Revised Curriculum Year 6 Personal Development and Mutual Understanding (PDMU)

1. Revised Curriculum Year 6 Personal Development and Mutual Understanding (PDMU)

2. Programme 9.30am – 10.30am Personal Development and Mutual Understanding in the Revised Curriculum: An Overview 10.45am – 11.15am Coffee 11.15am – 1.00pm Personal Development and Mutual Understanding Strand 1 ‘Personal Understanding and Health’ 1.00pm – 2.00pm Lunch 2.00pm - 3.00pm Personal Development and Mutual Understanding Strand 2 ‘Mutual Understanding in the Local and Wider Community’ 3.00pm – 3.30pm Review and Looking Ahead

3. Buzz Groups How have you got on with Thinking Skills and Personal Capabilities so far?

4. Learning Intentions • To recognise the constituent strands and themes of Personal Development and Mutual Understanding (PDMU) • To consider issues relating to good practice and effective methodologies • About potential resources to support PDMU

5. Self-esteem and self-confidence • Feelings and emotions • Effective learning strategies • Health and Safety • Friendships and relationships • Rules, rights and responsibilities • Approaches to conflict • Cultural diversity • Community and environment Strand One: Personal Understanding and Health P. D. M. U. Strand Two: Mutual Understanding in the Local and Wider Community

6. Developing a Contract Provide andProtect Think of a secret/personal information…

7. Contract for Today

8. Personal Development and Mutual Understanding The Conceptual Foundation Session 1

9. Key Foundations for PDMU • Risk and Protective Factors leading to Resilience • Emotional Intelligence • Life-Skills • ‘Self’ and ‘Others’ Concepts

10. Risk and Protective Factors Enhance Protective Factors + Reduce Risk Factors = Resilience To discover more info on Risk and Protective Factors from Hawkins Catalano and Miller see http://depts.washington.edu/sdrg/

11. Resiliency Wheel Opportunities For Meaningful Participation Positive Relationships & Bonding Set and Communicate High Expectations How does your School Ethos help or hinder Resiliency? Set Clear, Consistent Boundaries Provide Caring And Support Teach Life-Skills Adapted from ‘Resiliency in schools: Making it Happen for Students and Educators’ by Nan Henderson and Mike Milstein (1996)

12. TheLanguageofResilience Other’s Language The Child’s Language

13. Life-Skills Deal with 2 Key Areas The Inner Game of Living The Outer Game of Living • Our Thinking Help children examine and reframe their thinking • Our Actions Help children create plans of action, adopting skills to change behaviour to achieve the goals they set

14. MultipleIntelligences (Based on work by Howard Gardner)

15. Personal Competence Social Competence Self- Awareness Social Awareness Awareness Self- Management Relationship Management Actions Emotional Intelligence There is increasing evidence that emotional intelligence is a better indicator of success in life and work than academic intelligence Emotionally intelligent people have well developed intrapersonal and interpersonal skills (Daniel Goleman, 1998)

16. Plotting Self Esteem Worth + False Self-Esteem Healthy Self-Esteem Arrogant - Competence Competence + Over Achiever Negative - Worth (By Dr Alex Yellowlees)

17. Have a sense of personal and social responsibility Demonstrate positive health behaviours Exhibit resilient thinking and behaviours Show respect and concern for others Have integrity and moral courage Confidently participate in their community PDMU helps pupils to…

18. Personalizing the learning Key learning points

19. Coffee break

20. Session 2 Personal Development and Mutual Understanding in the Revised Curriculum Strand One: Personal Understanding and Health

21. Self-esteem and self-confidence • Feelings and emotions • Effective learning strategies • Health and Safety • Friendships and relationships • Rules, rights and responsibilities • Approaches to conflict • Cultural diversity • Community and environment Strand One: Personal Understanding and Health P. D. M. U. Strand Two: Mutual Understanding in the Local and Wider Community

22. PDMU resource: Living Learning Together

23. Living Learning Together • A resource, not a programme • Stand alone vs. integrated into other areas of learning e.g. Literacy • Complimentary to other approaches e.g. Circle Time • Composite classes

24. Familiarise yourself with one unit (10mins) Return to your group Brief overview of the units with other group members (15mins in total)

25. Self Portrait Draw or write four things.. E.g. a symbol, words, diagram, picture etc or any combination of these that you would choose to communicate to someone else the most important aspects of who you think you are. Tell one other person about these things and why they are significant to you.

26. Strand 1 – Self Esteem, self confidence and how they develop as individuals Unit 1 ‘Who am I?’ Activity 2 – Self Portrait Look at the self portraits: • List the aspects of the pupils’ personality and life they have highlighted. • Relate any pupil learning to the statements of minimum requirement

27. How would the teacher draw out whole class learning from this activity so that pupils self awareness, self esteem and self confidence are enhanced? self confidence ? 'My self-portrait is about my love of music. The background shows that I am calm when I listen to music.' self esteem ? self awareness ?

28. Relationships and Sexuality Education in Strand One • Good practice in many schools • Work with partners • Consult with parents and Governors • Develop a policy

29. Choose a group:

30. Activity • For the soaps/reality TV: List the storylines/themes which have dealt with relationships or sexuality – discuss their impact on KS2 pupils • For the teen magazines: List the issues/topics dealt with directly or by inference – discuss their impact on a KS2 reader

31. RSE Guidelines • 2001: RSE Guidance for Primary Schools (Circular 2001/15) • Moral framework • Pupil needs • Programme content and delivery • Involving parents • Confidentiality

32. Strand 1 – sustain their health, growth and well-being Living Learning Together Unit 3 ‘Healthy Habits’ Activities 8 and 9 • Role play / hot seating and timeline – baby to old person • Timeline of the foetus • Physical and emotional changes in adolescence • Agony Aunt scenarios

33. RSE activities – group discussion • Would this material be completely new to your school? • Would it be appropriate? • How might Governors and parents react? • How would you as a P6 teacher feel about teaching such material? • What would need to happen in school for RSE to be taught well?

34. Personalizing the learning Key learning points

35. Lunch

36. Session 3 Strand 2 Mutual understanding in the local and wider community

37. Self-esteem and self-confidence • Feelings and emotions • Effective learning strategies • Health and Safety • Friendships and relationships • Rules, rights and responsibilities • Approaches to conflict • Cultural diversity • Community and environment Strand One: Personal Understanding and Health P. D. M. U. Strand Two: Mutual Understanding in the Local and Wider Community

38. Strand 2 Pupils should be enabled to explore • Initiating developing and sustaining mutually satisfying relationships • Human rights and social responsibility • Causes of conflict and appropriate responses • Valuing and celebrating cultural difference and diversity • Playing an active and meaningful part in the life of the community and being concerned about the wider environment

39. 3 Areas • Relationships with Family, Friends and at school • Relationships in the Community • Relationships with the Wider World

40. Are we here?

41. Remind participants of the contract

42. “Where teachers are genuine, empathetic and accepting, they will automatically provide a self-esteem enhancing ethos in the classroom”.D Lawrence

43. Activity 1 Memories of Difference Concentric circles

44. Activity 2 Cultural Awareness

45. Activity 3 Symbols

46. Activity 4 Language Call Out

47. Language Call Out

48. Hopefully now you’re here!

49. Personalizing the learning Key learning points

50. Session 4 Resources, Review and Looking Ahead