Presentation on theme: "What does it mean? Produce a simple phrase which explains what the following mean to you: Pastoral Care – Personal, Social, Health & Economic Education."— Presentation transcript:
What does it mean? Produce a simple phrase which explains what the following mean to you: Pastoral Care – Personal, Social, Health & Economic Education (PSHEe) - Citizenship -
Pastoral Care is An holistic approach by which the school attempts to meet the personal, social, emotional and intellectual needs of every pupil, in order that each might participate fully and gain maximum benefit from everything the school has to offer Glasgow LNCT (Local Negotiating Committee for Teachers) Italics (EJW) http://www.napce.org.uk/reflections/making-use-of-stories.asp
DfE website – Pupil Support / Pastoral Care This section contains information and guidance on all aspects of pastoral care, ranging from health and well-being to career guidance.
This is what is listed Free school meals: information for schools in England Free school meals: information for schools in England Who is entitled to free school meals and what schools can do to increase registrations for them. General article 24 January 2014 Drug advice for schools Departmental advice produced to help answer some of the most common questions raised by school staff on drug-related issues. Departmental advice 10 January 2014 You are then directed to the.Gov.uk site
Approach to Learning Maslow’s Hierarchy of Needs www.tumlr.com
Poorer children’s educational attainment: how important are attitudes and behaviour? Alissa Goodman and Paul Gregg 28 March 2010 The study found that young people are more likely to do well at GCSE if the young person him/herself: has a greater belief in his/her own ability at school; believes that events result primarily from his/her own behaviour and actions; finds school worthwhile; thinks it is likely that he/she will apply to, and get into, higher education; avoids risky behaviour such as frequent smoking, cannabis use, anti-social behaviour, truancy, suspension and exclusion; and does not experience bullying. http://www.jrf.org.uk/publications/educational-attainment-poor-children Pupil Premium https://www.gov.uk/government/publications/evaluation-of-pupil-premium https://www.gov.uk/government/news/pupil-premium-awards-celebrate-schools- helping-disadvantaged-pupils
Evaluating pupil’s spiritual, moral, social and cultural development – HMI 2125 Ofsted 2004 This has not been superseded
Remember! There is a statutory duty on maintained schools to promote the spiritual, moral, cultural, mental and physical development of pupils
Personal, Social, Health, Economic Education (PSHEe) Aims to help children and young people deal with the real life issues they face as they grow up. The issues that PSHE education covers are central to young people’s wellbeing and include: nutrition and physical activity; drugs, alcohol and tobacco education; sex and relationships education; emotional health and wellbeing; safety; careers education; work-related learning; and personal finance.central https://www.education.gov.uk/publications/eOrderingDownload/FINAL%20Macdonald%20PSHE%2 0Review.pdf
Current situation DFE Updated: September 2014 PSHE is non-statutory; Citizenship is statutory At primary and secondary: All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. At secondary (Spring term 2014): All schools must publish their school curriculum by subject and academic year, including their provision of personal, social, health and economic education (PSHE)school curriculumpersonal, social, health and economic education
Guidance around Ofsted inspection arrangements (from January 2012) A well-planned, coherent and effective PSHE education programme will provide concrete evidence of the school’s provision in promoting pupils’ behaviour and safety and their spiritual, moral, social and cultural development. It may also provide evidence of the impact of this on achievement and on ‘developing and applying a wide range of skills that will prepare pupils for the next stage in their education or employment drawing on excellent subject knowledge, promoting resilience, confidence and independence’.
The importance of citizenship (1): This reflects the three principles of effective citizenship education set out by the Advisory Group on Education for Citizenship and the Teaching of Democracy in Schools. These are that citizenship should develop social and moral responsibility, community involvement and political literacy.
The importance of citizenship (2): Along with greater engagement with the formal processes of democracy, many hoped the introduction of citizenship education would lead to positive changes in young people's attitudes, behaviours and dispositions—leading for example to lower levels of disengagement and anti-social behaviour, as well as increased participation in the formal and informal institutions of society. Some also suggested that it would play a role in bringing about improvements in the life of the school—for example, less bullying—as well as higher attainment levels.
Hampshire local authority area. John Clarke, representing the council, explained that the introduction of a Unicef-supported programme called Rights, Respect and Responsibilities had been associated with improved behaviour and fewer instances of bullying. The importance of citizenship (3):
Dr Dina Kiwan [Paragraph 17] said: “...My belief in citizenship education, which I guess is not based on research evidence, is the sense that it gives people a sense of empowerment and that they are connected with their larger community and they are empowered to make a change and contribution to their society. I would say, yes, I do think citizenship education has a place in our educational system, but, I am afraid, that cannot be supported by research evidence at this point.“ (Citizenship) it is a skill which can be developed and applied only through active participation
"My personal view is that providing children with a voice, certainly at KS4, engaging them in what they are doing and making education relevant, is the way to break the plateau of achievement which we are beginning to arrive at.” Keith Ajegbo, then Head of Deptford Green School
Citizenship Education Longitudinal Study (CELS) CELS is the biggest and longest-running study about the impact of citizenship education anywhere in the world. The project was commissioned by the Department of Children, Schools and Families (DCSF), and started in 2001, when citizenship education became a compulsory subject for all schools in England. http://www.nfer.ac.uk/research/projects/cels/ Embedding citizenship education in secondary schools in England (2002-08): CELS 7th annual report Pupil assessment in citizenship education: purposes, practices and possibilities
Citizenship Citizenship programme of study for KS3/4
Feb 2014 For England, our overarching educational aspirations are set out in legislation which requires schools to offer a balanced and broadly based curriculum that: promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. prepares pupils at the school for the opportunities, responsibilities and experiences of later life. https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/
The National Curriculum Aims 3.1 The NC provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. 3.2 The NC is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the National Curriculum specifications. The NC provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.
for PSHE, the NC document states: All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. Schools are also free to include other subjects or topics of their choice in planning and designing their own programme of education Sex and relationship education is statutory in secondary schools
for Citizenship, the document states A high-quality citizenship education helps to provide pupils with knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, citizenship education should foster pupils’ keen awareness and understanding of democracy, government and how laws are made and upheld. Teaching should equip pupils with the skills and knowledge to explore political and social issues critically, to weigh evidence, debate and make reasoned arguments. It should also prepare pupils to take their place in society as responsible citizens, manage their money well and make sound financial decisions. The subject continues to be statutory at KS3 and 4
What next? Why is PSHE not statutory like Citizenship? What happens in schools? What have you experienced? Schools need targets which are easily measurable – should that be the case? If PSHE was assessed would its profile be enhanced? There is an emerging interest in explaining the links between well-being and attainment..
The Jo Richardson Community School Vision http://www.jrcs.bardaglea.org.uk/year-8