Transcript NQT_2011 - School

An introduction to PSHE &
SEAL - NQT Training
Sam Beal & Sarah Jackson, Advisers
Brighton & Hove Healthy Schools Team
Aim: to provide an introduction to effective teaching
and learning in PSHE and SEAL
By the end of the course you will have:
 More understanding of the national and local context for
PSHE & SEAL
 Explored attitudes and values in relation to the delivery
of PSHE & SEAL
 Developed your skills in creating a safe, learning
environment for the delivery of SEAL & PSHE
 More confidence in answering questions on sensitive
issues
 Increased confidence in the planning and delivery of
PSHE &SEAL lessons
Working Agreement
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Please respect each other by keeping the confidentiality of personal
material or information related to schools / pupils shared on this
training
Value the diversity of the group
Choose to be out of your comfort zone at least some of the time eg
by thinking aloud, asking questions, sharing your doubts/dilemmas
Listen mindfully to other points of view, particularly if you disagree
with them
Speak truthfully as often as you can, saying what you really feel and
think, not what you think others would like you to say
Keep to time (arrive and re-commence after the break, on time)
Show good mobile phone “manners”
All learning has an emotional base.
(Plato)
What good practice
have you seen?
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Explicitly teaching social, emotional
and behavioural skills on their own
will have little impact. The
environment and the beliefs
underlying the creation of that
environment have to be consistent
with what is taught.
What is SEAL?
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Social and emotional aspects of learning is
a whole school approach to promoting
social and emotional skills that aims to
involve all members of the school and all
aspects of school life.
The Social and Emotional
Aspects of Learning
 Self-awareness
 Managing
feelings
 Motivation
 Empathy
 Social
skills
Primary resources through the year
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New beginnings
Getting on and falling out
Say no to bullying (one or two weeks)
Going for goals!
Good to be me
Relationships
Changes
Plus – assemblies , family materials (gold),
small groups (silver)
Secondary SEAL
Transfer: Moving on 2 (Year 6-7)
Years 7-9
 Theme 1: Learning to be together (social
skills and empathy)
 Theme 2: Keep on learning (motivation)
 Theme 3: Learning about me
(understanding and managing feelings).
Small Group Work / Focus Group Work
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Ground rules and
safe learning
environment
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Clear learning intention linked to a planned programme
of study and based on needs analysis
Ground rules and a safe learning environment
Effective strategies for dealing with spontaneous issues
Careful management of sensitive issues
Range of resources sensitive to age, gender, ability,
sexuality, faith and ethnicity
Active learning and a range of groupings
Visitors to enrich curriculum, not replace it
Assessment for Learning and of Learning
Evaluation
The Framework for PSHE and citizenship at
Key Stages 1 & 2 – (non-statutory
guidelines*)
Developing confidence and responsibility
and making the most of their abilities
 Preparing to play an active role as citizens
 Developing a healthy, safer lifestyle
 Developing good relationships and
respecting the differences between people
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Primary PSHE Curriculum
•National Curriculum 2000 - PSHE non-statutory framework
•Early Years Foundation Stage – Personal, Social and Emotional
Development area of learning
•Social and Emotional Aspects of Learning
•Brighton & Hove Outcomes Planning Tools and curriculum overview
•QCA units for PSHE (SRE, drug and alcohol education, financial
capability, healthy lifestyles) & Citizenship
•Gyspy, Roma & Traveller Education lesson plans, Disability Equality
lesson plans, Family Diversity lessons plans and more on Pier2Peer
•School’s medium term planning
Secondary PSHE Curriculum
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National Curriculum 2007 – 2 non-statutory
programmes of study. PSHE: Personal
Wellbeing, PSHE: Economic Wellbeing and
Statutory Citizenship Programme of Study
Social and Emotional Aspects of Learning
Locally produced learning outcomes planning
tools, mapping tools and teaching resources
www.pier2peer.org.uk
Learning – Healthy Schools
 Primary – PSHE
 Secondary - PSHE
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What is SRE?
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‘Sex and relationship education is lifelong
learning about sex, sexuality, emotions,
relationships and sexual health. It involves
acquiring information, developing skills and
forming positive beliefs, values and attitudes.
SRE should empower pupils, build selfesteem, offer a positive and open view of sex
and support sexual self acceptance and
mutual respect.’
Sex and Relationship Education; Guidance for Schools
Challenging prejudice
Scenario 1 Jamal is 5 and likes to play in the home corner.
He sometimes wears nail-varnish to school. Jamal
comes in from break crying and Jason says to him “Stop
being such a sissy gay boy Jamal.”
Scenario 2 You are using the Channel 4 videos to teach
sex and relationship education to your year 4 class. Afia
says loudly to Victoria “Your mum is just like those dirty
lezzies in the DVD”.
Scenario 3 Abdul is new to the school and is in your year 7
tutor group (or Year 6 class). As the tutor group come
into the classroom you hear Sarah say “Abdul those
trainers you’re wearing are really gay”.
Sexual identity and sexual
orientation
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‘…teachers should deal honestly and sensitively with sexual
orientation, answer appropriate questions and offer support.’ (DfES,
2000)
Schools need to deal effectively with homophobic bullying. (Social
Inclusion Pupil support Circular 10/99)
All schools, particularly early years settings and primary schools are
ideally placed to challenge homophobia because they make a
significant contribution to the development of values and attitudes in
young children…’ (Stand up for us; Challenging homophobia in
schools, DfES, NHSP, DH)
It is important for all staff to challenge pupils, explaining the
consequences of using ‘gay’ in a derogatory way…{this} is central to
achieving progress and an environment in which being gay is not
thought of as inferior. (Homophobic Bullying DCSF 2007)
Parents / carers and SRE
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Parents have the right to withdraw their
children from any SRE outside of NC science
Parents should be informed that they have
this right.
Parents should be involved in reviewing SRE
policy with effort made to engage parents
from minority ethnic and religious groups.
If possible offer parents support in talking to
their children about sex and relationships.
Managing a disclosure
During a discussion about how to support
someone who is feeling unhappy – a girl in
your class discloses that she ‘can’t ever
make her mum feel happy’.
 You are doing a session on peaceful
problem solving and overhear one boy say
to another, “My Dad thumps my Mum if
they start arguing and that settles it”.
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Healthy Schools Team
King’s House
Grand Avenue
01273 293530
[email protected]
www.pier2peer.org.uk – Learning – Healthy Schools