In the first part of this article on leading PSHE, I recounted my own experiences as “Keeper of the Poisoned Chalice” (Leading an effective programme of PSHE, SecEd, January 2018).
Fifteen years ago, I became a PSHE coordinator and attempted to change teachers’ and pupils’ attitudes to a much-maligned subject: yes, PSHE was regarded as a black hole in the middle of timetables, an hour wasted.
My initial task was to rebrand the subject and, after much consultation with staff, I settled on “life-skills”.
Next, I conducted an audit of the curriculum in order to ensure that it was up-to-date and relevant, and each year of study built on the previous.
Register now, read forever
Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.
Unlimited access to news, best practice articles and podcast
New content and e-bulletins delivered straight to your inbox every Monday and Thursday
Already have an account? Sign in here