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Sex and Relationships Education Minisite

Key teaching and learning methodologies

Active Learning

Teaching and learning in PSHE is done within a model of Active Learning, supported by evidence that this is the best approach. The Active Learning Model is taken from
Personal and social development for all, McLaughlin and Byers, 2001.

This model reflects many of the processes of personal-social learning in young people. Initially the young person does something, then gets feedback of some sort. On the basis of hearing that feedback he / she considers and reviews a strategy and from the learning, plans future actions. The cycle can be entered at any point.

In PSHE, you need to consider the do phase of this cycle as a planned learning activity. This could include:

  • reading something
  • looking at something
  • doing a collaborative exercise
  • taking part in a simulation
  • doing an activity outside the classroom.

To identify what was learnt you need to move to a review element that incorporates reflection and review of the activity. This process needs to be explicitly structured and sequenced and you will draw out points through discussion or other reflective activities. By identifying these points of learning, the learn phase enables pupils not only to identify what they know now, but also what they may want or need to know in the future.

The apply phase is where the transfer of learning takes place. Pupils again need a structure and sequence to enable them to apply what they have learnt to other contexts and to plan future actions or set goals.

Within the Active Learning Model teachers will encourage pupils to engage with a variety of learning styles to meet their needs and to allow for differentiation. This will ensure that they have the opportunity to work in a number of different ways.

Lesson planning needs to include active learning and opportunities for pupils to reflect on their learning and apply what they have learnt.

Groups

Independent work gives pupils a chance to reflect on their personal progress, needs and goals, but good group work is an essential element of good SRE as it allows for a range of opportunities for active learning. At its best group work may:

  • recognise and enhance the social processes that support learning
  • create groups that become supportive places, including for learning
  • be used to simulate social processes that occur elsewhere
  • provide a context for reflecting on own individual performance
  • provide opportunities for individuals to give and receive personal feedback
  • create groups that become safe contexts for supporting growth and experimentation.

Agenda setting

Use activities to find out what pupils already know and feel strongly about. The resultant information should influence lesson and programme content and delivery so that clear links with the worlds of children and young people outside school are made. Such activities could include writing ideas and responses on displayed graffiti sheets, quizzes, paired interviews, rounds, question boxes or human bingo.

Distancing techniques

All pupils need help to discuss sensitive issues and develop decision-making skills in a safe environment. De-personalisation of discussion avoids embarrassment and polarized debate whilst protecting privacy. Techniques for this include role-play, use of the third person, case studies with invented characters and the use of stories, magazines, photographs and videos.

Values clarification

A critical objective of SRE is to help pupils develop their values and attitudes to relationships within a moral framework. A number of methods enable pupils to compare their views with others and to appreciate the spread of opinion in a group. Misunderstandings and assumptions will need attention and challenging. Pupils can form an attitude continuum to show how strongly they hold a view, visual images can be discussed, and cards with beliefs or opinions written on them can be sorted into agree/disagree or important/not important piles for discussion and comparison with other groups.

Problem solving

Problem solving with regard to relationships and situations associated with sexual health is a key and complex skill that is an essential component of an SRE programme. Activities should give opportunities to practice personal and social skills to include clarifying the problem, generating different solutions and evaluating and selecting the best way forward. Methods could include using problem page activities, conflict resolution strategies and a carousel or fish bowl arrangement to encourage lively paired work with a rehearsal of a specific solution or skill, such as saying no to unwanted sexual pressure.

Encouraging reflection

Learning from experience necessarily involves reflection and is crucial because it encourages pupils to consolidate what they have learnt and to form new understanding, skills and attitudes. Set aside some time during the session and again at the end of it for the group to discuss what has happened, based on the following questions:

  • What happened?
  • How did I feel?
  • What information / skills did I learn?
  • How can I apply what I have learnt?
  • What else would I like to know about? 

Assessment and evaluation

Self, group and by the teacher, and record keeping.