1. Revised Curriculum Year 6 Personal Development and Mutual Understanding (PDMU)

2. Programme 9.30am – 10.30am Personal Development and Mutual Understanding in the Revised Curriculum: An Overview 10.45am – 11.15amCoffee 11.15am – 1.00pmPersonal Development and Mutual Understanding Strand 1 ‘Personal Understanding and Health’ 1.00pm – 2.00pmLunch 2.00pm - 3.00pmPersonal Development and Mutual Understanding Strand 2 ‘Mutual Understanding in the Local and Wider Community’ 3.00pm – 3.30pmReview and Looking Ahead

3. Buzz Groups How have you got on with Thinking Skills and Personal Capabilities so far?

4. Learning Intentions To recognise the constituent strands and themes of Personal Development and Mutual Understanding (PDMU)To recognise the constituent strands and themes of Personal Development and Mutual Understanding (PDMU) To consider issues relating to good practice and effective methodologiesTo consider issues relating to good practice and effective methodologies About potential resources to support PDMUAbout potential resources to support PDMU

5. Self-esteem and self-confidence Feelings and emotions Effective learning strategies Health and Safety Friendships and relationships Rules, rights and responsibilities Approaches to conflict Cultural diversity Community and environment Strand One: Personal Understanding and Health Strand Two: Mutual Understanding in the Local and Wider Community P.D.M.U.

6. Developing a Contract Think of a secret/personal information…

7. Contract for Today

8. Personal Development and Mutual Understanding The Conceptual Foundation The Conceptual Foundation

9. Delivering Protective Factors  Risk and Protective Factors  Emotional Intelligence and Life-Skills  Self Esteem  Resilience

10. Key Foundations for PDMU  Risk and Protective Factors leading to Resilience  Emotional Intelligence  Life-Skills  ‘Self’ and ‘Others’ Concepts

11. Risk and Protective Factors Enhance Protective Factors +ReduceRiskFactors=Resilience To discover more info on Risk and Protective Factors from Hawkins Catalano and Miller see http://depts.washi ngton.edu/sdrg/ http://depts.washi ngton.edu/sdrg/

12. PositiveRelationships & Bonding Set Clear, ConsistentBoundaries OpportunitiesForMeaningfulParticipation TeachLife-Skills Set and CommunicateHighExpectations ProvideCaringAndSupport Adapted from ‘Resiliency in schools: Making it Happen for Students and Educators’ by Nan Henderson and Mike Milstein (1996) How does your School Ethos help or hinder Resiliency?

13. The Language of Resilience The Child’s Language Other’s Language

14. Life-Skills Deal with 2 Key Areas The Inner Game of Living Our Thinking Help children examine and reframe their thinking The Outer Game of Living Our ActionsOur Actions Help children create plans of action, adopting skills to change behaviour to achieve the goals they set

15. Multiple Intelligences (Based on work by Howard Gardner)

16. Self-Awareness RelationshipManagement SocialAwareness Self-ManagementPersonalCompetenceSocialCompetenceAwareness Actions There is increasing evidence that emotional intelligence is a better indicator of success in life and work than academic intelligence Emotionally intelligent people have well developed intrapersonal and interpersonal skills (Daniel Goleman, 1998)

17. - Competence Competence + Arrogant Negative OverAchiever Worth + - Worth (By Dr Alex Yellowlees)

18. Have a sense of personal and social responsibilityHave a sense of personal and social responsibility Demonstrate positive health behavioursDemonstrate positive health behaviours Exhibit resilient thinking and behavioursExhibit resilient thinking and behaviours Show respect and concern for othersShow respect and concern for others Have integrity and moral courageHave integrity and moral courage Confidently participate in their communityConfidently participate in their community PDMU helps pupils to…

19. Personalizing the learning Key learning points Key learning points

20. Click to edit Master title style Click to edit Master text styles Second level Third level Fourth level Fifth level 20 Coffeebreak

21. Session 2 Personal Development and Mutual Understanding in the Revised Curriculum Strand One: Personal Understanding and Health Strand One: Personal Understanding and Health

22. Self-esteem and self-confidence Feelings and emotions Effective learning strategies Health and Safety Friendships and relationships Rules, rights and responsibilities Approaches to conflict Cultural diversity Community and environment Strand One: Personal Understanding and Health Strand Two: Mutual Understanding in the Local and Wider Community P.D.M.U.

23. PDMU resource: Living Learning Together

24.  A resource, not a programme  Stand alone vs. integrated into other areas of learning e.g. Literacy  Complimentary to other approaches e.g. Circle Time  Composite classes

25. Familiarise yourself with one unit (10mins) Return to your group Brief overview of the units with other group members (15mins in total)

26. Self Portrait Draw or write four things.. E.g. a symbol, words, diagram, picture etc or any combination of these that you would choose to communicate to someone else the most important aspects of who you think you are. Tell one other person about these things and why they are significant to you.

27. Strand 1 – Self Esteem, self confidence and how they develop as individuals Unit 1 ‘Who am I?’ Activity 2 – Self Portrait Look at the self portraits:  List the aspects of the pupils’ personality and life they have highlighted.  Relate any pupil learning to the statements of minimum requirement

28. self confidence ? self awareness ? self esteem ? How would the teacher draw out whole class learning from this activity so that pupils self awareness, self esteem and self confidence are enhanced? 'My self-portrait is about my love of music. The background shows that I am calm when I listen to music.'

29. Relationships and Sexuality Education in Strand One Good practice in many schools Work with partners Consult with parents and Governors Develop a policy

30. Choose a group:

31. Activity  For the soaps/reality TV: List the storylines/themes which have dealt with relationships or sexuality – discuss their impact on KS2 pupils  For the teen magazines: List the issues/topics dealt with directly or by inference – discuss their impact on a KS2 reader

32. RSE Guidelines  2001: RSE Guidance for Primary Schools (Circular 2001/15)  Moral framework  Pupil needs  Programme content and delivery  Involving parents  Confidentiality

33. Strand 1 – sustain their health, growth and well-being Living Learning Together Unit 3 ‘Healthy Habits’ Activities 8 and 9  Role play / hot seating and timeline – baby to old person  Timeline of the foetus  Physical and emotional changes in adolescence  Agony Aunt scenarios

34. RSE activities – group discussion  Would this material be completely new to your school?  Would it be appropriate?  How might Governors and parents react?  How would you as a P6 teacher feel about teaching such material?  What would need to happen in school for RSE to be taught well?

35. Personalizing the learning Key learning points Key learning points

36. Lunch

37. Session 3 Strand 2 Mutual understanding in the local and wider community

38. Self-esteem and self-confidence Feelings and emotions Effective learning strategies Health and Safety Friendships and relationships Rules, rights and responsibilities Approaches to conflict Cultural diversity Community and environment Strand One: Personal Understanding and Health Strand Two: Mutual Understanding in the Local and Wider Community P.D.M.U.

39. Strand 2 Pupils should be enabled to explore Initiating developing and sustaining mutually satisfying relationships Human rights and social responsibility Causes of conflict and appropriate responses Valuing and celebrating cultural difference and diversity Playing an active and meaningful part in the life of the community and being concerned about the wider environment

40. 3 Areas Relationships with Family, Friends and at school Relationships in the Community Relationships with the Wider World

41. Are we here?

42. Remind participants of the contract

43. “Where teachers are genuine, empathetic and accepting, they will automatically provide a self-esteem enhancing ethos in the classroom”. D Lawrence

44. Activity 1 Memories of Difference Concentric circles

45. Activity 2 Cultural Awareness

46. Activity 3 Symbols

47. Activity 4 Language Call Out

49. Hopefully now you’re here!

50. Personalizing the learning Key learning points Key learning points

51. Session 4 Resources, Review and Looking Ahead

52. Some suggested resources to support PDMU Living Learning Together Me, You, Everyone - ‘Lift Off’ www.creni.org Primary Values Smokebusters & ELB Drugs Resources ICLs and Thematic Units Something to Say - Save the Children Joined-up (NI Council for Integrated Education NICIE) Little Pathways (Churches Peace Education Programme) UNICEF

53. Next Steps In the next 2-4 weeksIn the next 2-4 weeks By the end of this school yearBy the end of this school year By the end of next yearBy the end of next year

54. Learning Intentions To recognise the constituent strands and themes of Personal Development and Mutual Understanding (PDMU)To recognise the constituent strands and themes of Personal Development and Mutual Understanding (PDMU) To consider issues relating to good practice and effective methodologies To consider issues relating to good practice and effective methodologies About potential resources to support PDMUAbout potential resources to support PDMU