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Abstract
This paper will discuss research undertaken within a London borough in 2009 that aimed to examine how Personal, Social, Health and Economic education (PSHE) was perceived and delivered. The ethos of schools was incorporated into the enquiry as a key determinate of both perception and delivery of PSHE. The findings are presented with particular reference to three areas: school ethos, participation and evaluation. The overall conclusion of the study is that staff value PSHE, but with some reservations. Staff believe that PSHE has a positive impact on pupil behaviour. The value placed by schools on PSHE, and how it interrelates with the existing ethos of schools, remains a crucial factor in its provision.
Notes
1. Here we are using the definition of PSHE used by the PSHE Association, who include the ‘economic’ content of the curriculum. Available online at: http://www.pshe-association.org.uk/.
2. Available online at: http://home.healthyschools.gov.uk/.
3. Available online at: http://www.teachernet.gov.uk/teachingandlearning/.../seal_learning/.
4. The addition of ‘economic’ may have been attempt by the last New Labour government to add a more practical element to the content of PSHE.
5. Indeed, we have encountered similar uncertainty from other teachers outside this project.
6. Available online at: http://www.pshe-association.org.uk/.
7. Cited in N. Puffett’s ‘Children & Young People Now’ (10 August 2010) based on information from a leaked internal memo from Michael Gove. Available online at: http://www.cypnow.co.uk/news/1021116/Government-clarifies-ban-Every-Child-Matters/?DCMP=ILC-SEARCH.
8. A reviewer of a previous draft of this paper expressed concerns regarding the ethical implications of using students in this way. The authors would like to stress that the primary purpose of these sessions was to provide the students with experience of running and participating in a focus group. The students were free to express ‘informed dissent’ by not participating if they so wished. However, we found the discussions to be lively and informative and the teachers present encountered opinions they sometimes found challenging. We ensured that the contribution made by the students was compensated for by offering advice on their Sociology projects on both an individual level and a group level.