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.
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