# data[].attributes.headline
Your top tips for facilitating and assessing PPS from your experience

# data[].attributes.subject
Your top tips for facilitating and assessing PPS from your experience

# data[].attributes.body
Facilitating guided discussing, prompting with quotes, images, videos and articles and allowing discussion to naturally occur in groups, then guide discussion as a whole class.

Giving different groups different resources from differing perspectives and then getting them to discuss a prompt as a class from their given perspectives.

Harkness discussions with scaffolded prep sheets.

Build in Lang devel and Service activities linked to the PPS content

# data[].attributes.headline
The role that PPS takes within your school

# data[].attributes.subject
The role that PPS takes within your school

# data[].attributes.body
PPS is taught in Core lessons along with LD, SL and the RP. The other core elements are all integrated within the PPS, building on skills, conceptual understanding and creating connections to CRS with their choice on language development and built in service activities based on local community needs and tied in to their CRS

Does it do anything outside of what it has been designed for?

It builds transferable skills, Supports the PSHE programme and encourages active involvement with local communities

Does it allow for additional benefits to your school community?

It supports students in developing their emotional intelligence, communication skills and understanding perspectives, which in turn, helps students mature and treat others with more kindness and respect, and thus impacting the school community positively. it also makes them active in the school community, prompting them to get involved with school events and support extra curricular activities.

# data[].attributes.headline
Any collaborative projects that you have established as PPS educators with colleagues responsible for other components of the IBCP core or IBDP core

# data[].attributes.subject
Any collaborative projects that you have established as PPS educators with colleagues responsible for other components of the IBCP core or IBDP core

# data[].attributes.body
Lots of integrated Service Learning

Stress reduction project where they create activities for Y13s to help them relax before exams and reduce stress- rooted in concepts from IB Psychology

Kiva project- running sporting events to raise money for KIVA- considering others around the world less fortunate.

rugby tour soup kitchen in SA- Perspectives and service and connections to IBDP sport science.

Global goals project- collab with Geography to engage students with the UN's global goals, planning a project that helps them make a small difference towards a global goal

Links to TOK - attending exhibition and then discussing the exhibits and differing perspectives on them, considering how we could do similar with our ethical dilemmas

Ethical dilemma- Medical Ethics- Case of David Reimer- Psychology

Ethical dilemma-Enviro ethics, Tourism in Borocay- Links to Geography and ESS

Ethical Dilemma- PETA Holocaust on your plate campaigned- links to global politics and history

# data[].attributes.headline
Any advice that you would share from a logistical standpoint

# data[].attributes.subject
Any advice that you would share from a logistical standpoint

# data[].attributes.body
How many hours does your school timetable for PPS?

2 hours per week- but this includes all core components

Do you have teaching teams?

No, I take one class and the CP coordinator takes the other, we do sometimes join up for some activities- but with 68 students it is often difficult.

Do you collaborate with schools in your regional network in any way?

Part of IBSCA - UK regional CPD and conferences