Transcript Coleridge Community College Health Related Survey 2000

Cambridgeshire PSHE
Scheme of Work
in Gloucestershire
24th January 2007
Becky Woollett
Primary 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
Key Skills ‘Kit Bag’
•Communication and Participation
•Self-awareness
•Relationships and Valuing Difference
•Emotional Well-being
•Managing Risk
•Managing Change
Activity
What are the skills, knowledge,
understanding and attitude that children
will need to be able to master this skill?
The National Context
• 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)
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’
ECM - Be Healthy
•Physically healthy
•Mentally and emotionally healthy
•Sexually healthy
•Healthy lifestyles
•Choose not to take illegal drugs
ECM - Stay Safe
•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 - Enjoy and Achieve
•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 - Make a positive contribution
•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 - Achieve Economic Well-being
•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
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
Demographics
199 schools completed – 80.2%
Age
n
%
Over 70% of pupil population
8
997
8.2
5,996 primary school children
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
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?
Key Skills ‘Kit Bag’
•Communication and Participation
•Self-awareness
•Relationships and Valuing Difference
•Emotional Well-being
•Managing Risk
•Managing Change
Key Skills = Transferable Skills
How does PSHE link with SEF? (Section 4)
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 Cont)
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? (Other)
• Links with achievement in the Foundation Stage
• Links with Healthy Schools
Personal Development Frameworks •
The Concept
Continuity and Entitlement
Personal Development Frameworks •
The Themes
Myself and My
Relationships
Healthy and
Safer Lifestyles
Citizenship
The Topics
Working Together
Friendship & Difference
My Emotions
Managing Risk & Change
Citizenship
Growing & Changing
World of Drugs
Keeping Safe
Topic Plans and Learning Objectives
• How do Drug
Education Learning
Objectives
progress from YR
to Y6?
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?
Foundation : Beginnings of Citizenship
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?
Learning Objectives
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
Teaching Methodologies
 Using Fiction
 Tunnel of Thoughts
 Paired Discussion
 Group Discussion – Big Paper, One Pen
 Building Key Skills – Industrial Spying
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
Supporting Materials
•Implementing PSHE and Citizenship
•Transferable Skills
•Methodologies
•Policy Guidance
•Key Activity Pathways
•Resource List
•Topic Map (Word)
•SEAL Links
•CD Rom
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
[email protected]
01452 427301