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© PMB 2007 Personal Development and Mutual Understanding Unit 2: Statements of Minimum Requirement
© PMB 2007 To develop an awareness and understanding of the PD&MU curriculum To examine the Statements of Minimum Requirement (SOMR) and non-statutory guidance in greater detail To explore how the PD&MU curriculum progresses through the Key Stages Learning Intentions
© PMB 2007 Activity 1 A Strong Sense of PD&MU
© PMB 2007 Identify a person with a strong sense of PD&MU. Discuss and describe their qualities and characteristics under the following headings: –physical –emotional –social –cognitive.
© PMB 2007 PD&MU Defined …encouraging each child to become personally, emotionally, socially and physically effective, to lead healthy, safe and fulfilled lives, and to become confident, independent and responsible citizens, making informed and responsible choices and decisions throughout their lives.
© PMB 2007 PD&MUs Two Strands Personal Understanding and Health Mutual Understanding in the Local and Wider Community Self-awareness Feelings and emotions Learning to learn Health and safety Relationships Responsibilities Approaches to conflict Similarities and differences Community involvement
© PMB 2007 SOMRs: Foundation Stage Personal Understanding and Health Children should have opportunities to explore: 1.themselves and their personal attributes 2.their own and others feelings and emotions 3.their dispositions and attitudes to learning 4.the importance of keeping healthy and how to keep safe in familiar and unfamiliar environments
© PMB 2007 SOMRs: Foundation Stage Mutual Understanding in the Local and Wider Community Children should have opportunities to explore: 5.their relationships with family and friends 6.their responsibilities for self and others 7.how to respond appropriately in conflict situations 8.similarities and differences between groups of people 9.learning to live as a member of a community
© PMB 2007 SOMRs: Key Stage 1 Personal Understanding and Health Children should have opportunities to explore: 1.their self–esteem and self-confidence 2.their own and others feelings and emotions and how their actions affect others 3.positive attitudes to learning and achievement 4.strategies and skills for keeping themselves healthy and safe
© PMB 2007 SOMRs: Key Stage 1 Mutual Understanding in the Local and Wider Community Children should have opportunities to explore: 5.initiating and developing mutually satisfying relationships 6.responsibility and respect, honesty and fairness 7.constructive approaches to conflict 8.similarities and differences between people 9.themselves as developing members of the community
© PMB 2007 SOMRs: Key Stage 2 Personal Understanding and Health Children should have opportunities to explore: 1.their self-esteem, self-confidence and how they develop as individuals 2.their management of a range of feelings and emotions and the feelings and emotions of others 3.effective learning strategies 4.how to sustain their health, growth and well-being and cope safely and efficiently with their environment
© PMB 2007 SOMRs: Key Stage 2 Mutual Understanding in the Local and Wider Community Children should have opportunities to explore: 5.initiating, developing and sustaining mutually satisfying relationships 6.human rights and social responsibility 7.causes of conflict and appropriate responses 8.valuing and celebrating cultural difference and diversity 9.playing an active and meaningful part in the life of the community and being concerned about the wider environment
© PMB 2007 LLW at Key Stage 3 Home Economics Personal Development Local and Global CitizenshipEducation for Employability
© PMB 2007 PD&MUs Contribution to LLW Primary PhasePost-Primary Phase Personal Development and Mutual Understanding Learning for Life and Work Strand 1: Personal Health and Understanding Personal Development Home Economics Strand 2: Mutual Understanding in the Local and Wider Community Local and Global Citizenship Employability
© PMB 2007 Activity 2 SOMR Progression
© PMB 2007 Identify how your SOMR progresses from Foundation to Key Stage 2. Explore which aspects of the non-statutory guidance complements it. Record your findings under these headings: – development – learning outcomes – skills acquisition – other issues.
© PMB 2007 Conclusion By now you should have a better understanding of: the PD&MU curriculum; the SOMRs and non-statutory guidance; and how the PD&MU curriculum progresses through the Key Stages.
Good practice in excellent schools. Ethos of whole school. Teaching and learning. Government Acts & Educational guidance Parental involvement Out of hours.
Universal Education Foundation Education by All for the Well-Being of Children 1 The Universal Education Foundation.
Belonging and connecting. The Aims and Principles A Stirling Perspective.
Global Citizenship Dr Les James The University of Reading.
© PMB 2007 Learning for Life and Work Unit 2: Statutory Minimum Requirements.
Thinking Skills and Personal Capabilities Unit 1
© PMB 2007 Personal Development and Mutual Understanding Unit 1 Rationale and Overview.
© PMB 2007 Learning for Life and Work Unit 1: Rationale and Overview.
Personal, Social, Health and Economic education How PSHE education contributes to meeting the requirements of the Secondary National Curriculum.
Healthy Schools, Healthy Children?
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PSHE education in the Secondary Curriculum An overview of the subject.
Getting it right for every child by improving outcomes
Victorian Early Years Learning and Development Framework
3 High expectations for every child
Note: Lists provided by the Conference Board of Canada
International Baccalaureate Middle Years Program Sutton Middle School August, 2009.
Unit 4 – Health: Key Topic 1http:// 1.
Learning for Life and Work…..
PDHPE is the key to make a difference in children’s future health. It provides children with the tools to lead a healthy, active and fulfilling life.
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