Subject

Title

Descriptions

vision for PSHE education

The vision statement in this folder for PSHE education is offered to promote discussion, for example as the focus of a workshop activity.

It takes as a given that PSHEe is operating within a curriculum that is committed to the three statutory outcomes of:

• Successful learners
• Confident individuals
• Responsible citizens.

This vision has been produced through consultation with a variety of organisations and PSHEe co-ordinators from 40 schools, however it is intended only to begin the process of building a clear consensus of the aspirations we as members of the PSHE education community have for the future of our subject.

We hope that the sharing of this document will encourage colleagues:

To challenge it, (because it is not suggested as a ‘truth’)
To unpick what the different words might mean in their individual context
To add to it or refine it.

A vision statement has at least two purposes:

To create a ‘direction of travel’ for those of us who sign up to it, posing the question ‘what must become true if we are to realise our collective vision?’
To share with wider audiences an understanding of our collective aspirations for PSHE education.

In this folder you will also find a power-point presentation in two formats that show the structure of PSHEe in the secondary National Curriculum. This maybe helpful if you need to inform colleagues or Governors about this subject and the programmes of study.

PSHEe and ECM

Personal development in the National Curriculum is defined by the five Every Child Matters outcomes.

In making a case for PSHE education it is important for colleagues to fully understand the contribution this subject offers to enable schools to meet these statutory outcomes.

In the National Curriculum the five Every Child Matters outcomes are further deconstructed into a number of ‘sub outcomes’.

A mapping tool that makes explicit the strength of the links between the two programmes of study for PSHEe and the statutory requirement for personal development as defined by Every Child Matters within the National Curriculum.
A diagramme offering a model of the Every Child Matters outcomes as a single process.
A power-point presentation in two formats (PSHE Association and ‘blank’) to help if you wish to use these documents as part of a presentation or workshop

These documents have been used by colleagues to review their current provision and to support the argument for a comprehensive planned and assessed PSHEe programme.

PSHEe and the Three statutory Aims

The National Curriculum seeks to achieve three statutory aims for young people;

Successful learners - who enjoy learning, make progress and achieve
Responsible citizens - who make a positive contribution to society
Confident individuals - who are able to live safe, healthy and fulfilling lives

The National Curriculum deconstructs these into a series of ‘sub aims’ that seek to further articulate the over aching aims.

A mapping tool that articulates the links between the two programmes of study for PSHE education and the three statutory aims.
A power-point presentation in two formats (PSHE Association and ‘blank’) to help if you wish to use these documents as part of a presentation or workshop

Colleagues have used this tool both to review their current ‘whole school’ provision, their existing PSHEe provision and to demonstrate to colleagues the contribution a comprehensive planned and assessed PSHEe programme offers to meeting these statutory aims

PSHE and Inspection

A well planned, comprehensive and above all assessed PSHEe programme can offer a significant contribution to schools evidencing not only what they offer but also more critically what impact this provision has had on learners.

In this folder you will find

A landscape grid of the level descriptors Inspectors will use to make their judgements of the contribution schools make to learners wellbeing (This will be enriched by the schools own research into their students wellbeing using the soon to be published Ofsted ‘wellbeing indicators) This grid can provoke discussion concerning how the school could evidence that it is meeting the higher grade descriptors and the role PSHEe can play.
A comprehensive mapping of the Ofsted grade descriptors against the programmes of study for PSHEe and Citizenship to help identify where there are links.
A diagramme that outlines the self-evaluation process
A power-point presentation (in two formats) to support a workshop to explore to contribution the schools provision might offer to support evidence for inspection.

It is essential to remember that self evaluation and external inspection is concerned not only with what took place but with what difference this made for the learners? This is why the assessment of learning is critical if PSHEe is to support the school evidence it is meeting the higher-grade descriptors.

Reviewing current practice

It is not intended that schools (or individual teachers) attempt to complete this in one go, nor that one person should take sole responsibility for its completion or the subsequent actions.

In piloting;

some schools have used this tool to carry out a preliminary review to identify the main areas for development then focused attention on these.
some schools have asked different task groups within the school to take responsibility for different sections or strands and the subsequent actions.

This tool has been cross-referenced to the Ofsted evaluation framework however it is important to recognise that the Ofsted level descriptors used by inspectors to make their judgements do not necessarily equate to the levels contained within this framework, which reflect a developmental process rather than a ‘judgement’.

The theory of PSHE education

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