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Accreditation for PSHE

Discussion in 'PSHE' started by littlemiss85, Mar 7, 2010.

  1. Hi

    I am looking into available qualifications for PSHE for KS4. I don't want to go down the route of GCSE citizenship even though we teach the subjects combined because I think it is quite dry. I have looked into cope but find there's a lot of paperwork for that and we already do this in p16. Are there any other qualifications people know of or currently provide for their KS4 and what do they entail?
  2. dont do qualifications in pshe - please. kids do enuf, and quite frankly pshe is one place where, when well taught and dynamic, relevant, interesting etc is a place where they can really learn relevant and fabulous things, and know that they don't have yet another pressure of exam/coursework. their life is their exam, that is tough enough. btw, i do teach cit short course and it's really not dull or dry. in our school, all KS4 students do a lesson a week of PSHE, RS and Cit, each subject taught by specialists and short courses in RS and Cit. Its great.
  3. Well said boosturgeon. Education is about far more than examinations. Encourage students and staff alike to value PSHE for what it is.
  4. Have you looked at the Asdan course "PSD" (Personal Social Development)? If the kids do it to level 2 then it's a B GCSE equivalent. Rather than being based on exams they do a series of "timed challenges" which they can redo over and over again until they pass them. There's several training events coming up, which i'm planning to go to as i'm hoping to bring it in for our kids. Whilst I agree with the above post that this subject ideally would not be graded, that's not the way that management at near-failing schools see it! I think the PSD course may be an ideal compromise to get the school the "points" that it is so desperate for but also to stay true to the PSHE ethos with no exam pressure.
  5. We have just started doing the AQA Entry Level PSHE course - it seems OK - but I agree with the other posters - leave PSHE as a nice subject that kids can offload in, feel comfortable in doing and have no exam expectations put on them!

    You can guess that it wasn't me that instigated the course [​IMG]
  6. Thanks, I am looking at accreditation in response to views aired by the pupils themselves who increasingly in Yr10 and 11 don't see the value in things that they are not getting accreditated for. I am looking at the ASDAN PSD and the AQA Level 1 award so if you have dates for training or any resources then that would be good. I don't really want something that ends in another exam for students hence why I don't think the citizenship courses would be suitable. I would just like something that would mean the work we are already doing would get accreditated and then be some use to the students as a qualification. I do agree that they learn exponetially from the things taught in PSHE but for KS4 it is one of the few things on their timetable that doesn't lead to an accreditation.

  7. I'm not sure unless you offered them a GCSE PSHE you'd find things would improve, colleagues offering short courses will often say that students don't value the qualification as much and alternative qualifications are often seen as being of less value. Even then adding extra burden to their schedules with revision and coursework might not work in the favour of the subject.
    In does get harder especially this time in year 11, i'd look at the programme and keep some of the bits they find most interesting for now

  8. life is their exam........ i think ours must like it alot cos we don't get anyone asking about a qualification any more. i broached it with some and explained the implications and they all without exception said no because they like the flexibility to response to need and opportunity to really go at things in depth. what we do is pretty interesting anyway (well i think it is and haven't had any of them say otherwise!), and we have a specialist team and supportive management. The students need to be able to value things intrinsically, not cos the qualification tag. as i prob said before, qualifications dont help much in a domestic abuse situation, or negotiating condom use, or helping a friend who is self harming. all those lovely so called soft skills are absolutely essential,and it seems employers want people with good skills. so i'll say it again DONT GO DOWN THE QUALIFICATIONS ROUTE. far better surely to raise the profile of the PSHE so that it is valued in its own right?
  9. Thank you everyone for your opinions and dazzlingdiamondust and southlondonteacher for your suggestions. I don't see why PSHE can't be fun and students achieve an accrediation at the end of it hence why I am looking into it. If anyone has any other courses they would suggest for PSHE I would really appreciate it as that was the original purpose of the post - not to debate the merits of accrediting or not. Maybe someone could post a separate post about that.
  10. We have a personal development department, students are taught in discrete lessons by specialist staff. I am arguing strongly to ditch the qualifications, but students currently have the mindset that without a certificate at the end of the course it's not worth doing. Equally some parents.
    So my less than perfect solution is in year 10 to offer 9 units of the BTEC workskills qualification, equivalent to a GCSE. We cover work experience prep, H & S, review and satisfying the statutory requirement for careers - especially thinking about the current importance of IAG
    and then in year 11 we offer the AQA L1/2 preparation for working life - equivalent to half a GCSE, which is in 9 modules and covers all of the personal & economic well-being requirements. Is 80% exam and 20% course work, brilliant.
    Also worth investigating is the NOCN PSHE course, which is in the pipe line for accreditation at L2 and offers some excellent units.
  11. I have just recently delivered the Asdan PSD qualification (the award which is a 60 hour course and worth half a GCSE. I work in a PRU, and the reason we decided to deliver it was because we discovered that it meant we could accredit much of the curriculum that the students were already engaged in. We basically did not change what we delivered, just 'tweaked' it a bit to fit criteria effectively.
    I, too have always thought that we should not go donw the route of examining PSHE - I firmly believe it is not a subject that students need to 'perform' in - they need to be able to explore their views in a way that is not performance related!
    However, the PSD 'fits' us perfectly and seems to be a win/win situation:- the students are doing the same work, we are delivering the same curriculum, there is no pressure of an exam. (The controlled challenges do not have to be completed in silence, just without their folders/workbooks There is a time limit, but this is just to give a maximum time - think it is about 1 1/2 hours, but none of my students have ever spent longer than 20 mins on them!) So everything is the same as it was before we delivered the PSD, but now the students get a qualification too, as a bonus!
  12. oggs26

    oggs26 New commenter

    brillant thank you for this. do you have an overview of how its planned ?

  13. We have small groups (2/3), so it is very much based on the concept of personalised learning. There are about 12 different modules, each worth between about 1 and 3 credits and you need 8 credits for the Award. This means usually I only need to deliver 4 modules out of 10, so I choose the ones most appropriate to the young people in the group. (Modules include things like Healthy Living, which includes safe sex, drug and alcohol use, Social Relationships, Parenting Awareness, Leisure Time, Managing Money etc.)
    Once you have decided which modules to deliver, you then choose which challenges best suit your students (you can also develop 2 of your own in each section), making sure you cover all of the necessary criteria needed to evidence the award. (Each challenge lists the criteria, so you can just check if off). The challenges offer opportunities to cover the topics in an active learning style, using discussions, wall displays and role plays to evidence learning.
    If you contact Asdan, they will send you samples of the learner books, and also the standards guidance, which also outlines suitable activities and different ways to evidence them. They are very helpful. I have delivered a number of different Asdan courses, and this one is very easy in terms of additional paperwork and is moderated postally, so school don't need to cover you to attend moderations.

    HTH - please feel free to contact me with any more questions, and I will help if I can.
  14. Hi
    As stuliet has pointed out, ASDAN will be more than happy to email you sample books.
    Please send an email to info@asdan.org.uk to request sample PSD books, specifying which you are most interested in - Entry 1, Entry 2, Entry 3, Levels 1 or Level 2.
    Please also feel free to put any queries you may have in the email so you can be put in touch with a PSD expert to offer you guidance and support.
    Best wishes and good luck with the course!

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