The new secondary curriculum and PSHE education

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The new secondary curriculum and PSHE education

• The PSHE 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

• new aims and the PLT skills framework emphasise
  the over-arching importance of personal
  development and ECM in the curriculum
• the contribution of all subjects is stressed
• new programmes of study for PSHE education make
  a significant contribution to personal
  development alongside those of other subjects and
  curriculum activities

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New programmes of study for PSHE education

• two new programmes of study for PSHE education
  (personal, social, health and economic education)
• personal wellbeing
• and
• economic wellbeing and financial capability
• 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
• non-statutory but contain statutory requirements

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Reflection

• What messages about the PSHE education in the
  whole curriculum should be communicated?
• Which individuals and networks in your region
  need to be involved?

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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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Reflection

• Compare detail of the concepts and processes in
  the two programmes of study (see POS KS3 4)
• What opportunities exist for planning across
  them?
• What opportunities exist for making links with
  other subjects and curriculum experiences?

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Cross-curriculum dimensions

• 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 can make a
  significant contribution to them
• 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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The timeline for implementation

• 2007-08-09 preparation and support
• QCA website materials available Sept 07
  http//curriculum.qca.org.uk/
• Support for school leaders (NCSL) whole
  curriculum design (SSAT) from Nov 07
• Regional Briefing Events Jan March 08 Jan
  March 09 - support for PSHE education subject
  leaders
• Support for subjects new secondary curriculum /
  CfBT website from March 08 www.newsecondarycurricu
  lum.org/
• New best practice videos available from January
  2009 www.newsecondarycurriculum.org/
• Ongoing local regional support for schools
  local authorities via Regional Subject Advisers
  and ASPECT until March 09
• Ongoing support and curriculum development from
  the PSHE Association and partner organisations
  until March 09
• Phased curriculum implementation from Sept 2008

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Next steps

• How will you ensure that all the experience and
  expertise across Personal, Social, Health and
  Economic education is identified at a regional,
  local and school level?
• What current channels for communication and
  cooperation exist in your region?
• The PSHE Association is currently working with
  ACEG (Association of Careers Education and
  guidance), pfeg (Personal Finance Education
  Group), EBEA (Economics and Business Education
  Association) and NEBPN (National Education
  Business Partnership Network).