The new secondary curriculum and PSHE eduction

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The new secondary curriculum and PSHE eduction

• The PSHE Subject Association
• info_at_pshe-association.org.uk
• www.pshe-association.org.uk

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What is different?

• Increased focus on whole curriculum design
  underpinned by Aims
• Increased flexibility focus on key concepts and
  processes
• More 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

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The purpose of the new curriculum

• To develop a modern, world-class curriculum that
  will inspire and challenge all learners and
  prepare them for the future
• using three questions for 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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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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The aims are translated into a curriculum
with young people at its centre Aims
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Increased emphasis on skills through personal,
learning and thinking skills

• enabling young people to become
• independent enquirers
• creative thinkers
• reflective learners
• team workers
• self-managers
• effective participators

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An increased focus on personal development

• Aims and the PLT skills framework emphasise the
  importance of personal development and ECM in the
  curriculum and the contribution of all subjects.
• Two new non-statutory programmes of study for
  PSHE (personal, social, health and economic)
  education
• personal wellbeing
• and
• economic wellbeing and financial capability
• contribute significantly to personal development
  and draw together, in a coherent way, personal,
  social and health education, including sex
  education, the social and emotional aspects of
  learning, careers education, enterprise,
  financial capability and work-related learning.

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Reflection

• What opportunities do these whole curriculum
  changes offer to you in your current role?

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Revised programmes of study for subjects -
including PSHE education - include

• Importance statement
• why the subject matters and how it can contribute
  to the aims
• Key concepts
• the big ideas that underpin the subject
• Key processes
• the essential skills of the subject
• Range and content
• the breadth of subject matter from which teachers
  should draw to develop key concepts and skills
• Curriculum opportunities
• opportunities to enhance and enrich learning
  links to wider curriculum

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Extracts from the importance statement for
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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Extracts from the importance statement for
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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Range and content in personal wellbeing includes

• clarifying values and responding to conflicting
  ones
• sexual activity, drug, alcohol and tobacco use
  and misuse
• benefits and risks of lifestyle choices, balance
  between work, leisure and exercise, emotional and
  mental health and ill health
• media portrayal of young people, body image,
  health issues
• recognising and reducing risk, minimising harm,
  sources of help, basic and emergency first aid
• features of positive relationships, exploitation
  in relationships, dealing with loss, change,
  bereavement
• different types of relationships family,
  boy-girl, same sex
• marriage, civil partnerships, parenting
• diversity of race, culture, ability, disability,
  age, sexual orientation and the impact of
  prejudice, bullying, discrimination and racism

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Range and content in economic wellbeing and
financial capability includes

• employment, self employment, voluntary work
• types of businesses, work roles,
  responsibilities, identities
• learning and work opportunities, changing
  patterns of employment
• rights and responsibilities, attitudes and values
  in relation to work and enterprise
• personal review and planning
• skills and qualities in relation to employers
  needs
• economic and business terms, including
  connections between markets, competition, price
  and profit
• personal budgeting, wages, taxes, money
  management, credit, debt and financial products
  and services
• risk, reward, savings, investment, trade,
  business use of finance
• social and moral dilemmas about the use of money

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Curriculum opportunities in PSHE education include

• make real choices and decisions based on accurate
  information
• use case studies, simulations, scenarios etc
• meet and work with people from the wider
  community including from health services,
  business and finance
• recognise, develop and apply skills for personal
  development, relationships, enterprise and
  employability
• reflect on learning and personal experience and
  engage with ideas, challenges and applications
  from the wider world
• discuss contemporary issues and social and moral
  dilemmas
• evaluate personal development and learning, set
  realistic goals for future life choices, make an
  individual learning and career plan
• make links between PSHE education and other
  subjects and areas of the curriculum

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Group task

• Compare the detail of the concepts and processes
  in the two programmes of study (see handouts) and
  identify opportunities for planning across them

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Cross-curriculum dimensions

• non-statutory cross curricular dimensions in the
  curriculum reflect major ideas and challenges
  that face society and have significance for
  individuals. They can provide unifying themes
  that give learning relevance and help young
  people make sense of the world. PSHE education
  has a significant role to play. They are
• 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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A well designed curriculum (the entire planned
learning experience) therefore

• has clear aims and purposes
• reflecting learners needs
• local priorities
• national priorities
• is organised in a way that is likely to achieve
  the aims
• utilises 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 evaluating and reflective

• What are we trying to achieve?

How do we organise learning?
How well are we achieving our aims?
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The timeline for implementation

• 2007-8 preparation and support
• QCA website and materials available Sept 2007
• DfES Conferences - Sept-Oct 2007
• Support for school leaders NCSL from Nov. 2007
• Support for whole curriculum design SSAT from
  Nov 2007
• Support for subjects SNS/CfBT website from Nov
  07, regional briefings from Jan 2008 -includes
  support for PSHE education from the PSHE Subject
  Association
• Phased curriculum implementation from Sept. 2008
• First key stage 3 assessment 2011
• First 5 lines of diploma from 2008

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Next steps

• Which colleagues do you need to talk to about
  implementing the new programmes of study for
  PSHE?
• What is the first action you will suggest?
• Visit the PSHE Subject Association website for
  regular updates and materials to support you