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CPD to consider for an Aspiring PSHE Subject Coordinator

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This course is made up of 2 sessions. Both sessions will be led by colleagues from the PSHE Association.
SESSION 1 - WEBINAR (Tuesday 13th October 2020 - 13:00-16:00) Effective Statutory RSE within Primary PSHE
This online workshop explores the new DfE statutory requirements and guidance for Relationships Education and considers practical ways to ensure that Relationships Education (and Sex Education), are an integral part of planned PSHE provision. There will be the opportunity to focus on key areas such as writing a policy, planning your school RSE curriculum, parental engagement and high quality resources to support provision to ensure that the delivery of Relationships Education is appropriate to the needs of pupils.
SESSION 2 - WEBINAR (Tuesday 26th January 2021 - 13:00-16:00) Teaching PSHE Confidently and Effectively
This workshop will explore the key principles of best practice for effective teaching and learning in primary PSHE education. It will provide some practical tips and guidance for delivering high quality and engaging PSHE education lessons and will include strategies to establish a safe and inclusive learning environment, plan a stimulating lesson and use effective techniques to assess pupils' learning and demonstrate progress in the classroom.

PLEASE NOTE: Unfortunately the PSHE Association have not given us permission to record the webinar and therefore it is only available as a live event.

This course is being run over 2 sessions . The sessions are taking place as follows:

PLEASE NOTE: Unfortunately the PSHE Association have not given us permission to record the webinars and therefore it is only available as a live event.
Schools who subscribe to the Gateway Alliance Curriculum CPD Offer have FOUR FREE place on any of the TEN courses within the subscription.
Additional places can be purchased by subscribing schools for an additional cost.

The cost for non subscribing schools to access the 1/2 day live webinar is £90 per person.
BOOKING IS ESSENTIAL If you have any queries please don't hesitate to contact us on 02476 347697 or email: info@gatewayalliance.co.uk
Please see our terms for further details.

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Curriculum CPD - Teaching PSHE Confidently and Effectively (Including guidance on RSHE) - Gateway Alliance

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This course is made up of 2 sessions. Both sessions will be led by colleagues from the PSHE Association. SESSION 1 - WEBINAR (Tuesday 13th October 2020 - 13:00-16:00) Effective Statutory RSE within Primary PSHE This online workshop explores the new DfE statutory requirements and guidance for Relationships Education and considers practical ways to ensure that Relationships Education (and Sex Education), are an integral part of planned PSHE provision.

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A guide in the current climate as to how to deliver PSHE remotely or from home.

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Guide to teaching PSHE education remotely | www.pshe-association.org.uk

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Many teachers will be asked to provide work for pupils to do at home or to teach remotely in the event of school closures due to the coronavirus situation. There is a lot you can do remotely to deliver some aspects of PSHE education but some topic areas are not appropriate.

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Tips from a 10 year PSHE lead on delivering PSHE

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In my 10 years as a PSHE lead in school and through my current role at the PSHE Association I have met and worked with hundreds, if not thousands, of PSHE education leads, and they are a far more disparate group than their colleagues leading other curriculum subjects.

Every head of maths I've ever worked with had a degree in maths, had come into teaching wanting to teach maths, had trained as a maths teacher and had several years of experience in their chosen discipline before becoming head of department.

PSHE leads, on the other hand, too often take on responsibility for the subject with little or no specific training or even experience in teaching PSHE.

Of course there are really enthusiastic, committed PSHE leads with many years' experience and a great deal of training under their belts. However, our training course for new PSHE leads regularly sees NQTs (even on one occasion I remember, a student teacher) who are about to take on the role for their current or future school.

Frequently, it is a role teachers are asked to take on because "no-one else wants to do it", and having allocated it, the leadership team pretty much leaves the chosen teacher to it.

From September 2020, most elements of PSHE will be statutory in all schools. This will include health education (covering both physical and mental health) and relationships and sex education (RSE) in key stages 3 and 4.

These government commitments came about following increased support for PSHE among parents, teachers and school leaders as evidenced by a range of research and an increased understanding of the subject's impact on life chances and academic attainment.

Like any other curriculum subject, PSHE, including these elements, has a distinct body of knowledge and set of skills and attributes that it aims to develop. However, unlike many other curriculum subjects, if PSHE is not taught in line with the evidence-based best practice pedagogy, it can do more harm than good.

Therefore, it is crucial that we get it right for our children and young people, and this includes giving the same thought and consideration to leading and managing PSHE as we would to any other curriculum subject. So, what works in the leadership and management of PSHE?

Support from senior leaders and governors

Our work with schools around the country over the last 10 years bears out the Department for Education's 2011 research report (Formby et al, 2011) statement that: "Much of the literature and good practice guidance related to PSHE education suggests that its status in a school is related to the strategic importance placed on, and support given to, PSHE education (and the subjects within it, such as SRE) by the senior leadership of the school."

PSHE is able to achieve its full potential for pupils in schools where leadership and governors fully understand its importance, including

Its role in supporting safeguarding, SMSC, behaviour and personal development.

Its contribution to preventing bullying and other unhealthy/unsafe behaviours.

Its role in promoting academic achievement (for more on this, see the review by Pro Bono Economics, 2017).

With this understanding, it is more likely that PSHE will be given adequate time on the timetable with regular lessons, enhanced with additional activities, and it's more likely that the right person is appointed to lead the right team of teachers, with adequate resourcing and appropriate training.

Schools will have different views on which member of the senior leadership team should line-manage PSHE. In secondary schools it might be whoever line manages humanities, or whoever has responsibility for safeguarding. In primary schools it might be the head or deputy head.

The important thing is that whoever it is has a good understanding of, and interest in, PSHE. They should be up-to-date on the policy context for PSHE as well as the school's approach - ensuring (in partnership with the PSHE lead) that the school's programme and delivery model are in line with best practice.

They should also be a champion for PSHE on the leadership team.

For schools with governing bodies, we would always recommend that a link governor is identified for PSHE. The foundations for a strong working relationship can be established with an initial visit to spend time with the PSHE lead, familiarising themselves with the school's programme and delivery model, followed up with regular communication.

The link governor would act as a champion for PSHE, ensuring the school follows best practice principles and meets its statutory responsibilities in relation to health education, RSE, safeguarding and so on. See the PSHE Association's briefing for school governors for more information.

The right PSHE lead

The right person to take on the role of PSHE lead is a teacher who is passionate and enthusiastic about PSHE and who actually wants to take on the responsibility.

I remember a PSHE lead once introducing a staff INSET with the immortal words: "I'm sorry - I know none of us want to be here this evening but it is only an hour and PSHE is important really."

Enthusiasm is infectious but the opposite is also true! The PSHE lead should be someone who can, if necessary, win over colleagues who perhaps don't share their passion for the subject, instilling them with confidence and enthusiasm.

Leadership and management are both important but leadership is key - the PSHE lead's role is about having the vision and ambition for their subject that will ensure it develops and constantly adapts to meet the changing needs and priorities of your pupils, community and society. This is why we prefer the title PSHE lead, rather than PSHE co-ordinator (which smacks of a role that primarily consists of ensuring teachers are in the right place at the right time armed with a pile of freshly printed worksheets).

And of course, the subject lead must have the necessary experience of teaching PSHE and have received the appropriate training to effectively lead and manage the subject.

In addition to enjoying the support of school leadership, they should have status within the school, and recognition from the school that this is a whole-school middle leadership role with a great deal of complex and sensitive responsibility.

The right model of delivery

We see less variation in how PSHE is organised and delivered in primary schools than we do in secondary schools. In primary schools it is most frequently taught by the class teacher, either in set timetabled lessons or planned into their week at an appropriate point.

In secondary schools, however, we see huge variation - with some schools delivering PSHE through timetabled lessons, taught by a dedicated PSHE team; while others rely on so-called "drop-down days", form time, "rolling lessons", cross-curricular learning, or one-off events.

To be effective, all the evidence shows that PSHE should be delivered in regular timetabled lessons and taught by teachers who are confident and competent to teach it.

In Understanding PSHE Education in Secondary Schools (McWhirter et al, 2017), my colleagues and I state that where PSHE is taught in regular, timetabled lessons it "has status and profile, is more likely to be valued by teachers and young people and it becomes possible to deliver the subject to the same standard and with the same rigour as other subjects. There is time available to ensure comprehensive coverage and to build in continuity, progression and differentiation to meet the needs of all young people. It is also easier to organise and collect data to assess progress and measure the impact of the programme."

Drop-down days, "focus weeks", assemblies, one-off talks or events can greatly enrich the taught PSHE programme, but they should be seen as just that - enrichment activities. If they are used to replace (rather than enhance) a regular, timetabled programme of lessons, then the evidence shows that they just don't work (see the PSHE Association's guidance on models of delivery for PSHE education).

The Department for Education's draft statutory guidance on health education and RSE suggests a clear intention by government to ensure regular curriculum and clear progression, with references to "a planned programme of lessons" delivered in a "carefully sequenced way", and that "a strong curriculum will build on the knowledge pupils have previously acquired", while "schools should have the same high expectations of the quality of pupils' work" as for other curriculum areas.

Final thoughts

When considering whether the leadership and management of PSHE in your school is in line with best practice and taking PSHE in the right direction to ensure the wellbeing of your pupils, consider your response to these questions:

Does the school leadership fully support our PSHE lead and PSHE?

Does our PSHE lead want to be the PSHE lead?

Do they have vision, ambition, passion and enthusiasm for PSHE and do they have status in the school?

Have they received the training they need to fulfil their role? Has everyone else involved in delivery had appropriate training?

Is PSHE organised, resourced and delivered in a way that ensures it is effective?

Do pupils, parents, teachers and all other stakeholders understand and value our school's PSHE programme?

Of course, if the answer to the first five is "yes" then pupils, parents, teachers and all other stakeholders will almost certainly value your school's PSHE programme. But don't forget to ask them.

The right PSHE lead, with the full support of school leadership and the right team of teachers, delivering through the best organisational model, working in partnership with parents/carers and listening to pupil voice, should be every school's aim and the foundation upon which their PSHE provision is built.

Further information

Personal, Social, Health and Economic (PSHE) Education: A mapping study of the prevalent models of delivery and their effectiveness, Formby et al, DfE, 2011: http://bit.ly/2FyjZE5

Literature Review: Evaluating the Impact of PSHE on Students' Health, Wellbeing and Academic Attainment, Pro Bono Economics, December 2017: http://bit.ly/2kEvgFa

PSHE Association education briefing for school governors: www.pshe-association.org.uk/governors

Models of Delivery for PSHE Education, PSHE Association resource: http://bit.ly/2iq9t6S

Understanding Personal, Social, Health and Economic Education in Secondary Schools, McWhirter, Boddington, Barksfield (2017), Sage: http://bit.ly/2KcvqQm

Programme of Study for PSHE Education (key stages 1-5), PSHE Association: http://bit.ly/2qmAdGf

Relationships education, relationships and sex education, and health education, DfE, July 2018 (consultation now closed): http://bit.ly/2EFz6Lp

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How to lead PSHE effectively in your school

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In my 10 years as a PSHE lead in school and through my current role at the PSHE Association I have met and worked with hundreds, if not thousands, of PSHE education leads, and they are a far more disparate group than their colleagues leading other curriculum subjects.

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A guide for practitioners on teaching and delivering mental health to children.

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Guidance on teaching about mental health and emotional wellbeing

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Teacher guidance - updated for 2019 Our guidance on teaching about mental health and emotional wellbeing through PSHE education was originally produced under a Department for Education grant, and has been fully updated and relaunched for 2019 to match the government's new statutory PSHE requirements regarding Health Education, Relationships Education and RSE.

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Why schools should promote student's health and wellbeing

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Why schools should promote student's health and wellbeing

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An explanation into why children's education should not solely focus on on academic attainment.

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1. 1Institute of Education, University of London, London WC1H 0AL, UK

2. 2Manchester Institute of Education, University of Manchester, Manchester, UK

3. 3DECIPHer, Cardiff University School of Social Sciences, Cardiff, UK

4. 4Medical Research Council/Chief Scientist Office Social and Public Health Sciences Unit, University of Glasgow, Glasgow, UK

5. 5University of Exeter Medical School, Exeter, UK

6. 6School for Social and Community Medicine, University of Bristol, Bristol, UK

Education policy shouldn't focus solely on academic attainment

Education policy in England increasingly encourages schools to maximise students' academic attainment and ignore their broader wellbeing, personal development, and health.1 Schools are now monitored on attainment in a narrow range of academic subjects. Participation in the National Healthy Schools Programme no longer benefits from governmental targets or funding. Ofsted reports no longer focus specifically on how well schools promote students' health or personal development.2 Personal, social, and health education (PSHE) remains a non-statutory subject, and schools spend less and less time teaching it because of pressure to focus on academic subjects.3 The government recently proposed making the early years foundation stage profile-which offers a holistic view of the child including his or her personal, social, and emotional development-non-statutory. At the same time, it wants to introduce mandatory academic tests in the first year of primary school.4

Two ideas apparently underpin these developments. Firstly, that promoting attainment, on the one hand, and health and ...

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Why schools should promote students' health and wellbeing

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Education policy shouldn't focus solely on academic attainment Education policy in England increasingly encourages schools to maximise students' academic attainment and ignore their broader wellbeing, personal development, and health.1 Schools are now monitored on attainment in a narrow range of academic subjects. Participation in the National Healthy Schools Programme no longer benefits from governmental targets or funding.

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Evaluation of the impact of the Jigsaw Approach

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Evaluation of the impact of the Jigsaw Approach

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Explanation of what is the jigsaw and is it effective

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A book focusing on the principles and practice of PSHE

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PSHE in the Primary School: Principles and Practice is an exciting new textbook to support, inform and inspire trainees, teachers and support staff at primary level. This unique text bonds essential subject knowledge with practical teaching skills, and covers topical issues such as bullying, resilience, behaviour for learning, and sex and relationships education.

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A journal exploring aspects of effective PSHE practice

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1. To aid with the flow of this paper, we shorten PSHE education to 'PSHE' from this point on.

2. Defined for the purposes of the research project as-in relation to 'personal wellbeing'-diet, nutrition and healthy lifestyles; drug, alcohol and tobacco education; emotional health and wellbeing; safety education; sex and relationships education and-in relation to 'economic wellbeing'-enterprise education; personal finance/financial capability and, for secondary schools, careers education and work-related learning.

3. Difficulties exist around the extent to which the outcomes of PSHE education can be measured; the paper, and the study, therefore discusses the issue of effectiveness in relation to the research participants' perceptions of effectiveness.

4. The analysis revealed that very few PSHE-related factors proved to be significantly linked to outstanding Ofsted judgments in these areas (as might be expected, since the Ofsted 'wellbeing' judgements relate to a host of issues well beyond the remit of PSHE). Given this, the current paper does not report on this part of the regression analysis. For further details on this analysis, (see Formby et al., , chapter 7).

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Effective PSHE education: values, purposes and future directions

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1. To aid with the flow of this paper, we shorten PSHE education to 'PSHE' from this point on. 2. Defined for the purposes of the research project as-in relation to 'personal wellbeing'-diet, nutrition and healthy lifestyles; drug, alcohol and tobacco education; emotional health and wellbeing; safety education; sex and relationships education and-in relation to 'economic wellbeing'-enterprise education; personal finance/financial capability and, for secondary schools, careers education and work-related learning.

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Qualifications and training that can contribute to being a PSHE Subject Coordinator

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Resources' Dashboard Members Area Portal Online Assessment

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What PSHE consists of.

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25 Things Successful Teachers do Differently

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25 Things Successful Teachers do Differently

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25 aspects that help contribute to a successful teacher.

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How A Good Teacher Becomes Great The Characteristics Of A Highly Effective Learning Environment 25 Things Successful Teachers Do Differently How To Be A Mediocre Teacher What You Owe Your Students Ten Secrets To Surviving As A Teacher
contributed by Julie DuNeen, Sketch Note Via Janet Hamilton

If you ask a student what makes him or her successful in school, you probably won't hear about some fantastic new book or video lecture series. Most likely you will hear something like, "It was all Mr. Jones. He just never gave up on me."
25 Things Successful Teachers Do Differently 1. Successful teachers have clear objectives
What students take away from a successful education usually centers on a personal connection with a teacher who instilled passion and inspiration for their subject.
2. Successful teachers have a sense of purpose
It's difficult to measure success, and in the world of academia, educators are continually re-evaluating how to quantify learning-but the first and most important question to ask is: Are teachers reaching their students?
3. Successful teachers are able to live without immediate feedback
Here are 25 things successful educators do differently.
4. Successful teachers know when to listen to students and when to ignore them
How do you know if you are driving the right way when you are traveling somewhere new? You use the road signs and a map (although nowadays it might be Siri or a GPS). In the world of education, your objectives for your students act as road signs to your destination. Your plan is the map. Making a plan does not suggest a lack of creativity in your curriculum but rather, gives creativity a framework in which to flourish.
5. Successful teachers have a positive attitude
We can't all be blessed with 'epic' workdays all the time. Sometimes, life is just mundane and tedious. Teachers with a sense of purpose that are able to see the big picture can ride above the hard and boring days because their eye is on something further down the road.
6. Successful teachers expect their students to succeed
There is nothing worse than sweating over a lesson plan only to have your students walk out of class without so much as a smile or a, "Great job teach!" It's hard to give 100% and not see immediate results. Teachers who rely on that instant gratification will get burned out and disillusioned. Learning, relationships, and education are a messy endeavor, much like nurturing a garden. It takes time, and some dirt, to grow.
7. Successful teachers have a sense of humor
Right on the heels of the above tip is the concept of discernment with student feedback. A teacher who never listens to his/her students will ultimately fail. A teacher who always listens to his/her students will ultimately fail. It is no simple endeavor to know when to listen and adapt, and when to say, "No- we're going this way because I am the teacher and I see the long term picture."
8. Successful teachers use praise authentically
Negative energy zaps creativity and it makes a nice breeding ground for fear of failure. Good teachers have an upbeat mood, a sense of vitality and energy, and see past momentary setbacks to the end goal. Positivity breeds creativity.
9. Successful teachers know how to take risks
This concept is similar for parents as well. Students need someone to believe in them. They need a wiser and older person to put stock in their abilities. Set the bar high and then create an environment where it's okay to fail. This will motivate your students to keep trying until they reach the expectation you've set for them.
10. Successful teachers are consistent
Humor and wit make a lasting impression. It reduces stress and frustration and gives people a chance to look at their circumstances from another point of view. If you interviewed 1000 students about their favorite teacher, I'll bet 95% of them were hysterical.
11. Successful teachers are reflective
Students need encouragement but real encouragement. It does no good to praise their work when you know it is only 50% of what they are capable of. You don't want to create an environment where there is no praise or recognition; you want to create one where the praise that you offer is valuable BECAUSE you use it judiciously.
12. Successful teachers seek out mentors of their own
There is a wise saying that reads, "Those who go just a little bit too far are the ones who know just how far one can go." Risk-taking is a part of the successful formula. Your students need to see you try new things in the classroom and they will watch closely how you handle failure in your risk-taking. This is as important as what you are teaching.
13. Successful teachers communicate with parents
Consistency is not to be confused with "stuck." Consistency means that you do what you say you will do, you don't change your rules based on your mood, and your students can rely on you when they are in need. Teachers who are stuck in their outdated methods may boast consistency, when in fact it is cleverly-masked stubbornness.
14. Successful teachers enjoy their work
In order to avoid becoming the stuck and stubborn teacher, successful educators take time to reflect on their methods, their delivery, and the way they connect with their students. Reflection is necessary to uncover those weaknesses that can be strengthened with a bit of resolve and understanding.
15. Successful teachers adapt to student needs
Reflective teachers can easily get disheartened if they don't have someone a bit older and wiser offering support. You are never too old or wise for a mentor. Mentors can be that voice that says, "Yes your reflections are correct," or "No, you are off because...." and provide you with a different perspective.
16. Successful teachers welcome change in the classroom
Collaboration between parents and teachers is absolutely crucial to a student's success. Create an open path of communication so parents can come to you with concerns and you can do the same. When a teacher and parents present a united front, there is a lower chance that your student will fall through the cracks.
17. Successful teachers take time to explore new tools
It is easy to spot a teacher who loves their work. They seem to emanate contagious energy. Even if it on a subject like advanced calculus, the subject comes alive. If you don't love your work or your subject, it will come through in your teaching. Try to figure out why you feel so unmotivated and uninspired. It might have nothing to do with the subject, but your expectations. Adjust them a bit and you might find your love of teaching come flooding back.

Classrooms are like an ever-evolving dynamic organism. Depending on the day, the attendance roster, and the phase of the moon, you might have to change up your plans or your schedule to accommodate your students. As they grow and change, your methods might have to as well. If your goal is to promote a curriculum or method, it will feel like a personal insult when you have to modify it. Make connecting with your student your goal and you'll have no trouble changing it up as time moves on.

This relates to the above tip, but in a slightly different way. Have you ever been so bored with your house or your bedroom, only to rearrange it and have it feel like a new room? Change ignites the brain with excitement and adventure. Change your classroom to keep your students on their toes. Simple changes like rearranging desks and routines can breathe new life in the middle of a long year.
19. Successful teachers are comfortable with the unknown
With the advance of technology, there are fresh new resources and tools that can add great functionality to your classroom and curriculum. There is no doubt that the students you are teaching (far younger than you) probably already use technologies you haven't tapped into yet. Don't be afraid to push for technology in the classroom. It is often an underfunded area but in this current world and climate, your students will be growing up in a world where technology is everywhere. Give them a headstart and use technology in your classroom.
20. Successful teachers are not threatened by parent advocacy
18. Successful teachers give their students emotional suppor t
21. Successful teachers bring fun into the classroom
There are days when your students will need your emotional support more than a piece of information. Connecting to your students on an emotional level makes it more likely that they will listen to your counsel and take your advice to heart. Students need mentors as much as they need teachers.
22. Successful teachers teach holistically
It's difficult to teach in an environment where you don't know the future of your classroom budget, the involvement of your student's parents, or the outcome of all your hard work. On a more philosophical level, educators who teach the higher grades are tasked with teaching students principles that have a lot of unknowns (i.e. physics). How comfortable are you with not having all the answers? Good teachers are able to function without everything tied up neatly in a bow.
23. Successful teachers never stop learning
Unfortunately, parents and teachers are sometimes threatened by one another. A teacher who is insecure will see parent advocacy as a threat. While there are plenty of over-involved helicopter parents waiting to point out a teacher's mistakes, most parents just want what's best for their child. Successful educators are confident in their abilities and not threatened when parents want to get into the classroom and make their opinions known. Good teachers also know they don't have to follow what the parent recommends!
24. Successful teachers break out of the box
Don't be too serious. Some days, 'fun' should be the goal. When students feel and see your humanness, it builds a foundation of trust and respect. Fun and educational aren't mutually exclusive either. Using humor can make even the most mundane topic more interesting.
25. Successful teachers are masters of their subject
Learning does not happen in a vacuum. Depression, anxiety, and mental stress have a severe impact on the educational process. It's crucial that educators (and the educational model) take the whole person into account. You can have the funniest and most innovative lesson on algebra, but if your student has just been told his parents are getting a divorce, you will not reach him.
This is a cross-post from opencolleges.edu.au; image attribution Janet Hamilton from Anthony Wayne Schools; 30 Habits Of Highly Effective Teachers;
Good teachers find time in their schedules to learn themselves. Not only does it help bolster your knowledge in a certain subject matter, it also puts you in the position of a student. This gives you a perspective about the learning process that you can easily forget when you're always in teaching mode.

It may be a self-made box. "Oh I could never do that," you say to yourself. Perhaps you promised you'd never become the teacher who would let students grade each other (maybe you had a bad experience as a kid). Sometimes the biggest obstacle to growth is us. Have you built a box around your teaching methods? Good teachers know when it's time to break out of it.

Good teachers need to know their craft. In addition to the methodology of 'teaching,' you need to master your subject area. Learn, learn, and never stop learning. Successful educators stay curious.

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25 Things Successful Teachers Do Differently

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How A Good Teacher Becomes Great The Characteristics Of A Highly Effective Learning Environment 25 Things Successful Teachers Do Differently How To Be A Mediocre Teacher What You Owe Your Students Ten Secrets To Surviving As A Teacher contributed by Julie DuNeen, Sketch Note Via Janet Hamilton If you ask a student what makes him or her successful in school, you probably won't hear about some fantastic new book or video lecture series.

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Free resources for teachers delivering and teaching PSHE

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Young People's Trust For the Environment

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Here is a short video to explain the greenhouse effect. Great for teachers to use in lessons!

Find out about renewable energy, including wind turbines, tidal turbines, solar power (photovoltaics, solar heating and solar power stations) and w...

Film on how electricty is made. Take a look at how we generate electricity using coal, oil and gas, hydroelectric power and nuclear energy. See a...

Hop, skip, jump, run, slither, slide, glide, fly, swim, burrow, climb, soar, hover, creep, crawl, wiggle - the list of ways animals move is endless...

Spiders - aaaarrrggh! Slugs - yuk! Wasps - ouch! This is many people's first reaction to the sight or mention of many of our minibeasts. The word '...

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Here is a short video to explain the greenhouse effect. Great for teachers to use in lessons! Find out about renewable energy, including wind turbines, tidal turbines, solar power (photovoltaics, solar heating and solar power stations) and w... Film on how electricty is made.

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Books to help explain to children what mental health is and the importance of this.

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This is a list of favourite children's books that open conversations about mental health in age-appropriate ways - including topics of feelings, depressions, grief, anger, OCD, anxiety worrying and fear. We suggest books for primary school classrooms - EYFS, KS1 and KS2.

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A Book to help understand personal, social, health and economics in primary schools.

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Understanding Personal, Social, Health and Economic Education in Primary Schools

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39;This book is a gift for anyone teaching PSHE whether they are new to the profession or experienced practitioners. Sound pedagogical discussion is combined with practical advice to ensure lessons are relevant, meet the needs of learners and allow sensitive issues to be explored in a safe and supportive way.' - Liz Griffiths, Lead Assessor, National PSHE CPD ProgrammePersonal, Social, Health and Economic Education (PSHEe) is a challenging subject and when well taught, of great value.

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An explanation of safely and sensitively delivering difficult topics in PSHE

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Teaching difficult topics safely and sensitively in PSHE -  Make careful use of images

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A guide for teachers on the aspects that should be considered when teaching PSHE

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PSHE | KS2 | The Brain Lab - Teacher's guide | BBC Teach

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Activity pack to introduce the meaning and importance of PSHE

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What is PSHE?

PSHE stands for Personal, Social and Health Education. The abbreviation PSHCE is also sometimes used, with the 'C' standing for Citizenship.
PSHE aims to give children the knowledge, skills and understanding they need to lead confident, healthy and independent lives.
Since September 2020, it is a statutory requirement for primary schools to provide the Relationships Education and Health Education aspects of PSHE education, and for secondary schools to provide Relationships, Sex and Health Education. This content makes up the majority of PSHE education, though schools are also encouraged to cover non-statutory content relating to economic wellbeing and careers. In primary education, citizenship is a non-statutory subject. There is a curriculum framework for citizenship which should be used to plan citizenship provision in key stages 1 and 2.

The Department for Education and the PSHE Association advise all schools to deliver a whole-school spiral curriculum for years one to six, covering all objectives outlined in the statutory guidance, in a way that meets the needs of all the children in their setting.

All topics covered in the subject PSHE can be viewed on a progression document such as our Deep Dive into PSHE: Whole School Progression Map 2020. All schools are required to publish details of their PSHE or RSHE provision, for example by using this Whole School PSHE and Citizenship Sample Policy and Adult Guidance Resource.

How is PSHE taught in schools?

Most schools combine their relationships education, health education, sex education (if this is taught) and citizenship in one scheme of work.

The three core elements of PSHE and Citizenship taught in primary schools are:

Schools are free to determine how to deliver their PSHE content. Teaching will include a range of activities from role-play, debates and discussions to quizzes, labelling diagrams and designing posters.

The PSHE curriculum covers sensitive subjects. These are taught using distancing techniques to allow children to safely explore topics and ask questions, without needing to discuss personal experiences or provide personal responses. Children might talk about fictional characters in certain scenarios and think about what these characters could do. Many schools also use question boxes for children to anonymously or confidentially ask questions about topics they have covered in their PSHE lessons.

Ground rules are established in schools for PSHE lessons to ensure children are respectful of one another's views and ideas. All contributions should be valued and welcomed.

PSHE and Citizenship has some links with other subjects in the primary curriculum, including science, geography, computing and PE. However, the PSHE curriculum compliments these subjects rather than duplicates content covered in them. For example, e-safety will be touched upon in the computing curriculum but more in-depth learning of digital wellbeing and online relationships will be taught through the Relationships and Health Education curriculum. Another example is that children will learn about changes in humans, from birth to adulthood, as part of the science curriculum in Year 5. However, through the Health Education curriculum, children will learn much more about changes to the adolescent body during puberty, including menstrual wellbeing and how to cope with emotional changes.

What will children learn through these core themes?

During the Relationships unit, children will learn:

How to develop and maintain a variety of positive relationships, within families and friendships.

All about self-respect and respect for others, courtesy and manners.

About stereotypes and being respectful of others who have different backgrounds or beliefs.

About the importance of permission-seeking and giving in relationships.

About different types of bullying and how to get help.

All about online interactions and relationships and the associated risks.

About the concepts of privacy and boundaries, and inappropriate contact (offline and online) and touch.

How to respond to risky or negative relationships and ask for help.

Through the Health and Wellbeing unit, children will learn:

What is meant by a healthy lifestyle?

How to make informed choices about mental and physical health and wellbeing, and where to get help with this.

About self-care techniques.

How to recognise and talk about different emotions.

About internet safety and harms, including negative impacts on physical and mental health, cyberbullying and where to get help with issues online.

About drugs, alcohol and tobacco and the associated risks.

About illnesses, personal hygiene and vaccinations.

How to look after our bodies in different ways, such as protecting our skin from the sun, getting enough sleep and taking care of our teeth.

How to respond in an emergency and basic first aid.

All about the changing adolescent body, including physical and emotional changes, and menstrual wellbeing.

The Living in the Wider World unit will teach them:

About respect for themselves and others, and the importance of responsible actions and behaviour.

About rights and responsibilities as members of families, other groups and citizens.

About different groups and communities.

To respect equality and diversity, and how to be a productive member of a diverse community.

About the importance of respecting and protecting the environment.

About where money comes from, keeping it safe, and the importance of managing it effectively.

The part that money plays in people's lives.

What are some examples of topics my child will learn?

Below are some examples of what your child might cover in PSHE and links to lessons from the Twinkl Life scheme of work:

Money

Children will gain an understanding of how important money is and the role that it plays in society. You can find plenty of informative and useful resources to help you teach this unit at KS1 with our Money Matters resources.

In LKS2 and UKS2, children will delve further into financial education, with lesson packs covering financial risk, being critical consumers, budgeting, value for money and more.

Personal Health

Children will learn about the benefits of physical activity, a healthy diet and getting good quality sleep. They will also learn about the importance of looking after our mental wellbeing, how to recognise and discuss our emotions, and how to get support when we need it.

Twinkl Life's KS1 It's My Body unit introduces making healthy choices and taking care of our bodies. In , children learn more about consent and self-care. These concepts are then further developed in the unit.

Visit our PSHE Health and Wellbeing primary resources for loads of fantastic activities, PowerPoints, lesson packs and more.

Social Issues

There will be many aspects covered through the PSHE curriculum relating to social skills and the way we interact with others.

One important topic covered in this area is . Bullying is something that directly affects children whilst they're at school and it is vitally important that they know where to go and who to go to for support.

Citizenship

Children will learn all about communities, rules and laws. Global citizenship teaches children about human rights, shared responsibilities and global issues such as climate change.

To support your teaching of this important topic, visit Twinkl Life's Living in the Wider World page, where you'll find the fantastic Diverse Britain and units.

Drug Awareness

Lessons on Drug Awareness will help children to understand more about drugs and how they affect the human body. It will allow them to discuss any questions they have about drugs, including medicines, alcohol and tobacco and ensure they are aware of the risks related to all drugs.

Top resources to give you a head start:

Try the following resources below for some help and support when planning and delivering your PSHE lessons. They can also be used at home as well to help promote some healthy discussions.

Be Kind To Yourself Worksheet - A great worksheet to encourage children to think about what they can do to look after themselves and aid their own wellbeing.

PSHE and Citizenship KS1 Body Awareness and Consent My Body is Mine - This pack can help teach your class that some things are private, especially areas covered by underwear. It covers the importance of privacy and different strategies pupils can use if physical contact makes them feel unsafe or uncomfortable.

PSHE and Citizenship KS2 Digital Wellbeing Planning Overview - This pack includes an overview of every relationship objective covered in the unit and provides details about resources that are needed for each lesson as well.

That's just a small snippet of the brilliant PSHE resources we have on offer. Explore even more by looking at our PSHE category page, which boasts a great range of resources to help you plan your lessons.

Some simple ways to practise PSHE at home

Encourage your child to dress and undress independently and manage their own hygiene, such as by washing hands after using the toilet.
Provide a role-play area resourced with materials reflecting your child's interests.

Encourage your child to help you plan and cook healthy recipes. You can take them shopping and involve them in decision-making.
Make time for simple activities such as board games, which help to encourage teamwork and learning to take turns.

With older children, you can use documentaries and other media to discuss issues around our place and responsibilities in society.

Give plenty of positive encouragement and praise to build self-esteem, and when children misbehave, help them reflect on why their behaviour was wrong and think of how they could have handled the situation differently.

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What is PSHE (Personal, Social and Health Education)? - Answered - Twinkl

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What is PSHE (Personal, Social and Health Education)? - Answered - Find out what PSHE is, what the PSHE topics are and how they're taught in schools. There are lots of resources and videos included on this page to help you.

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Statutory guidance on teaching PSHE

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Personal, social, health and economic (PSHE) education

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Updated statutory guidance will come into effect from September 2020.

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A guide to delivering effective PSHE lessons

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The PSHE Association has developed the following evidence-based principles of good practice in PSHE education:

1. Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.

2. Plan a 'spiral programme' which introduces new and more challenging learning, while building on what has gone before, which reflects and meets the personal developmental needs of the children and young people.

3. Take a positive approach which does not attempt to induce shock or guilt but focuses on what children and young people can do to keep themselves and others healthy and safe and to lead happy and fulfilling lives.

4. Offer a wide variety of teaching and learning styles within PSHE education, with an emphasis on interactive learning and the teacher as facilitator.

5. Provide information which is realistic and relevant and which reinforces positive social norms.

6. Encourage young people to reflect on their learning and the progress they have made, and to transfer what they have learned to say and to do from one school subject to another, and from school to their lives in the wider community.

7. Recognise that the PSHE education programme is just one part of what a school can do to help a child to develop the knowledge, skills, attitudes and understanding they need to fulfil their potential. Link the PSHE education programme to other whole school approaches, to pastoral support, and provide a setting where the responsible choice becomes the easy choice. Encourage staff, families and the wider community to get involved.

8. Embed PSHE education within other efforts to ensure children and young people have positive relationships with adults, feel valued and where those who are most vulnerable are identified and supported.

9. Provide opportunities for children and young people to make real decisions about their lives, to take part in activities which simulate adult choices and where they can demonstrate their ability to take responsibility for their decisions.

10. Provide a safe and supportive learning environment where children and young people can develop the confidence to ask questions, challenge the information they are offered, draw on their own experience, express their views and opinions and put what they have learned into practice in their own lives.

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PSHE Curriculum - Life Skills Education Charity

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The PSHE Association has developed the following evidence-based principles of good practice in PSHE education: 1. Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.

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Roadmap to delivering effective PSHE practice

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Roadmap to delivering effective PSHE practice

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A roadmap showing the steps an aspiring PSHE Subject Coordinator must consider to effective practice

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As an aspiring PSHE Subject Coordinator it is vital to understand the importance of identity and values and portray this across to children.

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Wellbeing For Children: Identity And Values

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Books that help explain to children real life issues their self or their peers may experience.

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A lovely collection of fiction and non-fiction books covering sensitive issues such as bereavement, divorce and personal choices.

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An explanation of what PSHE is and why it is important.

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Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future.

These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain. When taught well, PSHE education helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.

Our landmark ' curriculum for life' report outlines evidence of the subject's impact.

Why is PSHE education important to pupils?

PSHE education helps pupils to develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, PSHE education helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up.

Pupils agree that PSHE education is a vital part of their preparation for life, with 92% of those who have been taught the subject believing all young people should receive high-quality PSHE lessons.

In 2015, the UK Youth Parliament made 'A Curriculum which prepares us for Life' a top priority, based on a consultation of almost a million young people. This was the third year in a row that PSHE education has been voted a priority by young people. PSHE education is supported by leading youth bodies such as Girlguiding and the British Youth Council.

Why is PSHE education important to schools?

While schools are not required to teach PSHE education, the subject makes a crucial contribution to schools' duties. The Education Act 2002 requires all schools to teach a curriculum that is "broadly based, balanced and meets the needs of pupils". Schools must "promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepare pupils at the school for the opportunities, responsibilities and experiences of later life" while having a duty to keep pupils safe.

Our Curriculum section outlines in detail how PSHE education helps schools fulfil their statutory responsibilities, and how high-quality PSHE education contributes to success in Ofsted inspections.

A growing body of research shows that pupils who are emotionally healthy do better at school. PSHE education helps children and young people to achieve their potential by supporting their wellbeing and tackling issues that can affect their ability to learn, such as anxiety and unhealthy relationships. PSHE education also helps pupils to develop skills and aptitudes - like teamwork, communication, and resilience - that are crucial to navigating the challenges and opportunities of the modern world, and are increasingly valued by employers.

Why is PSHE education important to parents?

An overwhelming majority of parents support the view that schools should prepare children for life and work, not just for exams. 90% of parents say that all schools should teach PSHE education according to 2015 YouGov polling commissioned by the PSHE Association and the subject is supported by leading parent bodies including Mumsnet, PTA UK and the National Governors Association.

We believe that parents welcome a partnership between home and schools which supports their children's personal and social development, and help deal with issues of increasing complexity such as those related to mental health and staying safe, both online and offline.

While there is consensus among parents, governors and parent-teacher associations about the need for PSHE education, it is understandable that parents will want to ensure that a school's programme is appropriate for their children. It is therefore important that parents are involved when a school's PSHE curriculum is being developed. Schools also have a duty to publish their PSHE curriculum details on their website.

Further information

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Personal, Social, Health and Economic (PSHE) education is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy, safe and prepare them for life and work in modern Britain.

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Resources and guidance to becoming a PSHE Subject Coordinator.

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10 Principles of effective PSHE Education

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10 Principles of effective PSHE Education

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Ten factors of what can lead to effective practice within PSHE

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Ten principles of effective PSHE education | www.pshe-association.org.uk

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The PSHE Association has developed the following evidence-based principles of good practice in PSHE education: 1. Start where children and young people are: find out what they already know, understand, are able to do and are able to say. For maximum impact involve them in the planning of your PSHE education programme.