Personal, Social, Health and Economic Education (PSHE Education) (level 4)

Module delivery dates

The module will next run in Lancaster, supported by online learning with days of attendance scheduled from 09:30 - 16:00 hours. The attendance dates are: 25 January (compulsory), 01 March (compulsory), 22 March, 03 May, 14 & 28 June 2013. You should select one of the three subject specific days depending on the focus of your studies (all sessions can be attended if preferred):

03 May focuses on Drugs Education

14 June focuses on Emotional Wellbeing

28 June is a workshop on portfolio writing which is optional but advised

Why study with us?

This module aims to develop the confidence and competence of a range of practitioners to support and deliver safe and effective teaching and learning in PSHE Education.

Resources and facilities

We are amongst the UK’s leading health and wellbeing faculties and are proud of the high level of support we are able to offer to our students. We provide a wide range of high-quality courses supported by expert academic and clinical practice staff. If you join us you will enjoy great facilities and learn alongside caring, committed and experienced professionals. Our employment record is excellent.

Student work

Formative Assessment: 6,000 word equivalent portfolio and a 1,000 word equivalent set exercise (two lesson plans each with a reflective account).

Entry requirements See course specific entry requirements listed below.

More about levels and credits

Credit and UCAS requirements Credit: 40 credits Selection criteria

This module is suitable for nurses, teachers and other practitioners who are involved in the planning and delivery of PSHE Education within schools. As well as gaining a sound knowledge and skills of PSHE Education, you will be able to develop in one particular aspect of PSHE, such as sex and relationships education, or drug education.

To be eligible to study this module, students must demonstrate the ability to study at this level and commit to attempting the assessment. When taken as part of a specific named award, the module content and assessment must be focussed towards the subject of that award.

Students must participate in the formative components of the module in order to successfully pass the module.

UCAS Link Modules

HPHS4004 Personal, Social, Health and Economic Education (PSHE Education) 40 Credits at level 4

Intended Learning Outcomes

On successful completion, you will be able to:

• Reflect on your development of detailed knowledge and understanding of safe and effective approaches to teaching and learning of PSHE education
• Evaluate your own teaching and learning style, planning processes and approaches to PSHE education, and the impact on the development of children and young people
• Demonstrate subject specific knowledge in relation to one aspect of PSHE education
• Reflect on the importance of collaborative working, to enable safe and effective delivery of PSHE education
• Demonstrate safe and effective practice in PSHE education

Indicative Core Bibliography

Department for Children, Schools and Families and (DCSF) (2010) PSHE Education Guidance: a summary of government guidance related to PSHE. London: DCFS

Department for Children, Schools and Families and (DCSF) (2008) Review of SRE in schools: a report by the External Reference Group. London: DCFS

Department for Education (DfE) (2010) The Importance of Teaching: White Paper. London: DfE.

Ghaye, T (2010) Teaching and learning through reflective practice: a practical guide for positive action. 2nd ed. London: Routledge.

McWhirter, J. (2009) PSHE Education: from theory to practice. London: PSHE Association.

OfSTED (2010) PSHE Education in Schools. London: OfSTED.

Sherwin, S. (2009) Interprofessional Working is Key to Delivery of Quality PSHE. British Journal of School Nursing, 4, (2), p. 93-5.

Websites:

PSHE Association: http://www.pshe-association.org.uk
NICE: www.nice.org.uk

Course summary

Indicative module content includes: The legal, professional and ethical context of PSHE education; valuing equality and diversity; utilising health and social intelligence to inform practice; teaching and learning strategies; planning processes; subject specific knowledge to inform PSHE education; reflective practice; evaluation strategies; collaborative working, including involvement of children and young people.