Sensitivity NOT PROTECTIVELY MARKED PSHERSE 3 rd May

Sensitivity: NOT PROTECTIVELY MARKED PSHE/RSE 3 rd May 2019 Amanda Evans Our mission: Working as one to serve our city wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED PSHE /RSE? ? Over to you: • What is PSHE? • What is RSE? • Why do we teach it in schools? wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Why is PSHE education important to schools?

Sensitivity: NOT PROTECTIVELY MARKED Why is PSHE education important to schools? • • • While schools are not required to teach PSHE education, the subject makes a crucial contribution to schools' duties. The Education Act 2002 requires all schools to teach a curriculum that is "broadly based, balanced and meets the needs of pupils". Schools must "promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepare pupils at the school for the opportunities, responsibilities and experiences of later life" while having a duty to keep pupils safe. Pupils who are emotionally healthy do better at school. PSHE education helps children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. PSHE education also helps pupils to develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world, and are increasingly valued by employers.

Sensitivity: NOT PROTECTIVELY MARKED Why is PSHE education important to pupils?

Sensitivity: NOT PROTECTIVELY MARKED Why is PSHE education important to pupils? • PSHE education helps pupils to develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. • From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. • Pupils agree that PSHE education is a vital part of their preparation for life, with 92% of those who have been taught the subject believing all young people should receive high-quality PSHE lessons. • In 2015, the UK Youth Parliament made 'A Curriculum which prepares us for Life' a top priority, based on a consultation of almost a million young people.

Sensitivity: NOT PROTECTIVELY MARKED Why is PSHE education important to parents?

Sensitivity: NOT PROTECTIVELY MARKED Why is PSHE education important to parents? • An overwhelming majority of parents support the view that schools should prepare children for life and work, not just for exams. 90% of parents say that all schools should teach PSHE education. • Parents welcome a partnership between home and schools which supports their children’s personal and social development, and help deal with issues of increasing complexity such as those related to mental health and staying safe, both online and offline. • While there is consensus among parents, governors and parent-teacher associations about the need for PSHE education, it is understandable that parents will want to ensure that a school’s programme is appropriate for their children. It is therefore important that parents are involved when a school’s PSHE curriculum is being developed. Schools also have a duty to publish their PSHE curriculum details on their website.

Sensitivity: NOT PROTECTIVELY MARKED PSHE education gives pupils the knowledge, skills, and attributes they need to keep themselves healthy and safe and to prepare them for life and work in modern Britain. Primary PSHE covers: Health & Wellbeing Relationships Healthy Lifestyles Keeping Safe Growing and Changing Healthy Relationships Feelings and Emotions Valuing difference Living in the Wider World. Rights & Responsibilities Taking care of the Environment Money Task: Put the lesson topics under the correct core themes. Learning opportunity topics are listed under the core themes to help you decide. Create resources for this task

Sensitivity: NOT PROTECTIVELY MARKED Legislation & Primary PSHE What does the law say: • Current legislation only requires schools to teach about sexually transmitted infections and HIV/AIDS, and only applies to maintained secondary schools (which, with the increasing number of schools becoming academies, constitute less than half of all secondary schools). • The Government plans to introduce statutory RSE and ‘relationships education’ – and potentially the whole of PSHE education – from September 2019 following a period of consultation. The Government is expected to launch consultations soon after the election, to determine regulations and guidance regarding RSE (and ‘relationships education’) and the status and content of PSHE education more broadly wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Legislation & Primary PSHE What does the proposed law say: • The Children and Social Work Act includes legislation that makes relationships and sex education (RSE) statutory in all secondary schools, and ‘relationships education’ in all primary schools. • The Act also gives the Government power to make PSHE education statutory in its entirety, pending the results of a consultation. • The Education Secretary Justine Greening outlined in a tabled amendment to the Children and Social Work Bill, proposed regulations that would ensure: All primary schools (including academies, free schools, independent schools) in England must teach age-appropriate ‘relationships education’; All secondary schools (including academies, free schools, independent schools) in England must teach age-appropriate ‘relationships and sex education’; Updated guidance for schools on what to cover in RSE • • • wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Legislation & Primary PSHE What are the current issues? Task 1: Consider what has been discussed so far and in pairs list some issues that primary schools may come across as a result of the proposed legislation and topics to be covered. Issues: Ensuring policies are legislation compliant, Auditing the curriculum to ensure compliance, Finding appropriate resources, Training staff in new topics, Dealing with sensitive issues (distancing techniques), Dealing with parental concerns or pupil withdrawal, Ensuring pupil participation, SEN. Task 2: Choose one of the issues and bullet point strategies you would implement to address the problem. Share your ideas and positively comment on each other. wolverhampton. gov. uk

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Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE What PSHE challenges might you face in the classroom? Children who won’t participate Keeping children focused Addressing sensitive issues Children oversharing Assessing progress Being age appropriate Causing conflicts Culturally sensitive. wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Behavior: What issues might you face? wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Behavior: • Try and use the same weekly slot for PSHE lessons so children know what to expect. • At the start of the year draw up a set of rules and allow children to decide on them. No more than 5. • Put the rules up ready for the lesson and go through them with class every time before starting the lesson. Children have to understand why these rules are important to create boundaries for learning in PSHE. • If doing group or pair work try and match pupils you know will work well. wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Sensitive issues: What might they be? How would you approach them? wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Sensitive issues: quick tips. • Ensure any resources are prepared in advance, are current and age appropriate. • Allow time for questions. • Ensure parents are aware of topics and have support material or know where to access it to support any discussion at home. • Use appropriate language – avoid slang terms. • Do not pass on own views, discuss in relation to the law or purely factual. wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Sensitive issues: Handling tricky questions • It is important to encourage pupils to ask questions but this requires the teacher to feel confident to handle the questions raised. The following guidelines will help you manage this aspect of PSHE teaching safely: • Have an ‘Ask it basket’ / anonymous question box available before, during and after all lessons, so pupils can ask questions anonymously at any time. If you are concerned about a question, ask anyone whose question has not been answered to come and see you privately) • Be conscious of the message you give the rest of the group when responding to a question. You may be certain that a question has been put to you to attempt to embarrass you or put you on the spot but a dismissive answer could dissuade others from asking genuine questions wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Sensitive issues: When faced with a tricky question…. • Thank them for the question and check you have understood what they are asking and what they think the answer is • Give a factual, age-appropriate answer when you can • Buy time if necessary: explain you do not know the answer/are not sure how best to answer and that you will find out more and respond later. Be prepared with a response such as ‘That’s a really interesting question and it deserves a good answer – let me have a think about it (for a minute) / (and get back to you later). Consider whether you need to consult senior colleagues. What is the school policy? Is there a potential safeguarding issue? wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Assessment: Do we need to assess? wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Assessment: For each new topic, module, or series of lessons, an initial activity is carried out that gauges pupils’ starting point in terms of their existing knowledge, skills, attitudes and beliefs (baseline activity). This is used to inform the teacher’s planning for that module. Then, at the end of the topic, module, or lesson an activity is carried out which allows pupils to demonstrate the progress they’ve made since doing the baseline activity. For example, pupils do a ‘mind-map’ of everything they know, think or believe and questions they have about the new topic, then at the end of the module they take a different coloured pen and revisit their original mind-map, adding to it, correcting previous misconceptions, answering their original questions and so on. This will demonstrate the progress they have made and can also be used to measure attainment against a set of success criteria identified by the teacher. wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Assessment: • Pupil knowledge will vary depending on topic. • At the start of a topic to discover what they know create a pupil confidence line 1 -10 (paper/person), a traffic light, a written statement, a 5 question knowledge quiz, etc. • Can use post its to check learning, tell me what you learned to leave the room, peer feedback, traffic light cards to answer questions • Can create posters, poems, stories, games, wall displays, videos, short dramas. wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED Challenges when delivering PSHE Questions: wolverhampton. gov. uk

Sensitivity: NOT PROTECTIVELY MARKED wolverhampton. gov. uk