1. PSHE Health and Education in School
Karen Monteith
Health Development Officer and
PSHE Project Lead

2. House Keeping Be responsible for your own learning
Respond to the comment not the person

3. Learning Outcomes
To have the confidence, strategies and resources to deliver PSHE
To have an awareness of what support is available in Portsmouth
To have a better understanding of the health profiles of Portsmouth
To be able to apply the key principles of effective PSHE teaching and learning in our own practice

4. What is PSHE?
PSHE education is a planned, developmental programme of learning
through which children and young people acquire the knowledge,
understanding and skills they need to manage their lives now and in
the future.

5. Why is health important to education?
What do we mean by health?
What role does education play?
What are your responsibilities?
PSHE is a bridge between education and public health.
Chief Medical Officer, 2013

6. What is health? WHO definition of Health:
Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

7. Public Health What is it? Who works there? What do they do?
Why do they do it?

8. Determinants of Health
Age, sex and hereditary factors: in Dahlgren and Whitehead's model personal characteristics (such as age, sex, ethnicity and constitutional factors (e.g. genetic, biological) occupy the core.
These factors are highly significant for health, yet they are largely seen as beyond the reach and influence of public health improvement strategies, policies and practices. However, other factors, that can in turn be influenced, extend out in layers from the model's core.
Individual lifestyle factors: sometimes described as lifestyle 'choices', this layer refers to behaviours such as smoking, alcohol and other drug misuse, poor diet or lack of physical activity.
Social and community networks: networks refers to family (parents, children, partners), friends and the wider social circles around us. Social and community networks are a protective factor in terms of health. And although it may risk stating the obvious, it is the quality rather than quantity of relationships that matters.
Living and working conditions: includes access to and opportunities in relation to, for example; education, training and employment, health, welfare services, housing, public transport and amenities. It includes facilities like running water and sanitation, and having access to essential goods like food, clothing and fuel.
General socio-economic, cultural and environmental conditions: represents social, cultural, economic and environmental factors that impact on health and wellbeing and include, for example, wages, disposable income, availability of work, taxation, and prices; fuel, transport, food, clothing

9. This profile provides a snapshot of child health in this area
This profile provides a snapshot of child health in this area. It is designed to help the local authority and health services improve the health and wellbeing of children and tackle health inequalities.

10. How pupils benefit from PSHE
support the development of physically, emotionally and socially healthy young people
support the development of essential employability skills for the 21st Century,
reduce or remove barriers to learning, such as bullying, low self-esteem, unhealthy/risky behaviours.

11. How schools benefit from PSHE
maximising academic achievement
‘Healthy School’ validation ; local health outcomes
fulfilling statutory duty to promote wellbeing;
promote the spiritual, moral, cultural, mental and physical development of pupils;
prepare pupils for the opportunities, responsibilities and experiences of later life.
fulfilling the expectations of the National Curriculum
providing evidence for Ofsted judgements

12. “It is difficult to see how safety and safeguarding can be good if PSHE education provision is poor.
If pupils are kept ignorant of their human, physical and sexual rights; or how to protect themselves and others, or know where to go to for help, they are not being adequately safeguarded.”
[Janet Palmer HMI, 2014]

13. Our role
Young people’s needs change and we need to respond effectively
Focus on reducing risks and increasing resilience
Skills and attributes rather than just knowledge
Identify risk factors and protective factors

14. Risk factors Abuse Neglect Truanting Early sexual behaviour
Antisocial behaviour
Exposed to parental substance misuse

15. Protective factors Positive parenting
Sense of belonging in school and community
Positive peer relationships and adult relationships
Positive activities and hobbies
Support
There should be a universal requirement for schools to teach age appropriate PSHE ... The evidence, along with the views of pupils, teachers and parents, supports this position
Public Health England, July 2014
Resilience is the capacity to bounce back from adversity. Protective factors increase resilience, whereas risk factors increase vulnerability. Resilient individuals, families and communities are more able to deal with difficulties and adversities than those with less resilience.

16. Crunch moment
Knowledge skills and attributes

17. Least effective teaching methods
scare tactics and images
knowledge-only approaches
ex-users and the police as drug educators where their input is not part of a wider prevention programme
peer mentoring schemes that are not evidence-based

18. Most effective teaching methods
Relevant to pupils
Clear learning objectives and outcomes
Treated no differently to other subjects
Clear boundaries and ground rules
Questioning techniques to probe and deepen understanding
Consistent teaching
Delivered confidently
Open questions
Time to reflect

19. OFSTED
All schools have a statutory duty to provide a broad, balanced curriculum which promotes:
wellbeing;
the spiritual, moral, cultural, mental and physical development of pupils;
and prepare pupils for the opportunities, responsibilities and experiences of later life.

20. OFSTED’s key changes Emphasis on impact across all key judgements
Impact of the culture of the school
Importance of safeguarding as a golden thread throughout all judgements, including the testing of leaders’ work to meet the new Prevent Duty
The importance of a broad and balanced curriculum
A brand new judgement – personal development, behaviour and welfare
Alignment of the judgements on early years and study programmes
New guidance now says 'ensure' children are taught rather than 'consider'

21. Inspectors will evaluate to which the school successfully promotes ad supports pupils’:
Inspectors will evaluate the extent to which the school successfully promotes and supports pupils’:
•..employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training
•understanding of how to keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media
•knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating
•personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain.

22. Safeguarding We know we have a safeguarding culture when
Children and learners feel safe
Children and learners are aware of a range of safeguarding matters, including domestic abuse or sexual exploitation
Children and learners are kept safe from the dangers of radicalisation and extremism (implementation of PREVENT duty)
e-safety, relationships (including sexual relationships) knives, water, fire, electricity, roads, railways
child sexual exploitation
domestic violence
female genital mutilation
forced marriage
substance misuse
knives and gang activity
radicalisation and extremism,
e-safety
relationships (including sexual relationships),
risks associated with, water, fire, roads and railways
……. and are aware of the support available

23. We know we have a safeguarding culture when:
Effective action taken to prevent and tackle discriminatory and derogatory language - disabilist, homophobic, racist
•Children and learners able to understand, respond to and calculate risk effectively… (child sexual exploitation, domestic violence, FGM, forced marriage, substance misuse, gang activity, radicalisation and extremism*) and are aware of support available to them

24. What this looks like in Primary
Germs, personal hygiene and hand washing
Harmful household products and medicines
Road, water, fire and electrical safety
Basic emergency aid/accessing help
Legal and illegal drugs, their effects and risks
Judging what kind of physical contact is acceptable or unacceptable
Internet and social media safety
How to resist peer-pressure and how to ask for help
Managing the ‘pressure’ or expectations I place on myself
Giving and receiving consent

25. Milestones in a young persons life
Go out for the first time
Cross my first busy road without someone to watch over me
Travel to school on my own for the first time
Have my first sleepover
Be offered my first taste of alcohol
Have my first kiss
Make a choice for my career path
Sign my first legally binding contract
Attend my first interview

26. Preparation for a safe environment
Openness but without personal stories
Keeping the conversation in the room (but be clear on limits of confidentiality)
A non-judgmental approach
The right to pass (& not putting people ‘on the spot’)
Making no assumptions
Listening to others (& commenting on what’s said, not the person who said it)
Use of appropriate language
play a game “on the fence” suggest moral dilemmas and ask where people stand
Ie: sex and pleasure should only be taught in secondary
Cannabis should be legalised
Cannot take morals into the classroom
Equality and diversity

27. Distance the learning Stories/scenarios Film/DVD/TV clip Photo Puppets
“Imagine a boy or girl of about your age who lives and goes to school round here…”
Have an ask it basket. Be conscious of the message you give to the class. Don’t feel you need to answer every question. Be honest if you cant answer and offer to respond later. Consulate another peer if necessary. Does the question need to be responded to privately. Be aware of safeguarding.
word storming

28. Active options Instead of: Try: Being given information.
Writing down what they know
Being told a number of facts, or reasons for something.
Watching an entire video then discussing ‘the message’.
Whole class discussion.
Being given answers.
Reading about how to do something.
Try:
Researching information.
Preparing a presentation.
Doing a card sort activity.
Discussing timeline questions at key moments.
‘Think, pair, share’ discussion.
Problem solving in groups.
Rehearsing skills through role play.
Provide realistic and relevant information that reinforces positive social norms.
Use ‘speakers’, enhancement days and external providers with caution!
Avoid shock tactics
‘monster of the week’ approach ie NO smoking, NO drinking

29. Assessment and Evaluation
Looks in at the learning
Is the use of activities to gauge what has been learnt and what needs to be learnt.
Evaluation
Looks out at the experience
Considers how effective activities, approaches and materials have been in achieving the learning objectives.
The activity that helped me learn best was…..
I enjoyed the lesson because……
But it would have been better if……
I would like to learn more about…….
My group worked well because…….
Evaluation is important and will help next step planning but doesn’t assess learning.

30. Why Assess To monitor our provision.
To give us and pupils (and parents) feedback about their progress and how their learning might be improved.
To provide tracking data for the school.
To improve learning and increase pupils’ motivation.
To classify pupils or give them a ‘level’.
To help pupils to reflect on and identify what they have learnt.
To allow others to see the impact PSHE education is having for learners and for whole-school outcomes.

31. Tools for Assessment Questioning Draw & Write
Brain storm / graffiti wall / mind map
‘The story so far’
Role play and scenarios
Mock TV or radio interviews
Blogs and podcasts
Presentations
Discussions
Quizzes
Written work including leaflets, projects, displays etc.
• small group, paired and whole group discussion
• reporting back
• listening exercises
• questionnaires and quizzes
• myths and folklore
• storyboards, situation cards, photographs and
magazine articles
• case studies
• story telling
• videos and films
• using a continuum or scale to locate pupils’
strength of feeling about particular ideas and beliefs
• role-play
• team work on short/ long projects.

32. Signposting and further reading
The link between pupil health and wellbeing and attainment. Public Health England Nov 2014
PSHE education: a review of impact and effective practice. Department for Education March 2015
Promoting children and young people’s emotional health and wellbeing. Public Health England March 2015
The relationship between outstanding schools and outstanding PSHE education. PSHE Association Nov 2014
PSHE Association website
Not yet good enough. PSHE in schools OFSTED May 2013