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
• 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-schoolshelping-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This has not been superseded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.
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)
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’.
PSHE
What is Citizenship Education?
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.
The importance of citizenship (3):
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.
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
Keith Ajegbo, then
Head of Deptford
Green School
"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.”
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
• 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