PSHE education

1
PSHE education

• Keeping the balance - some very personal thoughts
  for the future.

2
Question

• What do PSHE education and Buffy the Vampire
  Slayer have in common?

3
Getting the balance between the programmes of
study.

• How do we reconcile 2 programmes of study (in key
  stages 3 and 4) within 1 subject?
• How can we weave the concepts and processes from
  both programmes of study through different
  relevant contexts for learning?

4
Getting balance within the programmes of
study.

• How do we manage the shift from content driven
  topics.
• to concepts and processes? - How do make this
  change real and not just add a couple of
  columns to existing schemes of work?

5
Getting the balance in cross- curricular
working.

• How do we ensure PSHE education plays a full part
  in cross-curricular learning
• whilst not losing the focus on PSHE educations
  own learning objectives
• and retaining a planned, discrete PSHE
  education provision? (Because is not
  either/or!)

6
Balancing robust assessment against
becoming just another subject

• How do we create formative and summative
  assessment arrangements that allow teachers and
  young people to really assess and reflect on the
  full range of their learning in PSHE education?

7
Balancing progression.

• How do enable teachers to scaffold learning that
  offers real progression in the concepts and
  skills whilst.
• allowing teachers to continue to work flexibly
  within young peoples reality - starting where
  they are and meeting their unique needs?

8
Balancing learning objectives.

• How do we create clear learning objectives and
  clear learning outcomes.
• but
• recognise when we need to let go and allow young
  people to take the lead?

9
Making the links

• How do we support our colleagues make the links
  between PSHE education and,
• ECM,
• Personal learning and thinking skills
• the Three Statutory Aims
• Enhanced Healthy Schools
• The revised Ofsted Evaluation framework?

10
Teacher training

• How does the PSHE community ensure its
  collective voice informs the future of teacher
  training in PSHE education?

11
Balancing our audience.

• Do we need to be extending the audience for
  messages about our subject?
• Do we need a pincer movement - supporting
  teachers make the case from the inside -
  supporting LA, PCT and other strategy managers
  make the case from the outside?

12
A thought

• A train journey
• A balloon journey
• A sailing journey