PSHE INSET

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PSHE INSET

• Written by
• Sarah Lyles PSHE/Healthy Schools Adviser
• Joanna Feast Adviser for Healthy Schools and
  SEAL

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About the session

• This session has been written to support school
  and staff development of PSHE you may feel that
  it is appropriate for both TAs and Teachers.
• It takes a flexible approach, all timings are
  approximate and all activities may be altered to
  suit your schools needs.
• It is suggested that PSHE developments are fed in
  to the School Improvement Plan and that the PSHE
  Co-ordinator keeps a record of findings and
  feedback from staff. Budget and training needs
  may become apparent as you deliver the session.
• The final 2 slides contain a selection of
  questions for the co-ordinator this list is by
  no means exhaustive.
• Always check the ppt and activities before
  delivering this training to staff.
• To deliver this training in its entirety you will
  need
• flip chart paper, a computer, projector, screen,
  marker pens, PSHE National Curriculum statements,
  Foundation Stage requirements, post-it notes, blu
  tac, the SEAL pack or SEAL activities, a room
  which will accommodate the chairs to be placed in
  a horse-shoe shape or circle with space for staff
  to also work at tables you may also want to
  provide staff with a handout of the PPT.
• Remember there is the DCSF PSHE Continued
  Professional Development Programme currently
  available, fully funded, for deliverers of PSHE.
  For further information contact
  liz.griffiths_at_vtplc.com
• To view other courses go to www.vtfours.co.uk/cour
  ses go to PSHE in the subject section, or contact
  vivian.stacey_at_vtplc.com.

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Objectives for the session

• You may want to add or replace some of the
  objectives to suit your schools needs
• To consider what PSHE is.
• To become more familiar with the PSHE National
  Curriculum Statements.
• To raise awareness of which PSHE National
  Curriculum Statements are covered in each year
  group.
• To raise awareness of cross-curricular PSHE.
• To become more aware of how SEAL contributes to
  the delivery of effective PSHE.
• To raise awareness that PSHE should be based upon
  pupil need, and that consideration must be given
  to whether lessons are altered to ensure they are
  appropriate for both the class and individual
  pupils.
• 2 mins

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Starter Stem Statements

• All staff are sat in a circle. Each member of
  staff completes the following verbally.
• Today I have enjoyed (if they wish it may be
  clarified) because
• In order to help the staff member leading the
  meeting, assess staff need and attitude
• PSHE is
• 8 mins

5
PSHE Brainstorm

• In small groups organised as you wish, staff
  brainstorm the following statements on flip chart
  paper. One statement per group.
• Why do we teach PSHE?
• How does PSHE support the pupils and school
  community?
• What makes good PSHE?
• What are the barriers to effective PSHE?
• 5 minutes
• Feedback each groups findings - 10 mins

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National Curriculum and PSHE

• Staff need to be provided with their PSHE Key
  Stage Statements, with their class already
  written on the document. In their groups,
  instruct staff to look at the PSHE National
  Curriculum. You may want to organise the staff in
  Key Stages. It is also beneficial to look at the
  Foundation Stage.
• Look through the National Curriculum Statements
  and consider which statements you cover in your
  teaching. (You may be covering more than you
  realise.) 5 mins
• Look again and consider which statements you
  cover in other curriculum areas, noting on the
  document the statement covered, the subject which
  covers it and the term in which it is covered (if
  possible). 10 mins

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PSHE and SEAL

• SEAL is a tool to help deliver the Social and
  Emotional Aspects of PSHE. It does not cover SRE,
  Drug Education or many aspects of Citizenship.
• Look through your SEAL pack if you do not have
  a SEAL pack see www.bandapilot.org.uk to order
  your school copy. You can also download the
  resources from this website.
• Choose a SEAL lesson or activity for your staff
  to consider in groups. After the staff have
  looked through the lesson/activity, they should
  then be given a selection of the following
  questions (see next slide). Try to ensure all
  questions are covered.
• The staff should then feedback their thoughts
  and findings.

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PSHE and SEAL

• Questions for staff
• What do you think of the lesson/activity?
• Would you have to adapt aspects of it to meet the
  needs of your pupils? Which bits and why?
• Is there a clear learning objective and/or
  outcome?
• Does the activity/lesson support the PSHE
  National Curriculum Statements?
• How would you know if the lesson had been
  successful?
• How would you know whether the pupils had
  progressed?
• 15 mins

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Feedback on Session

• Re-cap the objectives
• Each member of staff is given 3 post-it notes.
• There are 2 large pieces of flip chart paper for
  the staff to stick their post-its on. One piece
  of paper has the title Interesting/Beneficial,
  the other has the title Impact. When the staff
  have completed the activity below, they stick
  their post-its on the correct piece of flip chart
  paper.
• Write comments on two of the post-it notes,
  considering the activity/fact/experience/thought
  you found most interesting and/or beneficial -
  one comment per post-it.
• Write on another post-it how this session will
  impact upon your delivery of PSHE.
• 5 mins

10

• Thank you I hope you enjoyed the session.
• The following slides are for the PSHE Co-ordinator

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Notes for the PSHE Co-ordinator

• These are questions you should now be
  considering as a subject manager.
• Did the session meet staff need? How do you know
  this?
• What is the general feeling towards PSHE?
• What important points came from the session?
• Are there any things the staff feel are
  particularly successful in PSHE? Are there any
  specific barriers?
• How has the mapping activity supported you as a
  co-ordinator? As a co-ordinator what will you do
  with this information?
• Are there elements of Drug Education and Sex and
  Relationships Education in each year group?
• Are there any implications for the current
  Schemes of Work?
• How did the PSHE/SEAL activities support the
  staff? What do you feel will be the impact of
  this?
• What did the staff feel was most
  interesting/beneficial about the session?
• How do the staff feel this session will impact
  upon their delivery of PSHE?
• How and when will you be reporting your findings
  to the Senior Management Team/Headteacher?

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Development Plan

• Over the next 3 years what would you like to do
  to support the further development of PSHE at
  your school?
• What would need to be developed in the first
  year, second year and the third year?
• Consider
• Who will do this? Who will support the action?
  What money/training/INSET is needed? Does it tie
  in the school development plan? Is there a place
  for it in the SEF?