Exploring risk and safety issues in PSHCE

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Exploring risk and safety issues in PSHCE
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New secondary curriculum review

• The curriculum should 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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TIMESCALE

• The new key stage 3 programmes of study are to
  be implemented as follows
  
• Year 7 from September 2008
• Year 8 from September 2009
• Year 9 from September 2010
• Attainment targets are to be used for assessment
  from 2011.
  
• The requirements for key stage 4 will come into
  force as the new GCSE qualifications in the
  relevant subjects begin. Citizenship and PE begin
  implementation in 2009 and English, mathematics
  and ICT in 2010.

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Key processes

• Decision-making and managing risk
• Pupils should be able to
• use knowledge and understanding to make informed
  choices about safety, health and wellbeing
  
• find information and support from a variety of
  sources
  
• assess and manage the element of risk in personal
  choices and situations
  
• use strategies for resisting unhelpful peer
  influence and pressure
  
• know when and how to get help
• identify how managing feelings and emotions
  effectively supports decision-making and risk
  management.
  

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To what extent do we want young people to be risk
takers?

• Processes and concepts
• Understanding risk in both positive and negative
  terms and understanding that individuals need to
  manage risk to themselves and others in a range
  of situations.
• Appreciating that pressure can be used positively
  or negatively to influence others in situations
  involving risk
  
• Develop the confidence to try new ideas and face
  challenges safely, individually and in groups.
  
• Managing risk by finding information, assessing
  risk, using strategies for resisting unhelpful
  peer influence and pressure and know where and
  how to get help

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Personal social health and economic education
(PSHE)

• Two new non-statutory programmes of study at key
  stages 3 and 4
  
• The programmes of study based on the Every Child
  Matters outcomes
  
• build on the existing frameworks and
  guidelines
  
• Personal wellbeing
• non-statutory programme of study
• sex and relationships education
• drugs education.
• (SEAL). 
• Economic wellbeing and financial capability
• non-statutory programme of study 
• brings together careers education, work-related
  learning, enterprise and financial capability.
  
• legal responsibility to provide opportunities for
  careers education at key stage 3, and for careers
  education and work-related learning at key stage
  4.

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Why cover e safety in PSHCE?

• Links with decision making, risk, bullying
  behaviours, keeping safe, feeling safe, knowing
  how to ask for help
  
• Some issues very sensitive (paedophiles, abuse,
  grooming)
  
• About attitudinal change as much as understanding
  and skills.

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E safety

• SKILLS - Improve decision making skills
• SKILLS Improve relationship skills?
• SKILLS - Risk management skills
• UNDERSTANDING - Awareness of how law protects our
  rights
  
• UNDERSTANDING - Awareness of responsibility as
  citizens
  
• ATTITUDES role of the bystander
• ATITUDES positive/unwanted pressure

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What mobile phones can do now
What mobiles can do now
Camera phones (including video MMS)
Moblogs
Radio
Internet access
Downloads
Chat, Instant Messenger and e-mail
MP3 player
Mobile TV
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CitizenshipIssues for discussion and debate

• The mobile phone is an integral part of the
  modern teenagers way of life.
  
• Mobile phones can be more trouble than they are
  worth.
  
• The advantages of mobile phones far outweigh
  their disadvantages.
  
• Mobile phones should not be allowed in school
• Children under 12 should not have a mobile phone

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PEERS WHO CYBERBULLY/HARASS

• FLAMING Insults get angrier and more vulgar
• HARRASSMENT Anonymous taunts, insults, threats
  
  
• DENIGRATION False profile set up with cruel,
  false
  
• content and posts
• IMPERSONATION Stealing of passwords to send
• threatening messages
• OUTING Sending intimate personal information to
  others (covert
  
• photos)
• k
• EXCLUSION Ex-communication from buddy lists
  leads to real
  
• cruelty
• CYBERSTALKING Blackmail (from photos) and
  harmful
  
• messages
• CYBERTHREATES Direct or actual threats to hurt

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CYBERBULLYING

• Often deliberate, aggressive and damaging
• On the increase
• Girls more than boys?
• The audience can be very large
• Bystanders can easily become perpetrators
• Staff as well as students
• Can be hard to detect/deal with
• Easier to use offensive language and to insult by
  text
  
• Students need to feel confident about dealing
  with it

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Primary SEAL
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Fight or flight

• Good to be me
• Yellow set resource sheet year 4

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Long, long ago life was more dangerous than it is
for most people living today.

Just imagine you lived then.
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All of a sudden you see
Well I dont know. Im just going to take a
minute to think about this, should I run? I dont
want to spoil my new bear skin loincloth - and
maybe it is a friendly bear anyway AAAARRRGGG!
a ferocious bear.
You need to act very quickly. You dont have
time to think.
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You need to be able to spot danger and run away
or attack the bear very, very quickly.
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If we live in a dangerous place we need to make
sure that our brain tells us to move out of the
way pretty quickly! Luckily the feeling part of
the brain does this very well. What it does is
look out for THREATS and tells the body very,
very quickly what to do. The reason it can work
so quickly is that it only has a few ideas about
what to do.
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Fight (get ready to fight)
or
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Flight (get ready to run away)
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The feeling part of your brain gets your body
ready for action ready for fight or flight.
If you are not careful it stops your brain from
thinking about anything else.
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SECONDARY SEAL

• Theme 1 A place to learn (setting the context
  for learning). This is an introductory theme with
  a main focus on self-awareness.
  
• Theme 2 Learning to be together (social skills
  and empathy).
  
• Theme 3 Keep on learning (motivation).
• Theme 4 Learning about me (understanding and
  managing feelings) and specific opportunities for
  reviewing all four themes.

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How and where?

• New Kirklees secondary PSHCE programme - thread
  running through different units with some
  explicit teaching eg cyberbullying, exploring
  risk, identity
• Need to make time for good quality PSHCE (not
  just assembly time, focus days or 20 minutes
  tutorial sessions)
  
• Need specialist teachers who feel confident and
  competent to cover sensitive issues (training
  implications)

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Kirklees Integrated PSHCE programme
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Useful materials

• Know it all CD and materials (free)
• CEOP materials (free need training to access
  these)
  
• Lets fight it together (in secondary schools
  later this year) DVD and teaching pack
  
• Orange Incoming message DVD and teaching pack
  (free)
  
• Childnet - Jennys story and teaching pack
  (approx 20)
  

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CEOP materials.
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Toms story

• Available from CEOP
• registered trainer
• FREE
• Theme Internet
• grooming/abuse
• Teaching activity

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An exampleLets Fight it together

• Free to schools
• Available from Childnet/DCSF
• DVD lets fight it together
• Theme cyberbullying
• Teachers pack.

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Incoming messageOrange education

• Free to schools
• DVD Incoming Message
• Theme Cyberbullying
• Teachers pack

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Jennys story

• Available from Childnet
• Cost 20.00
• Aims to challenge young people about the dangers
  of chatting to strangers on the Internet, but
  also help them reflect on important issues such
  as trust, flattery, personal information and how
  they can develop strategies to avoid being
  manipulated or feeling trapped.
• DVD and teaching ideas

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PSH(C)E

• Need to incorporate e safety issues into new
  schemes of work for PSHE and Citizenship
  
• Audit present provision against new PSHE and
  Citizenship curriculum
  
• Order (free) materials
• Access staff training (if needed) through Val
  Flintoff (01484 225830)

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Why children dont tell?

• They were scared
• They were threatened
• They felt ashamed
• They didnt know who to tell
• They were worried they wouldnt be believed
• They thought they should be able to take it
• They were depressed
• They were worried it was their fault
• They couldnt find the words.

PSHCE HELPING CHILDREN FIND A VOICE
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