To give emergent themes context — an historical review of their academic treatment is presented. This is broadened by considering the United States delivery of these subjects to determine whether the UK can learn anything from the American experience. Documentary analysis and interview schedules are the research methods used to analyse secondary sources and generate primary data. A number of conclusions are drawn — namely these subjects must be linked to current issues e.
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This publication is available at https: All schools should teach PSHEdrawing on good practice, and this expectation is outlined in the introduction to the proposed new national curriculum.
PSHE is a non-statutory subject. To allow teachers the flexibility to deliver high-quality PSHE we consider it unnecessary to provide new standardised frameworks or programmes of study. PSHE can encompass many areas of study. Teachers are best placed to understand the needs of their pupils and do not need additional central prescription.
However, while we believe that it is for schools to tailor their local PSHE programme to reflect the needs of their pupils, we expect schools to use their PSHE education programme to equip pupils with a sound understanding of risk and with the knowledge and skills necessary to make safe and informed decisions.
Schools should seek to use PSHE education to build, where appropriate, on the statutory content already outlined in the national curriculum, the basic school curriculum and in statutory guidance on: Sex and relationship education Sex and relationship education SRE is an important part of PSHE education and is statutory in maintained secondary schools.
The association focuses on signposting schools to high-quality resources and in expanding their Chartered Teacher of PSHE programme. We have also asked the association to promote the teaching of consent as part of SRE, in line with the statutory guidance for that subject.
For drug and alcohol education, we launched a new evidence-based information service in April called Mentor-ADEPIS for those working with young people, including schools and teachers. The new service provides practical advice and tools based on the best international evidence.
We also provide funding to the Centre for the Analysis of Youth Transitions CAYT to develop a database of evaluations of programmes aimed at improving outcomes for young people. CAYT will score the strength of evidence of impact for a submitted programme, so schools and others will know which programmes have the best evidence of impact.
Additional support We want teachers to be free to address the topics most relevant for their pupils, drawing on good practice and advice from professional organisations. Schools are free to use the organisations and resources they choose and we encourage organisations to develop guidance for schools in the areas of their expertise.
We have asked the PSHE Association to provide teachers with a range of case studies to inform their teaching. We recommend that schools use reputable professional organisations that will facilitate a broad and balanced approach. Contents Is this page useful?delivery of PSHE and Citizenship as a discrete subject.
Teachers plan units of work, which contain the content and learning objectives for PSHE and Citizenship. It is also clear that attention to community issues is paramount and needs to be addressed within the RSE and PHSE education programme.
Citizenship and Politics As of /15, Citizenship is a statutory part of the curriculum for Key Stages 3 and 4. PSHE education is a non-statutory subject on the school curriculum. However, section of the national curriculum states that all state schools ‘should make provision for personal, social, health and economic education (PSHE), drawing on good practice'.
It is also sometimes referred to as variants of PSHEE (Personal Social Health Economic Education).  In January a large study of PSHE education in primary and secondary schools in England was completed by the Centre for Education and Inclusion Research (CEIR) at .
PSHE and Citizenship Education POLICY As part of Citizenship Education it is now a requirement to embed ‘British Values’ in to every subject within the National Curriculum, as stated in November by the DfE.
Delivery will be differentiated appropriately. Schools are free to use the organisations and resources they choose and we encourage organisations to develop guidance for schools in the areas of their expertise.
Citizenship and living in.