PSHE To explore what PSHE is and why

PSHE To explore what PSHE is and why its important To explore different teaching strategies that can be used in tutorial To encourage you to trash the card sorts and try something different!

Starter: • Spend some time reflecting on your own PSHE experience at school • Discuss your experiences with your group

What is PSHEE? “In short, PSHE education can be described as 'learning to live life well'. PSHE deals with real life social and economic issues affecting children & young people, their families and communities. ” http: //www. pshe-association. org. uk/content. aspx? Category. ID=1038

Activity: The PSHE association recently published a new poster aiming to raise an awareness of the importance of PSHE. They list a number of experiences a 4 year old will have to cope with during the next 15 years of their education: “During the next 15 years I am going to. . .

“During the next 15 years I am going to. . . • • • • • • Go out on my own for the first time Have my first ‘sleep over’ at a friend’s home Travel into town on my own for the first time Experience my first 'dare' Witness or experience my first incident of homophobia or homophobic bullying Question if my body image is okay Make my first independent decision about my diet and exercise Experience my first bereavement Experience the start of puberty Be offered and perhaps have my first taste of alcohol Be offered a cigarette for the first time Make my first decision about drug use Meet my first boyfriend or girlfriend Go on my first date Have my first kiss Fall in love for the first time Use my first contraceptive Have my first sexual experience Live my first day when I am responsible in law for my own actions Sign my first legally binding contract Live my first day on my own. . . Who is going to teach the knowledge and skills I will need to manage these ‘first moments’ and stay healthy and safe

In summary 'learning to live life well”

Personal hygiene m s ug y Dr ne o x So what do we study…. . Se s Depression p i S h e Sex s x x n e o i S y t t a i s l I s e r T r e S v i d. Bullying g n i t Puberty Health n e r a m s P i k c s S i a e x R con. R traception

What skills/knowledge do we need to be able to be effective teachers of PSHE? • • Active learning Confidentiality Ground rules Subject knowledge

What techniques can you use?

Needs assessment • A useful way of finding out what our students already know. • This can be a simple brainstorm on A 3 paper or……. • Give a blank piece of paper to each pupil and ask them to fold it in half and half again to give 4 sections. Read out statements and ask the pupils to draw and/or write their response on one section of the paper. Repeat with the other 3 statements. In order to gain a clear understanding of the range of knowledge, ask the class to do this activity individually and in silence. • .

Drugs!!! 1. A girl was walking home from school when she finds a bag of drugs. Draw or write what was in the bag 2. Draw or write about who you think lost the bag 3. Draw or write about what you think the person was going to do with the bag 4. Draw or write about what you would do if you found the bag Collect the papers and explain that you will discuss their ideas with them in the next lesson.

Conscience alley • Conscience Alley is a drama technique which exposes conflicts and dilemmas and invites participants to think of multiple perspectives on an issue or situation. (Similar to ‘good angel, bad angel’) • The process - The class makes two lines facing each other, in the form of an ally or corridor with enough room for a person to walk easily between them • One individual takes on the role of the character in a key situation • The rest of the class voice the characters thoughts and feelings as s/he walks past them • It’s alright if someone earlier has already said the same thing • It is helpful if you do the exercise more than once as it gives less confident pupils the chance to speak. • Possibly freeze the character and get pupils to voice thoughts again

Sarah is 15 and is contemplating having sex with her boyfriend for the first time Imagine you are Sarah, on the post it notes write down three concerns, worries or questions you might have Now form two lines and as the volunteer walks down, share Sarah’s thought

Line of Conscience Line of conscience: • This is useful when examining and challenging beliefs and attitudes. Teacher creates a series of controversial statements about the subject or issue explored. An imaginary line running along the floor in the classroom, the teacher reads out a statement and pupils stand at various points of the line as to whether they strongly agree, strongly disagree or not sure (in the middle). Teacher whilst moving along continuum asks why they have placed themselves there, response is shared not judged. Pupils offered a chance to move to a new position on the line if they have changed their mind, or feel differently about the situation

Its wrong that EU citizens have the right to live and work wherever they like in the EU. I’m fed up with Eastern Europeans stealing our jobs

16 year olds should be given the right to vote in the next general election

People in gay relationships should have the right to marry in a church

Freeze frame…… A Good Night Out? • In small groups, look at the good night out card. • Discuss – – Who are the characters? How does their behaviour differ from each other? What drinks/drugs are present/being used? Which, if any, of the group might choose to drink or take drugs? Which are the risk points in the situation? (ie when it might have been time to call it a night or diffuse the situation) • Freeze frame • Develop a freeze frame, which is a snapshot of a single moment, which captures what is happening. • Then create a freeze frame for ‘what happens next? ’ The scene you are depicting could be a positive one; it doesn’t have to be negative. • Present your freeze frame to the class

Next steps • Over the next two weeks try something new with your form! • Try to use one of these techniques in your tutorial lesson. • Fill out a self evaluation • In your next year team meeting discuss what went well and what you wouldn’t touch with a barge pole if your life depended on it……

Active Learning in PSHE Self - Evaluation Key Heading Further details (WWW) What Went Well? (EBI) Even Better If? Suggest a possible activity / some next steps to help you secure the EBIs you have listed above.