The New Secondary Curriculum Regional Subject Briefing PSHE education

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The New Secondary CurriculumRegional Subject
Briefing - PSHE education
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Purpose of the day to offer you

• A clear understanding of the changes contained
  within the new secondary curriculum raising
  your awareness NOT training you
• An opportunity to be up-to-date with PSHE
  education in the new secondary curriculum
• An opportunity to meet with and hear from
  organisations offering support to school
• An opportunity to work with other colleagues
  sharing ideas, practice and strategies
• An introduction to the QCA and PSHE association
  website

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Who is involved?

• The CfBT subject specific support consortium
• The briefing events have been organised by CfBT
  and are being hosted by the PSHE Subject
  Association in
• partnership with
• ACEG
• EBEA
• NEBPN
• Pfeg

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Whats in the day

• Why has the curriculum changed? Building a local
  curriculum within a national framework
• Whats changed within the whole curriculum and
  whats changed in Personal Social Health and
  Economic Education (PSHE education)?
• Designing compelling learning experiences in PSHE
  education
• Designing compelling learning experiences through
  the cross-curricular dimensions
• Making an impact - getting started

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The timeline

• Phased implementation from 2008
• First Key Stage 3 assessment 2011
• First 5 lines of Diploma from 2008
• Role of subject association and Regional Subject
  Advisers (RSAs)

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Why has the curriculum changed?
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Education only flourishes if it successfully
adapts to the demands and needs of the time. The
curriculum cannot remain static. It must be
responsive to changes in society and the economy,
and changes in the nature of schooling itself.
National Curriculum 1999
from the national curriculum to our curriculum
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• Forces for change in society
• Changes in society and the nature of work.
• The impact of technology.
• New understandings about the nature of learning.
• Increased global dimension to life, learning and
  work
• The public policy agenda - personalisation, ECM,
  sustainability, social cohesion, enterprise.

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Whats it all about

• Opportunities
• Flexibility
• Focus on aims and skills
• Personalised Assessment
• Impact
• Progress and achievement
• Skills for life and work

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Three questions driving curriculum design,
development and implementation

• WHAT are we trying to achieve?
• HOW do we organise learning?
• HOW well are we achieving our aims?

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Table Activity 1- Agreeing the big
pictureWhat are we trying to achieve through
PSHE education? Ideally, how would we like to be
able to describe the impact on young people who
have completed our PSHE programme?How do our
schools, as communities benefit from our
programme?
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Whats changed within the whole curriculum?

• An overview of the new secondary curriculum

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Coherence for the learner
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So whats changed?

• An increased focus on whole curriculum design
  underpinned by Aims
• Increased flexibility less prescription but
  focus on key concepts and processes in subjects.
• More room for personalisation and locally
  determined curriculum
• More emphasis on skills functional and wider
  skills for learning and life
• More emphasis on personal development and ECM
• More opportunities for coherence and relevance -
  linking learning to life outside school, making
  connections between subjects, cross-curricular
  themes and dimensions
• A real opportunity for renewal and
  re-invigoration (BSF, Diplomas)

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The Aims

• The curriculum aims to enable all young people
  to become
• successful learners who enjoy learning, make
  progress and achieve
• confident individuals who are able to live safe,
  healthy and fulfilling lives
• responsible citizens who make a positive
  contribution to society

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Subject programmes of study
A new look at subjects
Less prescribed contentbut an increased focuson
subject discipline the key ideas and
skillsthat underpin a subject.
Importance Why the subject matters and how it
contributes to the aims
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Pause

• In pairs take a couple of minutes to reflect on
  what you have heard so far.
• What is positive?
• Are there any immediate challenges?

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Whats changed in PSHE Education?Two
interrelated programmes of study Personal
Wellbeing Economic Wellbeing and Financial
Capability
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PSHE educationThe importance of Personal
wellbeing

• helps young people embrace change, feel
  positive about who they are and enjoy healthy,
  safe, responsible and fulfilled lives. recognise
  and manage risk, take increasing responsibility
  for themselves, their choices and behaviours and
  make positive contributions
• explore similarities and differencesdiscuss
  social and moral dilemmas ..learn to deal with
  challenges and accommodate diversity in all its
  forms
• reflect on and clarify values and
  attitudesidentify and articulate feelings and
  emotionsform and maintain relationships..

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PSHE educationThe importance of Economic
wellbeing and financial capability

• understand the nature of work, the diversity
  and function of
• business, and its contribution to national
  prosperity
• ..develop as questioning and informed
  consumers and learn
• to manage their money and finances effectively

• expands their horizons for action by
  challenging stereotyping,
• discrimination and other cultural and social
  barriers to choice

• pupils learn to be enterprising..create and
  implement new
• ideas and ways of doing thingslearn to make
  and act on
• reasonable risk/reward assessments and
  develop a can do
• attitude.

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• Key concepts in PSHE education
• Personal wellbeing
• Personal identities
• Healthy lifestyles
• Risk
• Relationships
• Diversity
• Economic wellbeing and financial capability
• Career
• Capability
• Risk
• Economic understanding

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Key processes in PSHE education

• Personal wellbeing
• Critical reflection
• Decision-making and managing risk
• Developing relationships and working with others
• Economic wellbeing and financial capability
• Self-development
• Exploration
• Enterprise
• Financial capability

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Personal Wellbeing Range and content

• Personal identities personal social values,
  targets
• goal setting.
• Healthy lifestyles sexual health, drugs,
  nutrition, physical
• emotional changes.
• Risk understanding risk, basic knowledge first
  aid.
• Relationships different types of relationship,
  roles
• responsibilities of parents/carers.
• Diversity similarities, differences,
  diversity among
• people from different race, culture,
  ability/disability, gender,
• age sexual orientation. Impact of
  prejudice, bullying
• discrimination.

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Economic Wellbeing and financial capability
Range and content

• Career different types of work, roles
  identities, range of opportunities change in
  patterns of employment.
• Capability personal review planning, skills
  qualities, personal budgeting.
• Risk risk reward, how money can make money
• Economic Understanding how businesses use
  finance, social moral dilemmas about the use
  of money,

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Personal Wellbeing Curriculum Opportunities

• Experiential learning opportunities drama, case
  studies, scenarios to explore issues make
  informed choices.
• Work experience opportunities.
• Group team work - discussions, debates,
  research.
• Cross-curricular opportunities and making links
  with other subject areas and out-of-school
  activities.
• Self evaluation target setting

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Economic Wellbeing and financial capability
Curriculum Opportunities

• Experiential learning opportunities drama, case
  
• studies, scenarios to explore issues,
  develop skills make
• informed choices.
• Work experience opportunities.
• Careers guidance information, advice
  progression routes. Identify individual need for
  transition into 14-19 phase.
• Opportunities to engage with the business world.
  
• Making links across economic wellbeing
  financial capability and other curriculum
  subjects areas.

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So the planning process now becomes.

• Step 1 - What key concept (s) do I want to
  explore and develop?
• Step 2 - What key process (es) will I develop or
  rehearse?
• Step 3 - What would make a suitable learning
  context in terms of curriculum range and
  coverage?
• Step 4 - What curriculum opportunities would be
  most relevant to help me structure this learning?
  
• Step 5 What cross-curricular links can I make
  to enrich the learning?

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Pause

• In pairs reflect on what you have now heard.
• (10 mins)
• What are the implications for me?

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Designing compelling learning experiences in PSHE
education
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Designing compelling learning experiences in PSHE
Education
Table Activity Agreeing our criteria for
compelling learning What would we expect to see
if a learning experience in personal wellbeing
and economic wellbeing and financial capability
(or ideally a piece of learning that links both)
is to be really compelling for young people?
(Is it the same as any other subject? Are there
differences?) Dear Timetabler..
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Back to the whole curriculum .. An increased
focus on Skills in the whole curriculum A new
framework for Personal, learning and thinking
skills

• Independent enquirers
• Creative thinkers
• Reflective learners
• Team workers
• Self-managers
• Effective participators

Functional skills
English, Maths and ICT In POS Embedded in GCSE
and Diploma Stand-alone qualifications
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Cross-curriculum dimensions woven through the
whole curriculum

• The non-statutory cross curricular dimensions
  reflect the major ideas and challenges that face
  society and have significance for individuals.
  They can provide powerful unifying themes that
  give learning relevance and help young people
  make sense of the world.
• Identity and cultural diversity
• Healthy lifestyles
• Community participation
• Enterprise
• Sustainable futures and the global dimension
• Technology and the media
• Creativity and critical thinking

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Bringing it all together in a well designed
curriculum

• The curriculum, which is the entire planned
  learning
• experience
• has clear aims and purposes
• reflecting learners needs
• local priorities
• national priorities
• is organised in a way that is likely to achieve
  the aims
• Orchestrates time, staffing, space, approaches to
  teaching, learning and assessment to best effect
• Makes links across subjects, skills and
  cross-curricular dimensions
• is evaluated and developed in response to
  changing needs
• is self-evolving and improving

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Pause

• In pairs reflect on what you have now heard.
• (10 mins)
• How can we take advantage of these dimensions to
  raise the profile of PSHE education?

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Quick reminder! Cross-curriculum dimensions woven
through the whole curriculum

• Identity and cultural diversity
• Healthy lifestyles
• Community participation
• Enterprise
• Sustainable futures and the global dimension
• Technology and the media
• Creativity and critical thinking

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Designing and contributing to compelling learning
experiences through the cross-curriculum
dimensions

• Table activity Consider the cross-curriculum
  dimensions how could PSHE education contribute
  or lead on some of these in your school? What
  might learning look like?
• What might be the implications for
• Time?
• Resources?
• Locations? Etc?

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Whats on the websiteFor more detailed
information look herehttp//curriculum.qca.org.
uk/ http//www.pshe-association.org.uk/
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Making an impactApproaches to disciplined
innovation
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Disciplined innovation
"The best approach would allow for
experimentation. As we also report today, there
are concerns that many initiatives in education
are pursued without being tested properly.
Ministers should encourage different schools to
engage in different strategies for motivating
children at this sensitive age, pool the results
and adjust accordingly. There is no merit
whatsoever is replacing uniform teaching with
anarchy. The Times 2007 5th Feb 2007
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Who is on your side?
High
Degree of influence
Degree of interest
High
Low
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Final reflection

• Something I have valued
• Something I would suggest changing for future
  events
• THANK YOU