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Revised Curriculum Year 6 Personal Development and Mutual Understanding (PDMU)
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Transcript of Revised Curriculum Year 6 Personal Development and Mutual Understanding (PDMU)
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Revised Curriculum Revised Curriculum
Year 6 Year 6 Personal Development and Personal Development and
Mutual UnderstandingMutual Understanding(PDMU)(PDMU)
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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
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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?
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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
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• 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.
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Developing a ContractDeveloping a Contract
Think of a secret/personal Think of a secret/personal information…information…
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Contract for Today
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Personal Development andPersonal Development and
Mutual Understanding Mutual Understanding
The Conceptual FoundationThe Conceptual Foundation
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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
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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
/
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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??
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TheTheLanguageLanguageofofResilienceResilience
The Child’s LanguageThe Child’s Language
Other’s LanguageOther’s Language
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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
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MultipleMultipleIntelligencesIntelligences
(Based on work by Howard Gardner)(Based on work by Howard Gardner)
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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)
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- Competence Competence +- Competence Competence +
ArrogantArrogant
NegativeNegativeOverOver
AchieverAchiever
(By Dr Alex Yellowlees)(By Dr Alex Yellowlees)
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• 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…
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Personalizing the learningPersonalizing the learning
Key learning points Key learning points
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Click to edit Master title style
• Click to edit Master text styles
• Second level
• Third level
• Fourth level
• Fifth level
20
CoffeeCoffee
breakbreak
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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
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• 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.
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PDMU resource:PDMU resource:Living Learning TogetherLiving Learning Together
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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
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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)
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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.
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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
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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.'
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Relationships and Sexuality Education in Strand One
• Good practice in many schools
• Work with partners
• Consult with parents and Governors
• Develop a policy
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Choose a group:
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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
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RSE Guidelines2001: RSE Guidance for Primary Schools
(Circular 2001/15)
Moral framework Pupil needs Programme content and delivery Involving parents Confidentiality
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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
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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?
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Personalizing the learningPersonalizing the learning
Key learning points Key learning points
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LunchLunch
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Session 3
Strand 2
Mutual understanding in the local and wider community
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• 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.
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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
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3 Areas• Relationships with Family, Friends and at
school
• Relationships in the Community
• Relationships with the Wider World
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Are we here?
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Remind participants of the contract
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“Where teachers are genuine, empathetic and accepting, they will automatically provide a self-esteem enhancing ethos in the classroom”.
D Lawrence
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Activity 1
Memories of Difference
Concentric circles
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Activity 2
Cultural Awareness
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Activity 3
Symbols
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Activity 4
Language Call Out
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Language Call Out
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Hopefully now you’re here!
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Personalizing the learningPersonalizing the learning
Key learning points Key learning points
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Session 4Session 4
Resources, Review and Looking Resources, Review and Looking AheadAhead
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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
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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
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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