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Nick Mead, Oxford Brookes University, May 2012

Nick Mead, Oxford Brookes University, May 2012. The future of PSHEe in creating effective teachers: a review of the multi-agency responses to the government’s PSHE consultation. Aims of the paper.

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Nick Mead, Oxford Brookes University, May 2012

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  1. Nick Mead, Oxford Brookes University, May 2012 The future of PSHEe in creating effective teachers: a review of the multi-agency responses to the government’s PSHE consultation

  2. Aims of the paper • To undertake an on-line analysis of multi-agency submissions to the November 2011 government PSHEe consultation • To answer three research questions: 1. Are the training implications arising from the findings linked to specific pedagogical and professional challenges arising from the developmental needs of young people? 2. To what extent do the training implications arising from the findings confirm or challenge the individualistic ‘constructive interaction between subject knowledge and individual development’? (Expert Review Body 2011) 3. Do the training implications arising from the findings support improved teacher education in PSHEe, as recommended by the now defunct Macdonald Report (2009)?

  3. Background • As a result of Ofsted (2010), the 2007 curriculum review and the Macdonald Report (2009), agencies have provided the government with a good deal of information about the quality of PSHEe content and teaching A number of recent academic papers have produced initial teacher education and school based data which have supported the recommendations of the Macdonald Report for a core PSHEe element within teacher education (Mead 2004, Evans & Evans 2007, Brown et al, Formby, 2011, Formby & Wolstenholme 2012)

  4. Aims of the 2011 PSHEe consultation ‘To determine how to support schools to improve the quality of the teaching of PSHEe, including giving teachers the flexibility to use their judgement about how best to deliver PSHEe (DFE, 2011, para 3.1) The second part of this aim distinguishes this review form previous reviews, including the Macdonald Report. This review is clearly set within the remit of the current curriculum review; • What should be the minimum content and outcomes? • How will schools be accountable if there is minimum prescription? • What should be the principles of good practice which can be replicated in teaching schools?

  5. The consultation document Questions 1, 2, 3, 4 & 6 are concerned with content, outcomes and which elements should be statutory only if ‘there is clear evidence of the benefit to pupils’ (DFE 2011,5.1) Questions 5, 9 & 10 are concerned with schools’ accountability for PSHEe given reduction in any ‘unnecessary prescription, (DFE 2011 para 4.1) Questions 7 & 8 ask for examples of good practice and how these can developed through teaching schools and work with external agencies

  6. The relationship between PSHEe and subject knowledge in the curriculum review • PSHEe is not to be a statutory subject 2. The relationship between PSHEe and pupil learning is described as a ’constructive interaction between subject knowledge and individual development’ (DFE 2011 p.58) 3. ‘The two elements are not equally significant at every age ‘– the developmental is less significant in adolescence (DFE 2011, p. 12) 4. Individual ‘learning how to learn’ for the knowledge economy-less about relationships (Robertson 2005)

  7. Methodology 1.There is the democratic process of scrutinising online consultation responses to which agencies give open access. There is the opportunity to examine data independently of government agendas and in advance of their findings being published. 2. 22 responses were analysed, question by question,using all main agency categories. A logging sheet was used to record agency type, their recommendations and the training implications arising from these 3. Answers to the 3 research questions (the study aims on slide 2) are then sought from the findings

  8. Finding 1 What should be the minimum PSHEe content and outcomes? There should be a major focus on Relationships Education. 69% think it should provide the coherence needed for the PSHEe POS (2007). 87.5% think that it should be a statutory part of Sex Education if not made statutory in PSHEe Key pupil concerns – attitudes, beliefs and values around family, friendship, civil partnerships, marriage, domestic violence, sexual bullying, sexual consent, disability, HIV/Aids, self-harming & cancer.

  9. Training implications • Can develop Relationships Education as integral to the clarity and coherence of PSHEe, 2. have the personal and professional values to be a relational role model and build POS around core values, 3. have knowledge of different kinds of relationships, sexuality, religious, non-religious and cultural beliefs underpinning difference and diversity, 4. have the pedagogical skills to resist pupil entitlement over meaningful learning, provide space and time so that pupils can raise issues with which they are challenged, using dialogical skills.

  10. Finding 2 How will schools be accountable for PSHEe given freedom from unnecessary prescription, bureaucracy and central control? • Collection, interpretation and application of national, local and school health data. 59% of the sample refer to use of NHS Health & Well-Being Board data and SHEU data • Assessing & tracking pupil progress using assessment methods which capture self-development rather than knowledge • Using data to report accurately to parents, balancing individual, local and national needs

  11. Training implications 1.Relationships Education would give more clarity of aims, values and outcomes in PSHEe in order to collect meaningful data: training in data collection, analysis and application 2.Training in developing assessment methods which foster self-development and do justice to the meaning, value and impact of what has been learnt 3.Getting the reporting tone right – trust not risk-management. Training in handling views held by different local groups (eg religious and non-religious) and balancing these with national and school needs

  12. Finding 3 What should be the core principles of good practice in PSHEe which can be replicated in teaching schools? 1. POS with Relationships Education providing coherence, meaning & clarity - clear lesson plans 2. Interactive lessons – 70% of pupils value real life scenarios which contribute to more confident decision-making 3. Critical awareness – challenging preconceptions 4. Teacher confidence in handling sensitive issues and developing a reflexive, data informed PSHEe curriculum

  13. Training implications 1.Training will need to be about the understanding and values at the heart of building positive relationships rather than knowledge for self-protection. One agency stresses how there should be a focus in staff training on ‘the relationship between values, personal and social development and learning’. This will require well trained mentors who are experienced PSHEe teachers . 2. Relationship Education requires objectivity and balance. 53% of responses flag the need to train teachers in the appropriate use of external agencies.

  14. Conclusions – research question 1 Research Q1 Are training implications linked to specific pedagogical challenges arising from the developmental needs of young people? Finding 1 - Relationships Education as core requires specific pedagogical skills Finding 2 - Accountability to stakeholders requires training in self-evaluation of pedagogy using national, local and school health data Finding 3 - If good practice is about building positive relationships rather than knowledge for self-protection, trainee teachers will need expert mentors

  15. Conclusions - research question 2 To what extent do the training implications challenge the individualistic ‘constructive interaction between subject knowledge and individual development’? (Expert Review Body p58) Finding 1 - young people want trained teachers to help them to understand so that they can help others Finding 2 – Accountability in meeting the needs of Relationships Education requires training in balancing national and local and individual needs. Finding 3 – good practice requires training in handling societal values in tension with individualism

  16. Conclusions – research question 3 Do the training implications support improved teacher education in PSHEe, as recommended by the Macdonald Report (2009)? The answer to this question depends to a great extent on whether or not Relationships Education becomes the core element in a future PSHEe entitlement or in statutory Sex Education Research has shown that where Relationships Education has created coherence for PSHEe training in ITE, this has provided an important values education forum. (Mead 2003)

  17. References Brown, J, Bushfield, R, O’Shea, A & Sibthorpe, J, (2011) School ethos and personal, social health education, Pastoral Care in Education, 29 (2)117-131 DFE (2011) Review of Personal, Social, Health and Economics (PSHE) Education London DFE. DFE (2011) The framework for the national curriculum, a report by the expert panel for the national curriculum review, London, DFE. Formby, E. (2011) ‘It’s better to learn about your health and things that are going to happen to you…’ Pastoral Care in Education, 29 (3) 161-173.

  18. References continued Formby, E & Wolstenholme, C. (2012) ‘If there’s going to be a subject that you don’t have to do…’ Pastoral Care in Education, 30 (1) 5 – 18. Macdonald Report (2009) Independent Review of the proposal to make Personal, Social, Health and Economic (PSHE) Education statutory,London, DFE. Mead, N. (2003) Will the introduction of professional values put the heart back into primary teacher education? Pastoral Care in Education, 21 (1), 37-42.

  19. References continued Mead, N. (2004) The provision for PSHE/Ct in the school-based elements of primary initial teacher education, Pastoral Care in Education, 22 (2) 19-26 Ofsted(2010) Personal, social, health and economic education, 2006-9 inspection data,London, Ofsted. Robertson, S. (2005) Re-imagining and rescripting the future of education: global knowledge discourses and the challenge of education systems. Comparative Education, 41 (2) 151-170. QCA (2007)Personal well-being POS K1 & 2 & 3, (identity,lifestyle,risk,relationships,diversity, economic well-being),London QCA

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