revised curriculum year 6 personal development and mutual understanding (pdmu)

Revised Curriculum Revised Curriculum

Year 6 Year 6 Personal Development and Personal Development and

Mutual UnderstandingMutual Understanding(PDMU)(PDMU)

ProgrammeProgramme9.30am – 10.30am 9.30am – 10.30am Personal Development and Mutual Personal Development and Mutual

Understanding Understanding in the Revised Curriculum: An in the Revised Curriculum: An OverviewOverview

10.45am – 11.15am10.45am – 11.15am CoffeeCoffee

11.15am – 1.00pm11.15am – 1.00pm Personal Development and Mutual Understanding Personal Development and Mutual Understanding Strand 1 ‘Personal Understanding and Health’Strand 1 ‘Personal Understanding and Health’

1.00pm – 2.00pm1.00pm – 2.00pm LunchLunch

2.00pm - 3.00pm2.00pm - 3.00pm Personal Development and Mutual Understanding Personal Development and Mutual Understanding Strand 2 ‘Mutual Understanding in the Local and Strand 2 ‘Mutual Understanding in the Local and Wider Community’Wider Community’

3.00pm – 3.30pm3.00pm – 3.30pm Review and Looking Ahead Review and Looking Ahead

Buzz GroupsBuzz Groups

How have you got on with Thinking How have you got on with Thinking Skills and Personal Capabilities so Skills and Personal Capabilities so

far?far?

Learning Intentions Learning Intentions

• To recognise the constituent strands and To recognise the constituent strands and themes of Personal Development and Mutual themes of Personal Development and Mutual Understanding (PDMU)Understanding (PDMU)

• To consider issues relating to good practice To consider issues relating to good practice and effective methodologies and effective methodologies

• About potential resources to support PDMUAbout potential resources to support PDMU

• 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

Strand Two: Mutual Understanding in the Local and Wider Community

P.P.

D.D.

M.M.

U.U.

Developing a ContractDeveloping a Contract

Think of a secret/personal Think of a secret/personal information…information…

Contract for Today

Personal Development andPersonal Development and

Mutual Understanding Mutual Understanding

The Conceptual FoundationThe Conceptual Foundation

Key Foundations for PDMUKey Foundations for PDMU

Risk and Protective Factors leading Risk and Protective Factors leading to Resilienceto Resilience

Emotional IntelligenceEmotional Intelligence

Life-SkillsLife-Skills

‘‘Self’ and ‘Others’ ConceptsSelf’ and ‘Others’ Concepts

Risk and Protective FactorsRisk and Protective FactorsEnhance Enhance

Protective Protective FactorsFactors

++Reduce Reduce

Risk Risk Factors Factors

= = ResilienceResilienceTo discover more info on Risk and

Protective Factors from Hawkins Catalano and

Miller see http://depts.washington.edu/sdrg

/

PositivePositiveRelationshipsRelationships& Bonding& Bonding

Set Clear,Set Clear,ConsistentConsistent

BoundariesBoundaries

OpportunitiesOpportunitiesForFor

MeaningfulMeaningfulParticipationParticipation

TeachTeachLife-SkillsLife-Skills

Set andSet andCommunicateCommunicateHighHighExpectationsExpectations

ProvideProvideCaringCaring

AndAndSupportSupport

Adapted from ‘Resiliency in schools: Making it Happen for Students and Educators’ by Nan Henderson and

Mike Milstein (1996)

How does How does your your School School Ethos Ethos help help or hinder or hinder

ResiliencyResiliency??

TheTheLanguageLanguageofofResilienceResilience

The Child’s LanguageThe Child’s Language

Other’s LanguageOther’s Language

Life-Skills Deal with 2 Key AreasLife-Skills Deal with 2 Key AreasThe Inner Game of Living

• Our ThinkingOur Thinking

Help children examine and Help children examine and reframe their thinkingreframe their thinking

The Outer Game of Living• Our ActionsOur Actions

Help children create plans of Help children create plans of action, adopting skills to action, adopting skills to

change behaviour to achieve change behaviour to achieve the goals they setthe goals they set

MultipleMultipleIntelligencesIntelligences

(Based on work by Howard Gardner)(Based on work by Howard Gardner)

Self-Self-AwarenessAwareness

RelationshipRelationshipManagementManagement

SocialSocialAwarenessAwareness

Self-Self-ManagementManagement

PersonalPersonalCompetenceCompetence

SocialSocialCompetenceCompetence

Awar

enes

sAw

aren

ess

Actio

nsAc

tions

There is increasing There is increasing evidence that emotional evidence that emotional intelligence is a better intelligence is a better indicator of success in indicator of success in

life and work than life and work than academic intelligenceacademic intelligence

Emotionally intelligent Emotionally intelligent people have well people have well

developed developed intrapersonal and intrapersonal and

interpersonal skillsinterpersonal skills(Daniel Goleman, 1998)(Daniel Goleman, 1998)

- Competence Competence +- Competence Competence +

ArrogantArrogant

NegativeNegativeOverOver

AchieverAchiever

(By Dr Alex Yellowlees)(By Dr Alex Yellowlees)

• Have a sense of personal and social Have a sense of personal and social responsibilityresponsibility

• Demonstrate positive health behavioursDemonstrate positive health behaviours

• Exhibit resilient thinking andExhibit resilient thinking and behaviours behaviours

• Show respect and concern for othersShow respect and concern for others

• Have integrity and moral courageHave integrity and moral courage

• Confidently participate in their communityConfidently participate in their community

PDMU helps pupils to…PDMU helps pupils to…

Personalizing the learningPersonalizing the learning

Key learning points Key learning points

Click to edit Master title style

• Click to edit Master text styles

• Second level

• Third level

• Fourth level

• Fifth level

20

CoffeeCoffee

breakbreak

Session 2Session 2

Personal Development andPersonal Development andMutual Understanding Mutual Understanding

in the Revised Curriculumin the Revised Curriculum

Strand One: Personal Understanding Strand One: Personal Understanding and Healthand Health

• 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

Strand Two: Mutual Understanding in the Local and Wider Community

P.P.

D.D.

M.M.

U.U.

PDMU resource:PDMU resource:Living Learning TogetherLiving Learning Together

Living Learning Together

A resource, not a programmeStand alone vs. integrated into other areas of

learning e.g. LiteracyComplimentary to other approaches e.g.

Circle TimeComposite classes

Yellow Unit

Yellow Unit

Violet Unit

Violet Unit

RedUnit

RedUnit

BlueUnit

BlueUnit

Groupdisperse

to..

Groupdisperse

to..

Familiarise yourself with one unit (10mins)

Return to your group

Brief overview of the units with other group members (15mins in total)

Self PortraitDraw 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.

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

self

confidence ?

self awareness ?self esteem ?

How would the teacher draw out whole class learning from this activity so that pupils self awareness, self esteem and self confidence are enhanced?

'My self-portrait is about my love of music. The background shows that I am calm when I listen to music.'

Relationships and Sexuality Education in Strand One

• Good practice in many schools

• Work with partners

• Consult with parents and Governors

• Develop a policy

Choose a group:

ActivityFor 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

RSE Guidelines2001: RSE Guidance for Primary Schools

(Circular 2001/15)

Moral framework Pupil needs Programme content and delivery Involving parents Confidentiality

Strand 1 – sustain their health, growth and well-being

Living Learning Together Unit 3 ‘Healthy Habits’

Activities 8 and 9Role play / hot seating and timeline – baby to old

personTimeline of the foetusPhysical and emotional changes in adolescence Agony Aunt scenarios

RSE activities – group discussionWould 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?

Personalizing the learningPersonalizing the learning

Key learning points Key learning points

LunchLunch

Session 3

Strand 2

Mutual understanding in the local and wider community

• 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

Strand Two: Mutual Understanding in the Local and Wider Community

P.P.

D.D.

M.M.

U.U.

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

3 Areas• Relationships with Family, Friends and at

school

• Relationships in the Community

• Relationships with the Wider World

Are we here?

Remind participants of the contract

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

D Lawrence

Activity 1

Memories of Difference

Concentric circles

Activity 2

Cultural Awareness

Activity 3

Symbols

Activity 4

Language Call Out

Language Call Out

Hopefully now you’re here!

Personalizing the learningPersonalizing the learning

Key learning points Key learning points

Session 4Session 4

Resources, Review and Looking Resources, Review and Looking AheadAhead

Some suggested resources to support PDMU

• Living Learning Together• Me, You, Everyone - ‘Lift Off’• www.creni.org• Primary Values• Smokebusters & ELB Drugs Resources• ICLs and Thematic Units• Something to Say - Save the Children• Joined-up (NI Council for Integrated Education NICIE)• Little Pathways (Churches Peace Education Programme) • UNICEF

Next Steps

• In the next 2-4 In the next 2-4 weeksweeks

• By the end of this By the end of this school yearschool year

• By the end of By the end of next yearnext year

Learning Intentions Learning Intentions

• To recognise the constituent strands and To recognise the constituent strands and themes of Personal Development and Mutual themes of Personal Development and Mutual Understanding (PDMU)Understanding (PDMU)

• To consider issues relating to good practice To consider issues relating to good practice and effective methodologies and effective methodologies

• About potential resources to support PDMUAbout potential resources to support PDMU