Posted: December 5th, 2013
PSHE/ Health Education School Based Task
Professional Themes Portfolio
This document is to be submitted to your Curriculum Tutor
There are 4 Units included in the Professional Themes Portfolio. Unit 1 has 4 choices – you only need complete only 1 of these tasks.
Units 2, 3 and 4 must be completed in full.
Units 2, 3 and 4 must be completed in full.
PSHE/ Health Education School Based Task
Good schools play a vital role as promoters of health and wellbeing in the local community. The importance of teaching: Schools White Paper ( DfE, 210:28)
Children can benefit enormously form high- quality Personal Social Health and Economic (PSHE) education. Good PSHE supports individual young people to make safe and informed choices. It can help tackle public health issues such as substance misuse and support young people tackle the financial decisions they must make.
The importance of teaching: Schools White Paper ( DfE, 210:46)
The importance of teaching: Schools White Paper ( DfE, 210:46)
Personal, Social, Health and Economic education aims to help children and young people deal with the real life issues they face as they grow up. The issues that PSHE education covers are central to young people’s well-being: nutrition and physical activity; drugs, alcohol and tobacco; sex and relationships; emotional health and wellbeing; safety; careers; work-related learning; and personal finance. In doing so, PSHE education plays a major role in schools’ contribution to the health and well-being of its pupils.
We wish to equip you to be well qualified for your future teaching posts and to be able to take a full role in every aspect of the life of the school. Undertaking these tasks will help you to provide evidence against specific Professional Standards for QTS. In addition the tasks are mapped against the Public Health Competencies (mainly at level 3) that may enable you to provide evidence of your role as a health promoter should you wish to consider this as an aspect of your professional development in the future (please be aware that the Public Health Competencies are currently subject to review and possible revisions may apply at the time of publication of this document)
The broad aims of a PSHE/ health education programme dovetail with other areas of school policy, through other initiatives to promote the safety, learning, health and well-being of children and young people. As part of Professional Themes at university and in school you will receive overviews of a range of school-based matters: Child protection, Emotional well-being, PSHE, Staying Healthy, and Behaviour Management etc. This task, together with the Health Day on 2nd October will help you to begin thinking about how these issues affect teaching and learning generally and specifically in your curriculum area.
Unit 2. Write a reflective account (approx.400 words) of how PSHE/ Health Education can be developed within your teaching (this may be your curriculum area or more generally i.e. a tutor group) to promote pupil health and well-being.
Unit 3. A summary of knowledge development (approx. 400 words) in one area of the key areas identified in Professional Themes (e.g. Behaviour management, Safeguarding and e-safety, diversity and inclusion, SEN, EAL etc.). This should include a brief summary of critical thinking in the area (please cite 2-3 sources of knowledge gained from further reading). You should also include an example of how the chosen theme is managed in school practice – this could be a bullet-pointed presentation.
Unit 4. Choose 2 Standards
that you feel you’ve addressed well and have particularly impacted upon your practice. Explain this impact in detail (200 words)
Standard 1: Set high expectations which inspire, motivate and challenge pupils
• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
Standard 3 : Demonstrate good subject and curriculum knowledge
• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonst
rate a clear understanding of appropriate teaching strategies.
•
• • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
Unit 3. A summary of knowledge development (approx. 400 words) in one area of the key areas identified in Professional Themes (e.g. Behaviour management, Safeguarding and e-safety, diversity and inclusion, SEN, EAL etc.). This should include a brief summary of critical thinking in the area (please cite 2-3 sources of knowledge gained from further reading). You should also include an example of how the chosen theme is managed in school practice – this could be a bullet-pointed presentation.
Unit 4. Choose 2 Standards
that you feel you’ve addressed well and have particularly impacted upon your practice. Explain this impact in detail (200 words)
Standard 1: Set high expectations which inspire, motivate and challenge pupils
• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.
Standard 3 : Demonstrate good subject and curriculum knowledge
• have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings
• demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship
• demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject
• if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics
• if teaching early mathematics, demonst
rate a clear understanding of appropriate teaching strategies.
•
• • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
You don’t need to do Unit 1, only 2, 3 AND 4
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