory content already on the statutory content already outlined in the National Curriculum, the outlined in the National Curriculum, the basic school curriculum and in statutory basic school curriculum and in statutory guidance on: drug education, financial guidance on: drug education, financial education, sex and relationship education, sex and relationship education (SRE) and the importance of education (SRE) and the importance of physical activity and diet for a healthy physical activity and diet for a healthy lifestyle.lifestyle.

Personal Social and Health Personal Social and Health Education (PSHE)Education (PSHE)

Promotes the Personal and Social Promotes the Personal and Social Development of its pupils though Development of its pupils though planned learning opportunities planned learning opportunities

In dedicated lessons as well as In dedicated lessons as well as through assemblies, circle time, through assemblies, circle time, guidance and support systems, guidance and support systems, special projects and other events special projects and other events that enrich pupils’ experiences.that enrich pupils’ experiences.

PSHE PSHE Core AimsCore Aims

Developing pupils’ confidence and Developing pupils’ confidence and responsibilities and making the most of responsibilities and making the most of their abilitiestheir abilities

Preparing pupils to play an active role as Preparing pupils to play an active role as citizenscitizens

Helping pupils to develop a healthy, safer Helping pupils to develop a healthy, safer lifestylelifestyle

Helping pupils to develop good Helping pupils to develop good relationship and to respect the differences relationship and to respect the differences between people.between people.

PSHEPSHE

In PSHE, learning opportunities can:In PSHE, learning opportunities can:

• • explore values and beliefsexplore values and beliefs• • respond to their present lives and respond to their present lives and prepare for work and adult lifeprepare for work and adult life

• • develop life skills such as decision-develop life skills such as decision-making, problem-solving and making, problem-solving and communication, communication,

• • develop community links.develop community links.

PSHEPSHE

The PSHE curriculum during Key Stages The PSHE curriculum during Key Stages 1-4 includes:1-4 includes:

Health and Drug Education; Health and Drug Education; education for sustainable development; education for sustainable development; economic and industrial understanding; economic and industrial understanding; careers education and guidancecareers education and guidanceSex and Relationships Education (SRE)Sex and Relationships Education (SRE)Citizenship. Citizenship.

Planning Overview

How do you find time for this in a busy How do you find time for this in a busy school day / school week?school day / school week?

Cross-curricular links (e.g. Detective Tilak)Cross-curricular links (e.g. Detective Tilak) Show and TellShow and Tell Talking about issues in the newsTalking about issues in the news P4CP4C Reward systems and monitor systemsReward systems and monitor systems Classroom layout and resourcesClassroom layout and resources School Council and fundraisingSchool Council and fundraising

What else have you observed / What else have you observed / used?used?

SCHOOL COUNCILSSCHOOL COUNCILS Many schools have set up schools councils Many schools have set up schools councils

to involve pupils in making decisions about to involve pupils in making decisions about what happens in their schoolwhat happens in their school

This involves pupils in developing This involves pupils in developing important skills for adult life – making important skills for adult life – making suggestions, weighing up pros and cons, suggestions, weighing up pros and cons, accepting the majority verdict, managing accepting the majority verdict, managing a budget, creating incomea budget, creating income

How are these elected?How are these elected? What role do they fulfil? When and where What role do they fulfil? When and where

do they meet?do they meet?

SEALSEAL

Social and Social and Emotional Emotional Aspects Of Aspects Of LearningLearning

There are five social and There are five social and emotional aspects of learning:emotional aspects of learning:

Self awarenessSelf awarenessManaging feelingsManaging feelingsMotivationMotivationEmpathyEmpathySocial skillsSocial skills

Why is it important to develop Why is it important to develop these aspects of learning?these aspects of learning?

They underlie almost every They underlie almost every aspect of our livesaspect of our lives

They enable us to be effective They enable us to be effective learnerslearners

They enable us to get on with They enable us to get on with other people other people

They enable us to be responsible They enable us to be responsible citizenscitizens

What are the principles of a SEAL What are the principles of a SEAL programme?programme?

Every Child MattersEvery Child Matters Whole-school approachWhole-school approach Build on school’s own work in pastoral Build on school’s own work in pastoral

support and intervention and PSHCEsupport and intervention and PSHCE Linked to teaching and learning styles Linked to teaching and learning styles

‘Building Learning Power’‘Building Learning Power’ Linked to ethos of ‘learning community’Linked to ethos of ‘learning community’ Teaching staff as role modelsTeaching staff as role models Healthy Schools / Active Schools / Forest Healthy Schools / Active Schools / Forest

Schools etc.Schools etc.

What is it?What is it?

Whole-school community involvementWhole-school community involvement Assembly materials on SEAL themesAssembly materials on SEAL themes A spiral curriculum which revisits and A spiral curriculum which revisits and

builds on each theme (and those skills) builds on each theme (and those skills) annuallyannually

Lessons with specifically taught skillsLessons with specifically taught skills Links across the curriculumLinks across the curriculum Follow up work for groups who need Follow up work for groups who need

additional supportadditional support Ideas for involving familiesIdeas for involving families

Seven themes providing Seven themes providing up toup to six six weeks’ work:weeks’ work:

New beginnings (Autumn 1)New beginnings (Autumn 1) Getting on and falling out (Autumn 2)Getting on and falling out (Autumn 2) Say no to bullying (Anti-Bullying Week)Say no to bullying (Anti-Bullying Week) Going for goals! (Spring 1)Going for goals! (Spring 1) Good to be me (Spring 2)Good to be me (Spring 2) Relationships (Summer 1)Relationships (Summer 1) Changes ( Summer 2)Changes ( Summer 2)

New beginnings….New beginnings….

The theme offers children the opportunity to see The theme offers children the opportunity to see themselves as valued individuals within a community, and themselves as valued individuals within a community, and contribute to shaping a welcoming, safe and fair learning contribute to shaping a welcoming, safe and fair learning community for all. Throughout the themes, children community for all. Throughout the themes, children explore feelings of happiness and excitement, sadness, explore feelings of happiness and excitement, sadness, anxiety and fearfulness, while learning (and putting into anxiety and fearfulness, while learning (and putting into practice) shared models for ‘calming down’ and ‘problem practice) shared models for ‘calming down’ and ‘problem solving’.solving’.

Pupils are celebrated who are observed:Pupils are celebrated who are observed:

making someone feel welcomemaking someone feel welcome doing something brave – overcoming feelings of fearfulnessdoing something brave – overcoming feelings of fearfulness solving a problem / remembering to use the problem solving a problem / remembering to use the problem

solving processsolving process calming down / helping someone to calm downcalming down / helping someone to calm down

Getting on and falling outGetting on and falling out

This theme develops the classroom ethos, This theme develops the classroom ethos, extending the work of extending the work of New Beginnings New Beginnings on on cooperation and valuing diversity and focusing on cooperation and valuing diversity and focusing on four key areas; developing the social skills of four key areas; developing the social skills of friendships, working well together in a group, friendships, working well together in a group, managing anger and resolving conflict.managing anger and resolving conflict.


working cooperatively to help a groupworking cooperatively to help a group being a really good friendbeing a really good friend keeping calm and overcoming feelings of angerkeeping calm and overcoming feelings of anger solving a difficult problem with a friendsolving a difficult problem with a friend

Going for goals!Going for goals!

The theme provides opportunities for children to reflect on The theme provides opportunities for children to reflect on themselves as individuals, particularly their strengths as themselves as individuals, particularly their strengths as learners and how they learn most effectively. The activities learners and how they learn most effectively. The activities focus on successful goal-directed learning and behaviour: focus on successful goal-directed learning and behaviour: taking responsibility, building feelings of confidence and taking responsibility, building feelings of confidence and self-efficacy (the belief that what you do makes a self-efficacy (the belief that what you do makes a difference) and making wise and balanced choices about difference) and making wise and balanced choices about our goals.our goals.


taking responsibility – for their successes and when things taking responsibility – for their successes and when things go wronggo wrong

waiting for what they want; persistencewaiting for what they want; persistence showing resilience – bouncing back or maintaining effort showing resilience – bouncing back or maintaining effort

through a difficult experience or after a mistake or failurethrough a difficult experience or after a mistake or failure setting and achieving goalssetting and achieving goals

Good to be meGood to be me

The theme focuses on understanding feelings and The theme focuses on understanding feelings and why and how they lead us to behave the way we why and how they lead us to behave the way we do – particularly the feelings of being excited, do – particularly the feelings of being excited, proud, surprised, hopeful, disappointed, worried proud, surprised, hopeful, disappointed, worried and anxious.and anxious.


Doing something to be proud ofDoing something to be proud of Responding in an assertive wayResponding in an assertive way Helping someone with a worryHelping someone with a worry Stopping and thinking when they were angryStopping and thinking when they were angry

RelationshipsRelationships

This theme is the second of two to focus on feelings. It This theme is the second of two to focus on feelings. It explores feelings within the context of our important explores feelings within the context of our important relationships including families and friends. There is also a relationships including families and friends. There is also a focus on helping children understand the feelings focus on helping children understand the feelings associated with loss – whether of a favourite possession, a associated with loss – whether of a favourite possession, a friend, a family home or a loved one.friend, a family home or a loved one.


Changing an unfair situationChanging an unfair situation Being pleased for someone’s achievementsBeing pleased for someone’s achievements Telling the truth, saying sorry or making amendsTelling the truth, saying sorry or making amends Helping someone who is feeling sad or lonelyHelping someone who is feeling sad or lonely

ChangesChanges

This theme tackles the issue of change and This theme tackles the issue of change and aims to equip children with an understanding aims to equip children with an understanding of different types of change, positive and of different types of change, positive and negative, and common human responses to negative, and common human responses to it. The theme seeks to develop children’s it. The theme seeks to develop children’s ability to understand and manage the ability to understand and manage the feelings associated with change. It aims to feelings associated with change. It aims to develop knowledge, understanding and skills develop knowledge, understanding and skills in three key social and emotional aspects of in three key social and emotional aspects of learning: motivation, social skills and learning: motivation, social skills and managing feelings.managing feelings.

Primary School Sport Primary School Sport FundingFunding

The Government is providing funding of £150 The Government is providing funding of £150 million per annum for academic years 2013/14 and million per annum for academic years 2013/14 and 2014/15 to provide new, substantial primary school 2014/15 to provide new, substantial primary school sport funding’.sport funding’.

This funding is being jointly provided by the This funding is being jointly provided by the Departments for Education, Health and Culture, Departments for Education, Health and Culture, Media and Sport, and will see money going directly Media and Sport, and will see money going directly to primary school headteachers to spend on to primary school headteachers to spend on improving the quality of sport and PE for all their improving the quality of sport and PE for all their children.children.

The sport funding can only be spent on sport and PE The sport funding can only be spent on sport and PE provision in schools.provision in schools.

The programme isn’t just about The programme isn’t just about physical health, it’s about good physical health, it’s about good health and happinesshealth and happiness inside inside and out. and out.

And it’s not just about pupils And it’s not just about pupils either; a healthy school either; a healthy school involves the involves the whole school whole school communitycommunity in improving their in improving their health and their happiness and health and their happiness and getting the most out of life.getting the most out of life.

CitizenshipCitizenship

Like PSHE, is non-statutoryLike PSHE, is non-statutory In first draft of revised Curriculum sat In first draft of revised Curriculum sat

with ‘Historical, Geographical and with ‘Historical, Geographical and Social Understanding’Social Understanding’

Only KS3 guidance in New National Only KS3 guidance in New National CurriculumCurriculum

During key stage 1:During key stage 1:

Pupils learn about themselves as developing Pupils learn about themselves as developing individuals and as members of their communities, individuals and as members of their communities, building on their own experiences and on the early building on their own experiences and on the early learning goals for personal, social and emotional learning goals for personal, social and emotional development. They learn the basic rules and skills for development. They learn the basic rules and skills for keeping themselves healthy and safe and for keeping themselves healthy and safe and for behaving well. They have opportunities to show they behaving well. They have opportunities to show they can take some responsibility for themselves and their can take some responsibility for themselves and their environment. environment.

They begin to learn about their own and other They begin to learn about their own and other people's feelings and become aware of the views, people's feelings and become aware of the views, needs and rights of other children and older people. needs and rights of other children and older people. As members of a class and school community, they As members of a class and school community, they learn social skills such as how to share, take turns, learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life bullying. They begin to take an active part in the life of their school and its neighbourhood. of their school and its neighbourhood.

During key stage 2During key stage 2

Pupils learn about themselves as growing and changing Pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and individuals with their own experiences and ideas, and as members of their communities. They become more as members of their communities. They become more mature, independent and self-confident. They learn mature, independent and self-confident. They learn about the wider world and the interdependence of about the wider world and the interdependence of communities within it. They develop their sense of communities within it. They develop their sense of social justice and moral responsibility and begin to social justice and moral responsibility and begin to understand that their own choices and behaviour can understand that their own choices and behaviour can affect local, national or global issues and political and affect local, national or global issues and political and social institutions. They learn how to take part more social institutions. They learn how to take part more fully in school and community activities. As they begin fully in school and community activities. As they begin to develop into young adults, they face the changes of to develop into young adults, they face the changes of puberty and transfer to secondary school with support puberty and transfer to secondary school with support and encouragement from their school. They learn how and encouragement from their school. They learn how to make more confident and informed choices about to make more confident and informed choices about their health and environment; to take more their health and environment; to take more responsibility, individually and as a group, for their own responsibility, individually and as a group, for their own learning; and to resist bullying. learning; and to resist bullying.

Community CohesionCommunity Cohesion

A community is cohesive when:A community is cohesive when: There is a common vision and sense There is a common vision and sense

of belongingof belonging Diversity is appreciated and valuedDiversity is appreciated and valued Similar life opportunities are Similar life opportunities are

available for allavailable for all Strong and positive relationships Strong and positive relationships

existexist

Thinking SchoolsThinking Schools CommunicationCommunication Creative thinkingCreative thinking Managing feelingsManaging feelings EmpathyEmpathy MotivationMotivation Problem solvingProblem solving Information processingInformation processing Self-awarenessSelf-awareness EnquiryEnquiry ReasoningReasoning EvaluationEvaluation Social skills Social skills

Key Aspects of Learning, DfES, 2004)Key Aspects of Learning, DfES, 2004)

Time for ThinkingTime for Thinking

Problem solvingProblem solving Open-ended activitiesOpen-ended activities Pose questionsPose questions Perseverance practised and praisedPerseverance practised and praised Puzzles - sudoku, crosswords, GuggenheimPuzzles - sudoku, crosswords, Guggenheim Plenaries, inc. rule-making and action planningPlenaries, inc. rule-making and action planning Discussion of current issues / current affairsDiscussion of current issues / current affairs P4CP4C

How are ____ and How are ____ and ____ the same?____ the same?

Philosophy for Children Philosophy for Children (P4C)(P4C)

Stimulus – book, object or Stimulus – book, object or picturepicture

Pose questionsPose questionsSelect a question to discussSelect a question to discussDiscuss the chosen questionDiscuss the chosen question

Why was Goldilocks on her own in the forest?Why was Goldilocks on her own in the forest? What had she been told off about?What had she been told off about? Why did the bears eat porridge on a warm sunny day?Why did the bears eat porridge on a warm sunny day? How old is Baby Bear?How old is Baby Bear? Why didn’t they just add milk?Why didn’t they just add milk? Why didn’t the bears lock the front door?Why didn’t the bears lock the front door? Why didn’t Goldilocks fix the chair?Why didn’t Goldilocks fix the chair? Why didn’t Goldilocks wake up when the bears returned?Why didn’t Goldilocks wake up when the bears returned? Why was she sooooo tired?Why was she sooooo tired? Did the bears ever wonder what happened to Goldilocks?Did the bears ever wonder what happened to Goldilocks? Did the bears know Goldilocks?Did the bears know Goldilocks? Where is the forest?Where is the forest? Why don’t the bears live in a cave?Why don’t the bears live in a cave? Did Goldilocks write a sorry letter?Did Goldilocks write a sorry letter? * Why didn’t they remember that Goldilocks was coming?* Why didn’t they remember that Goldilocks was coming?

Transcript of discussion ‘Is there more future or past?’Transcript of discussion ‘Is there more future or past?’

H: Well I reckon they’re exactly the same because numbers go on and on….H: Well I reckon they’re exactly the same because numbers go on and on…. M: Yeah, that’s infinity.M: Yeah, that’s infinity. H: And you also have negative numbers when you go past zero, llike -1, -2, H: And you also have negative numbers when you go past zero, llike -1, -2,

-3 and that must be infinity aswell.-3 and that must be infinity aswell. M: (Pause) Well I suppose it’s where you measure from.M: (Pause) Well I suppose it’s where you measure from. H: (Looks at M)H: (Looks at M) M: Does it mean M: Does it mean ourour past and future or past and future or thethe past and future? past and future? H: Yeah, cos we’re like 8 so we have 8 years of history but our future is H: Yeah, cos we’re like 8 so we have 8 years of history but our future is

gonna be more than that.gonna be more than that. M: Hopefully!M: Hopefully! H: (laughs) Yeah!H: (laughs) Yeah! M: Well, scientists think we know how much past there has been. There M: Well, scientists think we know how much past there has been. There

shouldshould be the same amount of future but it might not happen, perhaps be the same amount of future but it might not happen, perhaps global warming or another asteroid or something like that which would global warming or another asteroid or something like that which would mean there would have been more past than future.mean there would have been more past than future.

H: I just find it weird thinking about the past and the future. When you H: I just find it weird thinking about the past and the future. When you start to think of everyone who’s like lived before….I wonder what I’ll be like start to think of everyone who’s like lived before….I wonder what I’ll be like when I’m grown up?!when I’m grown up?!

Kagan Cooperative Learning

Kagan Cooperative Learning is an extremely Kagan Cooperative Learning is an extremely successful teaching strategy in which small successful teaching strategy in which small teams of pupils teams of pupils (usually teams of 4) work work together towards a learning goal. They may together towards a learning goal. They may also be working with partners or the whole also be working with partners or the whole class. Each member of a team is responsible class. Each member of a team is responsible not only for learning what is taught but also not only for learning what is taught but also for helping teammates learn, thus creating for helping teammates learn, thus creating an atmosphere of achievement. Pupils work an atmosphere of achievement. Pupils work through the task until all group members through the task until all group members successfully understand and complete it. successfully understand and complete it.

Why use a Kagan approach?Why use a Kagan approach?

Increases time pupils spend on taskIncreases time pupils spend on task All actively engaged in learningAll actively engaged in learning Empowers pupils to contribute Empowers pupils to contribute Pupils take a greater responsibility for Pupils take a greater responsibility for

their own learningtheir own learning Develops social skills; interaction with Develops social skills; interaction with

other pupils, turn taking, listening to other pupils, turn taking, listening to the views of others and sharing the views of others and sharing information.information.

Kagan StructuresKagan Structures

Quiet SignalQuiet Signal ‘‘Take Off Touch Down’Take Off Touch Down’ ‘‘Rally Robin’Rally Robin’ ‘‘Mix-Pair-Share’Mix-Pair-Share’ ‘‘Round Robin’Round Robin’ Think-Write-Round-Robin’Think-Write-Round-Robin’

Cooperative Learning vs. Cooperative Learning vs. Independent and Group Independent and Group

WorkWork

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