WALES Personal and Social Education Curriculum Audit. Key Stage 2: SEAL Mapping to PSE outcomes
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1 a WALES Personal and Social Education Curriculum Audit (based on the PSE Framework for 7 to 19 year olds in Wales, 2008) Key Stage 2: SEAL Mapping to PSE outcomes Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
2 Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
3 Skill Learners should be given opportunities to: Themes SEAL learning Outcomes outcomes Self-awareness: knowing myself 1.2 I can take responsibility for my actions and learning Managing feelings: Managing how I express my feelings 2.1. I can stop and think before acting 2.3. I understand that the way I express my feelings can change the way other people feel Developing Thinking identify links between cause and effect Motivation 3.1. I can set myself a challenge or goal, thinking ahead and considering the consequences for others and myself I know how to evaluate my learning and use this to improve my future performance. Empathy 4.6. I know that my actions affect other people and can make them feel better or worse Social skills 5.4. I recognize put-downs and know how they affect people, so I try not to use them I can make a wise choice with work or behaviour distinguish between facts, beliefs and opinions Throughout all themes form personal opinions and make informed decisions Throughout all themes Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
4 use appropriate techniques for personal reflection Throughout all themes listen carefully, question and respond to others Throughout all themes Empathy 4.1. I can recognize the feelings of others 4.2. I know that all people have feelings but understand that they may experience and show their feelings in different ways or in different circumstances Social skills 5.3. I know how to be friendly I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people 5.6. I can work well in a group, cooperating with others to achieve a joint outcome Developing Communication express their views and ideas confidently through a range of appropriate methods Throughout all themes Managing feelings 2.2. I can express a range of feelings in ways that do not hurt myself or other people 2.3. I understand that the way I express my feelings can change the way other people feel 2.4. I can adapt the way I express my feelings to suit particular situations or people Throughout all themes Social skills 5.9. I can be assertive when appropriate Social skills contribute to class discussions and take part in debates 5.1. I feel that I belong and am valued in my class, school and community 5.2. I understand and accept my Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
5 rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everybody 5.6. I can work well in a group, cooperating with others to achieve a joint outcome 5.7. I can tell you what helps a group to work well together Developing ICT Developing Number find and develop information and ideas Potentially through any theme create and present information and ideas use ICT safely with appropriate support and guidance select data from given information presented in a range of numerical and graphical ways gather information in a variety of ways, including simple questionnaires or databases to support understanding of PSE related issues Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
6 Skill Learners should be given opportunities to: Themes SEAL Learning Outcomes Working with Others work cooperatively to solve problems Throughout all themes Social skills: Working together 5.6. I can work well in a group, cooperating with others to achieve a joint outcome 5.7. I can tell you what helps a group to work well together Resolve conflict 5.8. I can resolve conflicts to ensure that everyone feels positive about the outcome Standing up for myself 5.9. I can be assertive when appropriate make and maintain friendships and other relationships Social skills: Friendships and other relationships 5.3. I know how to be friendly I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people 5.4. I recognize put-downs and know how they affect people, so I try not to use them 5.5. I can make, break and sustain friendships without hurting others resist unwanted peer pressure and behaviour Social skills: Standing up for myself 5.9. I can be assertive when appropriate Making wise choices I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later on I can make a wise choice with work or behaviour empathise with others' experiences and feelings Theme 2: Getting on and falling out Theme 3: Say no to bullying Empathy: understanding the feelings of others 4.1. I can recognize the feelings of others 4.2. I know that all people have feelings but understand that they may experience and show their feelings in different ways or in different circumstances 4.3. I can understand another person s point Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
7 Theme 6: Relationships of view and understand how they might be feeling Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
8 manage different emotions and develop strategies to resolve conflict and deal with bullying Theme 2 Getting on and falling out Theme 3: Say no to bullying Theme 5: Good to be me Theme 6: Relationships Managing feelings: Managing how I express my feelings 2.1. I can stop and think before acting 2.2. I can express a range of feelings in ways that do not hurt myself or other people 2.3. I understand that the way I express my feelings can change the way other people feel 2.4. I can adapt the way I express my feelings to suit particular situations or people Managing feelings: Managing the way I am feeling 2.5. I can calm myself down when I need to 2.6. I have a range of strategies for managing my worries and other uncomfortable feelings 2.7. I have a range of strategies for managing my anger 2.8. I understand that changing the way I think about people and events changes the way I feel about them 2.9. I can change the way I feel by reflecting on my experiences and reviewing the way I think about them I know that I can seek support from other people when I feel angry, worried or sad I know what makes me feel good and how to enhance these comfortable feelings Social skills: Resolve conflict 5.8. I can resolve conflicts to ensure that everyone feels positive about the outcome Social skills: Standing up for myself 5.9. I can be assertive when appropriate Social skills: Making wise choices I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later on. Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
9 5.11. I can make a wise choice with work or behaviour Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
10 ask for personal support and advice Throughout all themes Managing feelings: Managing the way I am feeling: I know that I can seek support from other people when I feel angry, worried or sad experience various learning styles and recognise the ways in which they learn best Theme 4: Going for Goals Self-awareness: Knowing myself 1.1. I know when and how I learn most effectively 1.3 I feel good about the things I do well, and accept myself for who and what I am 1.4 I can recognize when I find something hard to achieve reflect on progress, identify strengths and weaknesses and set targets for improvement Theme 4: Going for goals Self-awareness: Knowing myself 1.3. I feel good about the things I do well, and accept myself for who and what I am 1.4. I can recognize when I find something hard to achieve Improving Own Learning Motivation 3.1. I can set myself a challenge or goal, thinking ahead and considering the consequences for others and myself I can break a long-term plan into smaller, achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them I can choose when and where to direct my attention, concentrate and resist distractions for increasing periods of time I know and can overcome some barriers to my learning such as feelings of boredom and frustration and know when to keep trying or try something different I can bounce back after a disappointment or when I have made a mistake or been unsuccessful. Evalutaion 3.6. I know how to evaluate my learning and use this to improve my future performance. Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
11 apply learning to similar situations within school Theme 4: Going for goals Evalutaion 3.6. I know how to evaluate my learning and use this to improve my future performance. develop practical skills necessary for everyday life 5 social and emotional aspects of learning are necessary for everyday life throughout all themes Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
12 Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
13 Theme Range Themes SEAL Learning outcomes Learners should be given opportunities to: develop respect for themselves and others Throughout all themes. In particular: Self-awareness: Knowing myself 1.3. I feel good about the things I do well, and accept myself for who and what I am Active Citizenship Theme 2: Getting on and falling out Theme 5 Good to be me Theme 6 Relationships value families and friends as a source of mutual support Theme 6 Relationships Empathy: Understanding the feelings of others 4.2. I know that all people have feelings but understand that they may experience and show their feelings in different ways or in different circumstances 4.3. I can understand another person s point of view and understand how they might be feeling Empathy: Valuing and supporting others 4.4. I value and respect the thoughts, feelings and beliefs of other people Empathy: Valuing and supporting others 4.5. I can be supportive to others and try to help them when they want it 4.6. I know that my actions affect other people and can make them feel better or worse Social skills: Belonging to a community 5.1. I feel that I belong and am valued in my class, school and community 5.2. I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everybody Social skills: Friendships 5.3. I know how to be friendly I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
14 Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
15 value diversity and recognise the importance of equality of opportunity Throughout all themes. In particular: Theme 1: New beginnings Theme 6: Relationships Empathy: Understanding the feelings of others 4.1. I can recognize the feelings of others 4.2. I know that all people have feelings but understand that they may experience and show their feelings in different ways or in different circumstances 4.3. I can understand another person s point of view and understand how they might be feeling Empathy : valuing and supporting others 4.4. I value and respect the thoughts, feelings and beliefs of other people participate in school life Throughout all themes. In particular: Theme 1: New beginnings Social skils: Belonging to a community 5.2. I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everybody and to understand: their rights e.g. the UN Convention on the Rights of the Child and responsibilities Theme 1: New beginnings Social skils: Belonging to a community 5.2. I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everybody the importance of democratic decision-making the benefits of families and friends and the issues that can arise Theme 6: Relationships Empathy: Valuing and supporting others 4.5. I can be supportive to others and try to help them when they want it 4.6. I know that my actions affect other people and can make them feel better or worse Social skills: Belonging to a community 5.1. I feel that I belong and am valued in my class, school and community 5.2. I understand and accept my rights and Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
16 responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everybody Social skills: Friendships 5.3. I know how to be friendly I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people situations which produce conflict, the nature of bullying Theme 2: Getting on and falling out aspects of the cultural heritage and diversity in Wales how injustice and inequality affect people s lives what is meant by disability the challenges learners might have in accessing learning opportunities in school Theme 3: Say no to bullying Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
17 Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
18 Theme Range Themes SEAL Learning outcomes Learners should be given opportunities to: take increasing responsibility for keeping the mind and body safe and healthy Self-awareness: knowing myself 1.2 I can take responsibility for my actions and learning Managing feelings: Managing how I express my feelings 2.1. I can stop and think before acting 2.2. I can express a range of feelings in ways that do not hurt myself or other people Health and Emotional Well-being Managing feelings: Managing the way I am feeling I know that I can seek support from other people when I feel angry, worried or sad I know what makes me feel good and how to enhance these comfortable feelings Social skills: Making wise choices I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later on I can make a wise choice with work or behaviour feel positive about themselves and be sensitive towards the feelings of others Self-awareness: knowing myself 1.3 I can take responsibility for my actions and learning Managing feelings: Managing the way I am feeling I know what makes me feel good and how to enhance these comfortable feelings Empathy: Understanding the feelings of others Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
19 4.1. I can recognize the feelings of others 4.2. I know that all people have feelings but understand that they may experience and show their feelings in different ways or in different circumstances 4.3. I can understand another person s point of view and understand how they might be feeling Empathy: Valuing and supporting others 4.4. I value and respect the thoughts, feelings and beliefs of other people 4.5. I can be supportive to others and try to help them when they want it 4.6. I know that my actions affect other people and can make them feel better or worse Social skills: Friendships 5.4. I recognize put-downs and know how they affect people, so I try not to use them 5.5. I can make, break and sustain friendships without hurting others Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
20 and to understand: the features and physical and emotional benefits of a healthy lifestyle e.g. food and fitness the harmful effects, both to themselves and others, of tobacco, alcohol and other legal and illegal substances the reasons for the physical and emotional changes which take place at puberty to include conception, pregnancy and birth the range of their own and others' feelings and emotions the importance of personal safety how to distinguish between appropriate and inappropriate touching what to do or to whom to go when feeling unsafe Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
21 Theme Range Themes SEAL Learning outcomes Learners should be given opportunities to: explore their personal values Throughout all themes Throughout all themes Self-awareness: Understanding my feelings 1.8. I know it s OK to have any feeling, but not OK to behave in any way I like be honest and fair and have respect for rules, the law and authority Social skills: Belonging to a community 5.2. I understand and accept my rights and responsibilities in school, and know how I can take responsibility for making the school a safe and fair place for everybody Moral and Spiritual Development and to understand: how cultural values and religious beliefs shape the way people live that people differ in what they believe is right and wrong Empathy: Valuing and supporting others 4.4. I value and respect the thoughts, feelings and beliefs of other people Self-awareness: knowing myself 1.2. I can take responsibility for my actions and learning that personal actions have consequences Self-awareness: understanding my feelings 1.8. I know it s OK to have any feeling, but not OK to behave in any way I like Managing feelings: Managing how I express my feelings Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
22 2.3. I understand that the way I express my feelings can change the way other people feel Empathy: Valuing and supporting others 4.6. I know that my actions affect other people and can make them feel better or worse Social skills: Friendship 5.4. I recognize put-downs and know how they affect people, so I try not to use them Social skills: Making wise choices I can make a wise choice with work or behaviour Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
23 Learners should be given opportunities to: Throughout all themes Self-awareness: knowing myself 1.3. I feel good about the things I do well, and accept myself for who and what I am 1.4. I can recognize when I find something hard to achieve enjoy and value learning and achievements Motivation 3.2. I can break a long-term plan into smaller, achievable steps, plan to overcome obstacles, set success criteria and celebrate when I achieve them I know how to evaluate my learning and use this to improve my future performance. Preparing for Lifelong Learning take increasing responsibility for their learning Theme 4: Going for Goals Self-awareness: knowing myself 1.2. I can take responsibility for my actions and learning Motivation 3.1. I can set myself a challenge or goal, thinking ahead and considering the consequences for others and myself I can choose when and where to direct my attention, concentrate and resist distractions for increasing periods of time I can bounce back after a disappointment or when I have made a mistake or been unsuccessful I know how to evaluate my learning and use this to improve my future performance. Social skills: Making wise choices I can solve problems by thinking of all the options, identifying advantages and disadvantages, choosing a solution and evaluating it later on I can make a wise choice with work or behaviour and to understand: the range of jobs carried out by people in their community Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
24 money is earned through work and can buy goods and services the importance of looking after their money and the benefits of regular saving Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
25 Theme Range Themes SEAL Learning outcomes Learners should be given opportunities to: Sustainable Development and Global Citizenship appreciate the natural world as a source of inspiration take an active interest in varied aspects of life in school and the wider environment develop a positive attitude on issues of poverty and fairness and to understand: how the environment can be affected by the decisions we make individually and collectively that local actions have global effects because of connections between places and people Throughout all themes how poverty and inequality can cause problems Personal and Social Education Audit; Qualifications and Curriculum Group, DCELLS, November
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