DISPLAYING ITEMS BY TAG: PSHE

The Olympics brought into sharp focus just what can be achieved when individuals are set alight so that they can blossom and realise their full potential - and the sense of wellbeing when the spirit of service flourishes.

So what qualities shone as the Olympic torch travelled the length and breadth of the country? What characteristics were identified during the London 2012 Olympics opening ceremony? Which elements of the Games themselves demonstrated what can be accomplished when people are fired up?

Considering that any person who serves as an example and whose behaviour is emulated by others is a role model, the big ask is: What kind of attitudes are young people learning from us? Which skills are they developing from us? What knowledge are they gaining from us?

With a new academic year just over the horizon, the summer holidays could be a particularly good time for personal reflection and development, and consideration about how we can consciously motivate young people to make the most of their rich education opportunities and inspire them to become the best they can be, realise their full potential and live their dreams - while remaining true to themselves.

It is a natural sentiment for parents to want the best for their children and many who have entered the teaching profession have done so because of their love of children.

What do we mean by character building and why is there ever greater emphasis on it as a necessary part of a child’s development and education?

The London 2012 Olympic Games provide an ideal incentive for each of us to shine and enjoy the rewards from raising our personal development bar and supporting one another and children as we go for gold in all that we do and in every aspect of our lives.

How can we achieve this heightened state?

Let’s start by considering what we VALUE, what we treasure, because this is where much of our energy is absorbed. It may be that we value:

  • our health and wellbeing
  • our families and friends
  • our homes and neighbourhoods
  • our work and income
  • our environment and the wider world

How would inhabitants of Kepler-22b rate Planet Earth beings?

If inhabitants of the newly discovered Kepler-22b planet were to quietly visit Earth’s atmosphere and observe the activity on Planet Earth, how would they rate the way we live and how we are looking after our planet?  Would they be surprised to see widespread, unsustainable modes of operation that appear to be posing a very serious threat to the very existence of our blue planet?

It is possible that one observation would be that many Earth beings don’t seem to be enjoying the realisation of their full potential due to operating and bringing up their young in a debilitating climate of moral uncertainty. In the minds of our galactic cousins, they might wonder why this matter is not being more urgently addressed, not least for the sake of the health and well-being of Planet Earth and all other forms of life on it.

What is it like being at school?

Were your school days the best days of your life? Are our schools today exciting our children and young people? Are they places in which we are opening the hearts and minds of every single child? Do pupils find that their schools  provide a network of support, advice and friendship in which they can blossom and reach their full potential in the knowledge that all the staff and the key adults in their home environments are behind them and keen for them to do well and be happy? Do today’s young citizens leave school with a vision for themselves, inspiring values to guide to their thinking and choices and full of purpose so that they will constantly strive to be victorious in all aspects of their lives?

What are the expectations of 21st-century education?

Considering young citizens of school age, the global debate indicates that ultimately the answer tends to be broadly the all-round or holistic development of each person.   Key to achieving this is thoughtful nurturing of the different aspects of individuals and their talents, at home and at school – and hence the SPIES!

A huge emphasis has been placed on the prevention of last month's riots occurring again in the future. Strategies have been put in place that will encourage students during their transition from primary school to secondary and fifty million pounds was pledged by Mr Nick Clegg at the Liberal Democrat conference that will facilitate this. But how can we find new ways of adapting the PSHE curriculum to help prevent such events from occurring in the future?

It would perhaps be fair to say that within the curriculum itself, more emphasis needs to be placed on being a model citizen and a good member of the community.

On 21 July 2011, Nick Gibb MP, Minister of State for Schools, launched a review of Personal, Social, Health and Economic (PSHE) education stating that “The aim of the review is to consider the essential knowledge and awareness that pupils need to be taught, so that they understand the world around them and are able to manage their lives, now and in the future.”

In May 2011, the Department for Education stated that “Citizenship gives pupils the knowledge, skills and understanding to play an effective role in society. It helps them to become informed, thoughtful and responsible citizens aware of duties and rights. It promotes their spiritual, moral, social and cultural development, making them more self-confident. It encourages pupils to play a helpful part in the life of their school, community and world.”

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