PSE
On the 16/10/2002 Jane Davidson(Ed Minister) announced that “PSE will become a statutory element within the basic curriculum for children aged 5 to 16 years old from September 2003 in Wales”. ... It saw PSE as an essential element in holistic education, a way for people to become personally responsible. ... The National Assembly For Wales recognised the role of the PSE which would help schools to promote: positive relationships, life-long learning and effective contributation to adult and working life, better health and also progress towards concern and action for equal opportunities and social justice. ... The ACCAC went around schools to inspect that they did teach PSE and looked at the progress it was making and how it helped the pupils, if it did. ... The order adds two new requirements to the the Basic Curriculum - Personal and Social Education (PSE) and Work-related Education (WRE).” Therefore PSE became a statutory subject within the schools curriculum such as maths or welsh. ... The methodology of PSE teaching is different. PSE teaches factual information, attitudes and skills, such as life skills. Every teacher has to teach PSE, every pupil needs their guidance and support, it is vital in order for them to succeed in adult life. ... The aspects of PSE are identified as the aspects of a person within society which can be developed within the school context. These aspects provide the framework for provision in PSE: Social Community Sexual Moral Environment Emotional Vocational Physical Spiritual Learning The aims of the PSE according to the PSE Framework are to “ equip pupils to be personally and socially effective by providing learning experiences in which pupils can develop skills, explore attitudes, values and personal qualities, and acquire, evaluate and apply appropriate knowledge and understanding. ... This guidance is provided to help schools to review and develop their existing provision in PSE. The guidance : “gives advice about the organisation of taught PSE including modes of delivery, and about the management and coordination of the whole-school and whole-curriculum provision describes the general features of school life which can enhance pupils personal and social development emphasises the importance of process in PSE, by giving attention to active and experiential learning discusses the opportunities for assessing, recording and reporting achievement in PSE suggests ways of approaching monitoring and evaluating, which take into account both outcomes and processes, and offers a number of case studies from schools across Wales, which exemplify good practice in a range of contexts and experiences.