PSHE & Healthy Schools Updates 28 th January 2011

Outcomes By the end of the training participants will have: shared and developed good practice participated in some newly developed activities for the delivery of drug and alcohol and sex and relationship education reflected on their PSHCE curriculum with a particular focus on sex and relationship and drug and alcohol education explored issues facing us in the future

Working Agreement Take part and support the participation of others Respect the fact that others may hold very different views or beliefs to your own Respectful disagreement and challenge is good Try to be specific and own your own perspective (e.g. using ‘I’ statements) Remember that it’s OK to make mistakes and to change your stance… Respect the confidentiality of members of the group

Warm-up What is your all-time favourite book or film? What activity or sport do you like best?

Public Health White Paper The government expects schools to play their part in promoting children and young people’s health and well-being through teaching and pastoral support Review planned of how to support teachers to deliver high quality Personal, Social, Health and Economic Education Schools will be expected to link with local agencies and community groups Improving self-esteem and developing positive social norms through the school years should be the focus of local strategies Ensuring young people have easy access to young-person friendly health services Interventions that support mental health resilience Tackling violence against women and girls Focus on combating under-age drinking, addressing link between alcohol misuse and sexual risk-taking, prevention of smoking in under 18s.

Schools White Paper Improving measures to tackle bullying including Ofsted focus on behaviour and safety of pupils Resources for schools to provide a rounded education including sex and relationship education; Personal Social, Health and Economic Education Review planned into PSHE teaching

Healthy Schools Programme Healthy Schools will continue within the context of the Government’s priorities and in line with the spending review Schools still have an important part to play in supporting the physical and emotional wellbeing of children and young people. Healthy Schools plays an important role in helping children and young people reach their full potential Healthy Schools is changing to a ‘schools-led’ model, which means participation will be locally determined according to local needs From April 2011, a Healthy Schools toolkit will be available containing resources for schools to use to influence health improvement in children and young people. The toolkit will help schools identify, plan and implement health behaviour change (and so be outcome based).

Local priorities Alcohol (link with children in care) Teenage Pregnancy Domestic Violence (Gender Equality, Sexist and Sexual Bullying, Sexualisation) Anti-bullying / Safety

Messages Don’t use online Healthy Schools Tools Use the Annual Review as an audit Continue with any enhancement work Continue to review and develop PSHE Education Citizenship? SEAL? Careers? (Connexions) Small group work?

Early thinking for next year Health Funding has been secured Build on this year’s work Focus on sex and relationships and drug and alcohol education in Years 9 & 10 Quality assurance Project to identify poor or non-attenders in Year 9 & 10 PSHE Targeting – small group work / 1:1 interventions

Planning for quality first teaching of PSHE Education How do we know when we have good curriculum planning in place? What are your school’s expectations, if any, for curriculum planning? What does good curriculum planning for PSHE Education look like? Is PSHE Education a different case? Reflect

Practical solutions at local authority level Warwickshire NUT has negotiated an agreed position on planning, endorsed by the local authority and all the teacher unions. It says: The function of preparation is to facilitate the teacher's fluent delivery... not to provide evidence for scrutiny. Teachers at different stages in their career will require different levels of visible preparation. Schools in 'difficulty' might require greater emphasis on visible preparation. If a lesson is good, then the preparation self-evidently must have been good... we would not then need to see evidence of that preparation. There is an abundance of good lesson plans and preparation materials available online, which only need adapting and suitably annotating. Heads need to monitor performance and planning (possibly by inference) but should not be asking for it to be handed in week by week from all staff. Planning in advance for a whole week would not necessarily be good practice as teachers may need to re-appraise the later part of the week on the basis of initial progress. Inspectors will challenge heads who waste teachers' time.

NUT planning protocol Plans are for teachers' own use, to facilitate delivery of lessons. No particular format or presentation will be imposed. Plans should be stored, re-used and only updated where necessary. Planning jointly with colleagues, or sharing out the work between a group of colleagues, is to be encouraged. It's not necessary to start from scratch each time. Teachers are advised to make use of the abundance of materials already available from the QCDA and other sources, adapting and annotating as required. It is not acceptable for teachers to be directed to hand in lesson plans each week for scrutiny by head teachers.

Planning tools… National QCDA, 2007 Programmes of Study SEAL Learning Outcomes PSHE Association Local B&H Sex and Relationships and Drug and Authority Learning Outcomes Planning B&H SEAL and PLTS learning outcomes planning tools

Messages from England’s Chief Medical Officer, 2010 An alcohol-free childhood is the healthiest and best option. If children drink alcohol, it should not be until at least the age of 15 years. If young people aged 15 to 17 years consume alcohol, it should always be with the guidance of a parent or carer or in a supervised environment. If 15 to 17 year olds do consume alcohol, they should do so infrequently and certainly on no more than one day a week. Young people aged 15 to 17 years should never exceed recommended adult daily limits and, on days when they drink, consumption should usually be below such levels. The importance of parental influences on children’s alcohol use should be communicated to parents, carers and professionals. Parents and carers require advice on how to respond to alcohol use and misuse by children. Support services must be available for children and young people who have alcohol-related problems and their parents.

Brighton & Hove: Core Messages Make your own decisions; don’t let others make them for you. Why rush? Safe drinking limits? If you do choose to drink or take drugs, look after your body and mind and know what you are taking Look after your mates Mixing drugs (poly-drug use), and mixing drugs with alcohol, is especially dangerous Stay in control and stay protected Being caught with illegal drugs can seriously affect your future plans Just because something is legal, it doesn’t mean it’s safe Know where to get help

The Alcohol Pack Using the pack The pack is divided into four sections: Alcohol and risk-taking Effects on the body Units Supporting resources Within each of the first three sections there are slides presenting the following: Learning outcomes Introduction to teaching and learning activities Links to websites and support agencies where appropriate

The Alcohol Pack Contents Alcohol and risk-taking Powerpoint Activities: Risky behaviour and consequences Alcohol and sexual health Spin the bottle Alcohol and sexual health workshop Helping someone who is drunk Helping friends Finding out about helping services Riskcards and 14-16

The Alcohol Pack Effects on the body Powerpoint Activities: Alcohol body map Units Powerpoint Activities: Bottles Glasses Units quiz Information, statistics and messages ppt Supporting resources Assessment activities Tips for safer drinking Ground rules ppt

The Alcohol Pack Appendices Learning Outcomes KS3 and 4 National guidance including statistics on young people and drinking Adapted Tacade lesson plans and handout-how much how fast? The Core Stuff - ten messages about drugs and alcohol

Alcohol education: Questions for discussion How ‘up to date’ is the teaching and learning about alcohol in your school? How far do your approaches reflect national and local messages about alcohol? What adjustments will you make?

Abortion Education - questions for discussion How effective is your teaching around fertility issues? In particular, how clear are messages to students about chlamydia and fertility? How well do your students understand the benefits and disadvantages of LARC? How adequately are your students informed about the facts about abortion and where to access help locally? How skilled and up to date are the rest of the department?

Sexualisation of Young People Review (Home Office 2010) Sexualisation of advertising imagery, magazines, marketing Mainstreaming of pornography Women’s roles in films, depictions in music videos and video games Proliferation - normalisation Mainstreaming of sex industry Repeated exposure to gender stereotypical ideas and images contributes to sexist attitudes and beliefs; sexual harassment; violence towards women; aggressive sexual behaviour Girls and women valued for being sexy; limiting and restrictive ideas of what it means to be a boy / man – be macho, be strong, don’t show your emotions.

Schools can support children to develop the capacity to interpret and filter information promote positive role models challenge stereotypes and value diversity take a whole school approach to tackling sexist and sexual bullying have SRE programme that prepares children to form healthy respectful emotionally fulfilling relationships

Planning for using Fantasy vs Reality Identify the activities that you would want to use and identify their place in your curriculum Are there any implications for communication with parents / carers? Are there any implications for staff training needs? Draw up a very brief timeline for implementation.

Suggested curriculum planning tasks: Work in pairs Look in detail at one or more of the teaching resources alongside the learning outcome planning tools and identify which lessons / activities can be delivered when… Adapt your planning to reflect new resources Consider issues related to implementation and action plan: staff training needs, parents / carers, policy review, outside visitors?