Personal-social education and the whole curriculum (original) (raw)
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This article reports on recent findings from a mapping study of Personal, Social, Health and Economic (PSHE) education in schools in England, focussing on the data derived from primary school participants. It is based on a nationally representative survey of 923 primary school PSHE education leads, and follow-up in-depth interviews and discussion groups with 171 participants. This included local authority support staff, and from participating primary schools: senior management representatives, PSHE education leads, teaching staff, governors, school improvement partners, parents, and pupils. Results included here primarily relate to two areas: delivery models and curriculum coverage, and pupil views on their experiences and the (potential) value of PSHE education. In examining these areas, the article raises issues about blurred boundaries between PSHE education and Social and Emotional Aspects of Learning (SEAL) and/or pastoral care within school more widely, and particular staff sensitivities about the teaching of certain elements of PSHE education, particularly sex and relationships education (SRE) and drugs, alcohol and tobacco (DAT) education. These subject areas were less likely to be included or prioritised within PSHE education than, for example, emotional health and wellbeing, but were often the areas highlighted as most important by pupils. In conclusion, the article raises questions about the potential links between PSHE education and attainment, and the use of different teaching approaches across the curriculum more broadly.
Effective PSHE education: values, purposes and future directions
Pastoral Care in Education, 2013
This article explores the perceived effectiveness of PSHE education in primary and secondary schools. It outlines the relationship between perceived effectiveness and a range of explanatory factors, linking these to the values and ethos of schools, differing views of the purposes of PSHE education, and longstanding policy agendas. We conclude by attempting to locate PSHE education in the new rapidly evolving policy context and discuss some potential ways forward as established means of support and challenge disappear. The data utilised in the paper come from a mapping and effectiveness study of Personal, Social, Health and Economic (PSHE) education in both primary and secondary schools throughout England, which was conducted by Sheffield Hallam University on behalf of the Department for Education (Formby et al, 2011).
This case study records the voices of a group of young people from an isolated rural community as they reflect on their experiences of secondary school. The study was driven by a desire to develop an understanding of the human connections young people make (or not) at school, to help develop understandings of how schools can be better places for their students. The data reveal that the students report their school experience almost entirely as a social activity. In the context of this study it is argued that the emotional support and ‘protection’ that peer relationships seem to offer young people maybe a key element in motivating them to attend school and supporting their well-being. With the focus of schools directed by inspection, standards and marketisation agenda, the importance of these peer relationships to young people may not befully recognised by school leaders. Acknowledgement of the importance of these interactions to the students and accommodation of these needs physically and pedagogically in school may well be a key to developing positive relations between all members of the school community.
A Review of Uk Research Undertaken for the British Educational Research Association
2003
Background and rationale 4 Methodology 6 The Client View 9 Pastoral Casework Pastoral Curriculum Control / discipline Pastoral Management A note on Ireland Some Observations and Conclusions A Map of the Field of Research in Pastoral Care and Personal-Social Education References-from Pastoral Care in Education References-from other sources NOTE Further discussion of the rationale for the five-fold classification used in this review and its problems is given on page 38 in the light of the constructed map of research in the field.
Formal arrangements for pastoral care in Northern Ireland schools
Irish Educational Studies, 1983
The Background One of the initial objectives of the current NICER projects investigating full-time educational opportunities for 15 to 19 year olds in Northern Ireland was: to investigate the information given to pupils and students about courses available to them at ages 15 and 16 and the basis of their choice of courses.
Final Report of the Social Pedagogy Pilot Programme: development and implementation
2011
with the organisation and delivery of the programme including workshops, seminars and media contacts. We would also like to thank Pamela Knierim, a project officer and social pedagogue who worked on the pilot programme in 2008-2009, and those we worked in collaboration with, principally Jacaranda Recruitment, Myrtle Theatre, Whitewood and Fleming and Helen Chambers from the National Children's Bureau. Special mention must be made of the advice and support from the pilot programme advisory group which met on nine occasions. This group gave invaluable insights, stimulated access to networks, critiqued our progress and generated debate. We have benefited from their support and interest immensely. Funded by the government's Care Matters programme, the pilot would not have taken place without the long standing commitment of Helen Jones, of the Department for Education, in the welfare of young people who are looked after in residential care and in ways to improve practice and systems of care and education for this group. The widespread enthusiasm for practice development initiatives in residential care was endorsed by the large number of applicants from employers who wanted to take part. We must thank all those who expressed an interest, and in particular the managers and their employers who did participate and tolerated the demands of the pilot programme team on a regular basis. The pilot programme team would especially like to thank all the social pedagogues who participated. In keeping with convention, the report anonymises reference to individuals, establishments and employer organisations who took part in the work documented here. However, the work of the social pedagogues deserves special mention for the effort and commitment that they put into relocating to England, and working with the new systems and cultures. For that reason, we name all the social pedagogues below.