PSHE (Personal, Social and Health Education)

PSHE (Personal, Social and Health Education)

Personal, Social, Health and Economic education (PSHE) can mean all things to all people, but in a positive way. It enables schools to analyse what they offer to students and to use PSHE programmes to provide the final rounded curriculum. This is not easy as PSHE is not so much a ‘subject’ as a group of learning experiences that need careful binding together lest they become amorphous.

PSHE at its best brings emotional literacy, social skills and healthy attitudes to the core studies of the history, economic state and social make-up of the local and wider community

Ofsted has praised some schools’ multi-faceted approaches to creating a caring and coherent school and reaching out to the local communities, and some schools for delivering sex and relations programmes effectively, and some for their commitment to equality and diversity. Visits and activities outside the classroom can act not only as focal points for a school’s work but as catalysts to reinforce the messages contained in the courses.

In some ways it does not matter where the visit is to. The importance is how well they are planned, the matching of the experiences to the aim, and the enthusiasm staff and students bring to it.

So, typically learning for PSHE takes place whilst undertaking other activities. Here we list a range of ideas which the Council for Learning Outside the Classroom suggest as activities which can engender excellent experiences to benefit students in this area.

Attitudes and values

  • Talking about an object in a museum, or visiting a place of worship can give insight into issues, other cultures or periods of history.
  • Creating your own work of art can give rise to explorations and understandings about the world and our place in it
  • A visit to a farm can stimulate debate about animal husbandry and food production, and provide a context for designing a Fairtrade enterprise.
  • Adventure education can provide opportunities to show different skills, such as leadership or teamwork.
  • Seeing a play on the stage can bring a text alive and stimulate conversations about the values and actions of the characters.
  • A residential can provide a different setting for conversations about what we believe and what we think is important.

Confidence and resilience

  • Learning a new skill, such as map-reading or how to look at a painting, builds independence and confidence.
  • Adventure education enables young people to test themselves in various ways and develop new aptitudes and dispositions.
  • For young people with disabilities, a residential trip can foster independence and give them a rare opportunity to build close relationships outside the family.
  • Planning their own experience or activity helps young people to gain confidence in a wide range of project planning skills.  It can develop resilience in dealing with conflicting opinions, and in finding solutions to project challenges.

Communication and social skills

  • A drama workshop requires teamwork and helps, to strengthen friendship groups.
  • A residential experience enables staff to get to know young people, and young people get to know each other, discovering different aspects of each others’ personalities.
  • An experience, such as visiting a power station, stimulates discussion and encourages young people to share ideas and opinions.
  • A musical performance gives young people a feeling of achievement and a sense of personal success.
  • Young people planning their own programme or activities gives them voice and choice and ensures their active involvement.
  • Undertaking voluntary work in the community gives young people a sense of making a positive contribution.

Knowledge of the world beyond the classroom

  • Young people who live in the country may encounter a town or city for the first time or vice versa.
  • Environmentalists, town planners, artists, curators, scientists, politicians, musicians, dancers and actors can all act as new and powerful role models.
  • Going to an arts venue can encourage young people to try the experience again.
  • Recording the reminiscences of older people gives young people new insight into their community, and brings historical events alive.
  • Going to a local civic institution like a town hall builds knowledge of how communities function.
  • A school or youth council enables young people to learn about and participate in democratic processes
  • Visiting the library enables young people to find out what they have to offer – apart from lending books.
  • Children and young people with profound learning difficulties and disabilities may not often experience visits to galleries, concerts or the countryside because of the difficulties of transport and personal care which parents have to consider and cannot always manage alone. Educational visits may provide the only means for these young people to have such experiences.

Physical development and well-being

  • Visiting a park, field studies centre or making a school garden all provide physical activity and develop an interest in the environment.
  • Participating in recreational activities help to develop physical well-being and the growth of confidence.
  • Many learning outside the classroom activities can also provide attractive alternatives to competitive sports and can lead to a lifelong interest in healthy physical recreation.

Emotional spiritual and moral development

  • An integrated dance workshop with able bodied and disabled participants can help young people empathise and develop awareness of disability.
  • Activities in the natural environment can encourage a feeling of awe and wonder, and an appreciation of silence and solitude.
  • Visiting a place of worship develops an understanding of religion, reflection and spirituality.
  • Engaging with young people in conversations about values and beliefs, right and wrong, good and bad supports their moral development.

Main organisations:

PSHE Association

National Centre for Citizenship and the Law

Inclusion: NASEN

Venues for this Curriculum

Discover the story of the original Salisbury and take your students of any age for a day out to Old Sarum, two miles north of where the city stands now.

The mighty Iron Age hill fort was where the first cathedral once stood and the Romans, Normans and Saxons have all left their mark.

Muchelney Abbey, which lies two miles south of Langport, was once a landmark in the Somerset Levels and still has much to offer its visitors – history lovers in particular will enjoy this fascinating site but there is also plenty for families to do.

A Georgian country estate in west London

A short hop from central London by tube but a world apart. Stroll up the tree-lined drive, past the grazing Charolais cattle and you'd think you're in the country, not urban Hounslow.

Surrounded by gardens, park and farmland, Osterley is one of the last surviving country estates in London.

Built by the royal masons in 1250, the Chapter House of Westminster Abbey was originally used in the 13th century by Benedictine monks for their daily meetings. It later became a meeting place of the King’s Great Council and the Commons, predecessors of today’s Parliament.

Home of a Community of Roman Catholic Benedictine monks

The monks are pleased to welcome school groups to their Abbey.

We have a long established Education Department (over 25 years!) with full-time education staff. This means that we can provide facilities and resources for all ages and ability levels covering a wide range of subject areas.

Originally 5 metres (16 feet) high and weighing some 16.75 tonnes, this is Cornwall's largest and heaviest prehistoric monolith. 

This massive stone stands near the summit of the St Breock Downs, offering beautiful views of the surrounding countryside and across to the sea.

The Cistercian abbey of Hailes was founded in 1246 in Gloucestershire by the Earl of Cornwall in thanks for surviving a shipwreck. 

Sometimes described as ‘the islands at the edge of the world’, the archipelago of St Kilda is located 41 miles west of North Uist in the Outer Hebrides. Formed from the rim of an ancient volcano, it is the remotest part of the British Isles.

Alton Castle is a Catholic Education Centre in rural Staffordshire, just up the road from Alton Towers.

Among the most complete and impressive monastic ruins in Norfolk of a Benedictine priory with a well-documented history. The nave, with its splendid 13th century west front and great bricked-up window, is now the parish church, displaying a screen with medieval saints over painted with Protestant texts. 

The impressive remains of an abbey of Cistercian 'white monks', including towering fragments of its 13th century church, infirmary and 14th century abbot's lodging.

Bertram de Verdun, Lord of Alton, an important local nobleman at the time, founded a Cistercian monastery in 1176 for the salvation of the souls of his family.

The Falconry Centre contains many species of birds of prey, flown by the resident Falconer. You are able to fly some of the beautiful birds yourself.

Wymondham Priory - it was raised to the status of an Abbey a mere ninety years before its suppression - was founded in 1107 as a community of Benedictine monks. The founder was William D'Aubigny, sometimes referred to as d'Albini, Chief Butler to King Henry I whose widow, Alice of Louvrain, was later to marry William's son.

Blackburn Cathedral is one of England's newest Cathedrals, yet it is one of the country's oldest places of Christian worship.

Remains of a grammar school for church choristers, founded in the mid-15th century by Ralph, Lord Cromwell, the builder of nearby Tattershall Castle (National Trust).

Tattershall College was built in 1460, four years after the death of its patron, Lord Cromwell, and was completed by William of Wainfleet, Bishop of Winchester.

Wolvesey has been an important residence of the wealthy and powerful Bishops of Winchester since Anglo-Saxon times. Standing next to Winchester Cathedral, the extensive surviving ruins of the palace date largely from the 12th-century work of Bishop Henry of Blois.

Woodhenge is well worth a visit, especially if you are also heading to the nearby World Heritage Site of Stonehenge (located approximately 2 miles away).  

Dating from 2300 BC, Woodhenge is thought to have marked a particular stage in the evolution of human religious belief and community organisation. This found a more permanent form in nearby Stonehenge.

Well-preserved 15th-century gatehouse, the sole survivor of a small Benedictine priory. A miniature 'pele-tower' containing two storeys of comfortable rooms, it later became a fortified vicarage, a defence against border raiders.

The Cathedral is the College Chapel for the College as well as the cathedral church for the Diocese of Oxford.

The guest house and other remains of a Benedictine priory: much of the fine 12th to 14th century monastic church survives as the parish church.

The Benedictine priory of St Mary the Virgin and St Blaise was founded in about 1117 by Robert de la Haye, Lord of Halnaker. It was a cell of the abbey at Lessay in Normandy in France and, when founded, had a community of only three monks.

This great abbey, marking the rebirth of Christianity in southern England, was founded shortly after AD 597 by St Augustine.

A Bronze Age stone circle, the focus of many legends, set in dramatic moorland on Stapeley Hill. It once consisted of some 30 stones, 15 of which are still visible.

This 19th-century cross of Saxon design marks what is traditionally thought to have been the site of St Augustine's landing on the shores of England in AD 597. Accompanied by 30 followers, Augustine is said to have held a mass here before moving on.

Substantial remains of an early Tudor friary church of Franciscan 'grey friars'.

The Grey Friars, or Franciscans, were followers of St Francis of Assisi and founded many religious houses across Europe.

They earned their name from the grey habits that were worn as a symbol of their vow of poverty.

Holy Trinity, Stratford, on the banks of the River Avon, is probably England's most visited Parish Church. As well as being a thriving Parish church, it receives many thousands of visitors each year due to the fact that William Shakespeare was baptised here, worshipped here, and is buried in the chancel.

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