(Developed by Margaret Stockton)
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These are some ideas around resources for delivery and ideas for assessment in PSHE. This is by no means an extensive list as most of it is material I have used in my own lessons.
I have attached some worksheets you can adapt for your own use as well as providing a hyperlink to websites you may find useful – there are many more of course but these are the ones I have tried and tested.
I think it would be a great idea if more could be added to the list along with possible worksheets or other ideas for tackling these topics that you have found useful and successful in your own practice. If you do have anything we could add please email it to Kate Pordage the Healthy schools co-coordinator and she will add it to the website. This will then be a great resource bank for PSHE teachers.
If you haven’t already done so, do please look at the QCA website for PSHE as you will find the units of study they have put together for some topics. Some of these are really good. However it is important to know that it is NOT a scheme of work.
http://www.qca.org.uk/11902.html
Key stage 3
Key Stage 4
Key Stage 3
Pupils can reflect on and evaluate their achievements and strengths in all areas of their lives and recognise their own worth.
Ideas for tasks which could be set and assessed:
Me Now
This could be a simple exercise at the start of the term where pupils complete an exercise such as ‘This is Me’.
Encourage pupils to place a photo of themselves in the centre of a page and then write their likes and dislikes around the picture.
My Future
Try to picture yourself in the future:
What would be your dream career? Where would you live? Would you have a family? Etc.
What steps will you need to take in order to achieve these targets?
What could be the barriers you might encounter?
Make a plan with illustrations in the form of a path or a set of steps, building blocks, a snakes and ladders board etc.
My Hobbies and Interests
Discuss the advantages of taking part in extra curricular activities.
Brainstorm the activities pupils already take part in.
Do a mini project on a hobby or activity.
Pupils should prepare a short talk/ pp presentation etc. on their favourite hobby/ activity to give to the class.
They demonstrate respect for differences between people.
www.britkid.org
This is a useful interactive website.
There is a Channel 4 TV film entitled ‘Beyond the Boundaries’. This is an excellent stimulus for discussion around prejudice. Also check out BBC Schools programmes for similar.
The film ‘Bend It Like Beckham’ can be used as a focus for discussion and/or written work on issues such as racism, sexism, body image, sexuality and homophobia.
They can recognise some strong emotions and identify ways of managing these emotions positively (for example talking with a friend or teacher about their feelings on divorce or falling in love).
Pupils could work together to make a poster about emotions.
This could begin as a thought shower exercise where pupils have to name feelings.
They then design a poster either focusing on one emotion OR on emotions in general.
http://www.incentiveplus.co.uk/
This website is one of the best in the UK for accessing materials such as classroom posters, books and games to develop emotional literacy.
They can plan realistic targets for key stage 4, and start relating career plans to qualifications and skills (for example in their choice of course options).
Connexions and the DfeS publish booklets which can be completed as part of their PSHE lessons and then taken home.
Useful programmes for a school network are: Kudos and Careerscape.
Also check out these websites:
http://www.direct.gov.uk/EducationAndLearning/ChoicesAt14To19/fs/en
http://www.fasttomato.com/ This website offers free access for 10 days.
http://content.monster.co.uk/ Lots of advice on writing CVs etc.
They can demonstrate competency in managing their personal finances (for example by joining a school saving scheme).
For assistance with work on personal finance RBoS and Nat West offer a package of materials and classroom visits.
http://www.natwestf2f.com/F2F/NatWest/default.htm
Also check out this website which has free downloads, lesson plans etc.
www.pfeg.org
Order The Red Box – excellent classroom resource and play games to raise awareness of taxation:
www.redbox.gov.uk
Pupils can explain how to stay physically and mentally healthy.
The Wired for Health website has loads of information and on line quizzes which pupils can work through. These could also be done in the classroom with an IAW.
http://www.lifebytes.gov.uk/index_flash.html
They can make informed choices to maintain their health and well being, and can explain reasons for these choices (for example by being well informed in relation to sexually transmitted infections).
Visit the Health Promotion Unit for a selection of information leaflets and video material.
Check out Channel 4 and BBC schools as there are some excellent programmes, worth recording and incorporating into lesson plans.
Excellent websites are:
http://www.wiredforhealth.gov.uk
http://www.lifebytes.gov.uk
http://www.teenagehealthfreak.org
They can assess the element of risk attached to making choices about healthy lifestyles, travel, personal safety and personal finances.
As well as the above websites which offer some useful material around healthy lifestyles. Also check out the Milly Dowler materials:
‘Watch Over Me’. You can find out more by looking on: http://news.bbc.co.uk/1/hi/england/southern_counties/2999120.stm
Ask the pupils to create a leaflet or a poster around personal safety.
CRASAC offer two pupil sessions around this issue with Y8 and then with Y10. Contact Hira Pascoe: 01872 262100 or email: [email protected].
They can state the basic facts and laws about alcohol, tobacco and legal and illegal drugs. They can demonstrate effective ways of resisting negative pressure, including from their peers (for example knowing where to get help, knowing that there is an option to delay, showing resilience).
Make sure that your drugs incidents policy does not conflict with what you are saying in the classroom.
Have ground rules and ensure that pupils are aware of the confidentiality guidelines.
Resources are available from the Health Promotion Unit. Some of the websites already mentioned offer a wealth of up to date information as does:
http://www.talktofrank.com
Pupils can be armed with knowledge but what is very important is to give them the skills for tackling pressure. I.E. Knowing how to use speech and body language which will give the right message.
An effective way of doing this is through drama/ role play activities in which they have to demonstrate how they will resist negative influences.
It is important to encourage the pupils to say how they feel about this. What (if any) are the problems they might encounter?
Pupils can recognise difference and diversity (for example in culture, lifestyles, sexuality or relationships), and can demonstrate understanding and empathy towards others who live their lives in different ways.
There will be links here to Religious Education.
A useful film is ‘Bend it Like Beckham’ around which you can build in discussion around all of these issues.
Soap operas usually cover these and other PSHE topics and if used in moderation and with caution are an ideal way to stimulate class debate.
All of these websites offer practical support for lessons around these issues.
http://www.peacechild.org
http://www.unicef.org.uk
http://www.talkdontwalk.org.uk
http://www.teenagehealthfreak.org
http://www.lifebytes.gov.uk
They can assertively challenge prejudice and discrimination (for example that related to gender, race, disability, etc).
See suggestions above. There are some excellent resources around disability on this website; particularly useful if you have the use of an IAW in the classroom.
http://www.justlikeus.org.uk
The website is excellent to use as a classroom resource on an IAW. It also gives many links to disability websites.
They can recognise and discuss the importance of relationships to sexual activity (for example in terms of human reproduction, using contraception and sexually transmitted infections including HIV),
Sex and Relationships Education should have been introduced in the primary school. Liaison is required between the secondary school and the feeder primary school in order to agree a common approach. Try to organize this if possible.
Refer to the end of key stage 1 & 2 statements in order to understand the topics which should have been covered in primary science and PSHE.
Please look at this series of programmes featuring Davina McCall. It can be downloaded for use in the classroom as a discussion tool for your sex education lessons. You will need to decide to which age group (KS3 or KS4 or both) you will aim this programme. You should refer to your school SRE policy to help inform this decision. The films provide some excellent stimulus for discussion.
http://www.channel4.com/health/microsites/A/adultat14/index.shtml
Again there is a wealth of information on various websites:
www.lifebytes.gov.uk
www.likeitis.org.uk
www.avert.org
www.teenagehealthfreak.org
Visit the Health Promotion Unit for leaflets, books, video material, condom demonstrators etc.
Look on the Healthy Schools website and scroll down to SRE for information on policies, the laws around SRE etc.
www.healthpromcornwall.org/Healthy_Schools/CHSS/index.asp
and to marriage, parenthood and family life.
Again there are links to the RE curriculum here (check).
Debate the advantages and disadvantages of living with someone and getting married.
Watch the film: ‘Four Carrier bags and a Baby’.
‘The Human Body’ is also an excellent series which can be used for lessons on puberty, the development of the foetus and the birth of a baby as well as for explaining the needs of a child and early years development. The film can be purchased from the BBC online:
www.bbcshop.com
They can discuss ways that relationships change over time, and how to negotiate within relationships (for example agreeing a curfew time with a parent or carer).
This could be a role play exercise after a discussion about emotional changes during puberty.
Pupils take on the roles of a parent/carer and a young person. They have to work out one role play showing poor use of negotiation leading to conflict and then do another role play where good communication skills have been used and a compromise reached.
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Key Stage 4
Pupils can assess their personal qualities, skills and achievements and use these to set future goals (for example in public performance, in challenging physical activities).
An e portfolio is a useful tool. Introductory training is being offered to schools
OCR are developing e portfolios www.ocr.org.uk
Schools may also design their own personalized ‘Records of Achievement’ with pupils being encouraged to record and evidence their achievements and to set future goals. This can be linked to their Careers Guidance.
There are several excellent programmes such as Key Clips and Kudos which can be bought for the school network.
They can present themselves confidently and use praise and criticism effectively.
In order to assess this outcome you could set a task for pupils on any PSHE topic and ask them to make a presentation to the class. This could be a PowerPoint presentation if you have adequate time and facilities.
The rest of the class can ask questions and peer assessment sheets can be used to monitor and to give constructive feedback. In order to assess the impact of this type of activity it needs to be repeated with a different topic of course. The pupils doing the presentation also need to complete a self evaluation sheet.
Alternative activities may be role play activities or a video diary type of activity which may relate to aspects of their own lives such as hopes for the future etc.
They can identify the range of post-16 options available to them and can use careers advice and support networks to plan and negotiate their career pathways, setting realistic targets.
Encourage pupils to write out their own career plan. They may have done one of these with their Connexions PA. However it may be a useful exercise to ask pupils to write it up in their own words and to add detail. This can include evidence of attending a college open evening, a careers convention etc.
Pupils can then explore the route they wish to take and what they must achieve in order to reach their goal.
They can use some of the financial tools and services available to them to manage their personal finances (for example using bank machines, identifying different types of bank and savings accounts).
The following organizations offer some excellent packages for schools. There is also some interactive material which you find useful in the classroom.
www.pfeg.org
www.natwestf2f.com
www.moneymatterstome.com
www.channel4.com/4money/realdeal/riskingitall/money.htm
Do a budgeting exercise where they include rent ( have some newspapers with rental properties in order to get a better idea of the cost); utility bills – again take in some examples of unit costs; food (log on to a supermarket website and make up a shopping trolley); clothes; going out etc. Then look at average local salaries. Look at key clips and see what salaries different jobs pay out.
What has been learned?
Explore the advantages and disadvantages of: loans, credit cards; store cards etc.
Pupils can describe the short- and long-term consequences of personal health choices, and can make decisions based on this knowledge.
There are many excellent, free resources on topics around healthy living.
Ensure that all pupils are aware of what constitutes a good diet for their age group and the importance of regular exercise, even after they have left school.
Discuss NOW – weight and shape (be careful though). Skin, hair and teeth. Personal fitness etc.
Then think about the future (this is always the hard bit).
All the above but add- pregnancy and having a healthy child; bone care – osteoporosis, arthritis etc. Again some excellent leaflets from the HPU as well as some very good web sites.
Good TV programme is ‘Honey We’re Killing the Kids’ as this gives a good idea of the alarming effects of bad lifestyle habits
http://www.bbc.co.uk/health/tv_and_radio/honey/aboutserieshoney_index.shtml
They can identify some of the causes, symptoms and treatments of mental and emotional health disorders such as stress and depression, including the link between eating disorders and self - image, and can identify strategies for preventing and addressing these.
There are several useful resource leaflets and text books on these topics.
Think about the reasons for depression, stress etc.
Talk about the best ‘stress busters’.
Discuss what should be done if someone is suffering from a mental disorder.
A useful film is ‘Body Image’ – a BBC education film (10 mins).
Pupils again could make posters or do their own role plays and presentations.
With some groups an idea is, after doing some learning on the subject for pupils to act out a scene in which one person is the counsellor and the other is the ‘patient’. Then they swap roles.
Collect ‘celebrity’ magazines and cut out some of the pictures and articles about the personalities featured. Pupils can talk in groups about whether or not they are influenced by what they see.
How do they think some of the women keep themselves so thin?
Do pupils think these people are happy? Why?
What do men and women find attractive about each other?
Is this reflected in these magazines?
Discuss media hype and photographic trickery.
http://www.goodhealthinfo.org.uk/SoulFood/EatingDistressIntro.asp
A useful website with good information and downloadable resources.
http://news.bbc.co.uk/1/hi/health/2936201.stm
A good printable fact sheet on eating disorders and link to osteoporosis etc.
They can assess the risks and benefits associated with lifestyle choices such as sexual activity or using alcohol, tobacco and illegal drugs, and can make safer choices based on this assessment.
The following websites all have useful up to date information and can be used as part of a class lesson if you have access to an interactive whiteboard. Pupils can also use them to research for a project on aspects of personal health. There are of course other resources such as information leaflets available from the Health Promotion Unit, and a variety of good PSHE text books. Please make sure that these are up to date.
The county ‘Know Limits’ alcohol education pack is an excellent resource. All schools were issued with this pack and some staff have received training. There are a number of BBC and Channel 4 education programmes also which are worth previewing and downloading.
An important part of this topic is to ensure that the pupils know what to do in an emergency (e.g.: knowing how to place someone in the recovery position). They should also know how to keep themselves safe e.g.; Staying with friends; avoiding meeting people from internet chat rooms etc.
A fun activity is to ask them to make up problem pages where they each write a ‘problem’ mix them up distribute them around the class and then a reply must be given either verbally or written down if preferred.
Another simple idea is to play a game of consequences and then discuss these as part of a circle time activity.
Channel 4 has some excellent resources which can be recorded or bought:
There is also to soon be a download facility also. Look out for further information on this service.
http://www.4learningshop.co.uk/ProductsInCounter.cfm?subcat=4245&ShopRef=66&cat=501
www.avert.org
www.mindbodysoul.gov.uk
www.thesite.org
www.likeitis.org.uk
www.teenagehealthfreak.org
They can state where to find professional health advice and are confident in seeking it (for example from their GP or other support services).
Learning outcomes can be measured to a certain extent by monitoring the effective use of the school counselling service; Connexions; child protection officer etc. This does not need to be invasive or extensive but can be ascertained at your termly review meeting for example.
Pupils can compare the diversity of ethnic and cultural groups.
Many links here with the RE syllabus (please check).
Maybe you can invite people from a number of cultural backgrounds into school to talk to pupils. If you have pupils from other cultures in your classroom they may like to prepare a presentation for the rest of the class. It could include things such as food tasting, traditional dress, family traditions and language. Obviously you would have to arrange this with great sensitivity but with the right children this does work very well.
Some schools organize cultural days with a variety of groups represented. Pupils could then discuss what they have seen and learned.
Channel 4 and BBC again have excellent programmes for schools to record (soon to be available to download straight to your PC). DO read their published programmes. This is an excellent method of obtaining virtually free resource material on all types of PSHE topics.
They can take the initiative in challenging and giving support in connection with offensive behaviour (for example by seeking help from the appropriate authorities).
Ensure that all pupils are aware of school rules and the law on the issue of offensive behaviour including bullying, racism and anti social behavior.
Why do we need these rules/ laws?
Why do people break them?
How can we best tackle this sort of behaviour?
What may be the consequences?
How can help and advice be accessed?
The learning outcome is often reflected in the general school ethos and by simple monitoring of numbers of pupils disciplined for these behaviours.
How many pupils are acting as a peer mentor or have taken an active role in anti bullying training? Could these numbers be increased in any way?
They can develop appropriate relationships with a range of adults (for example during work experience).
There may be plenty of opportunities for pupils to gather evidence for this learning outcome. It could be working with an adult mentor; a reference from an employer; voluntary work etc. Evidence can form part of their portfolio.
Pupils can discuss relationships, feelings and emotions, and can analyze ways of managing these in connection with family events (for example the arrival of a new baby or parental separation).
Pupils can draw a family and friends circle.
Draw an emotions chart. A ‘fun’ activity could be to devise a simple game based on these topics. E.g.: a snakes and ladders type game or a simple board game representing the difficulties one may come across when growing into an adult.
They can explain the importance of different relationships and associated responsibilities, including those of marriage, parenthood and family life.
There is an obvious link to RE Shortcourse syllabus. Please ensure that this IS the case. There is a section on Marriage and Family Life in most of the short course syllabuses. This provides plenty of opportunity to debate family issues.
Obviously some of the issues have to be handled with great sensitivity but pupils can generally be expected to express their views on these subjects.
The advantages and disadvantages of marriage.
The most appropriate time for having a baby.
Some useful programme resources may be clips from programmes such as: ‘Nanny 911’ . Aiming to demonstrate the results of poor parenting and the demands made by children.
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