Secondary models of delivery
PSE is delivered in a number of ways. A coordinated, coherent programme of PSE should make efficient use of a range of models. This page highlights some of the matters that providers need to consider when deciding which model(s) best fits their particular needs.
Model 1: PSE delivered as an integrated element across a wide range of curriculum subject areas
- Puts PSE in the context of learning as a whole.
- Makes the relevance of individual subjects clearer to students.
- Very challenging to achieve consistency of approach.
- Difficult to offer a consistent learning experience for all learners as PSE is delivered across a range of optional subjects at Key Stage 4 and post 16.
- Need to keep subject teachers up to date with resources and methodologies.
- How to track the progress of individual learners.
- Need to maintain liaison, monitoring and evaluation.
Model 2: PSE delivered as part of the tutorial programme
- Links PSE to other opportunities for personal development.
- Enhances the role of tutors and builds relationships with learners.
- Reluctance of some tutors.
- Lack of specialist knowledge and confidence.
- Potential for lack of time and resources to deliver a coherent session.
- Training for tutors regarding relevant methodologies.
- Availability of the PSE coordinator to support tutors.
Model 3: PSE delivered by specialists in discrete sessions
- Clear identity and context for learning.
- Expert input/expertise available.
- Planning, progression and evaluation are straightforward.
- Potential for PSE to be seen in isolation.
- Expertise of specialists may be seen as excusing others from making their contributions.
- Expertise may be heavily invested in a small team of people.
- Management support to ensure adequate time is provided and specialists are available.
Model 4: PSE delivered in focused activities
- Enhances profile of PSE.
- Reinforces classroom based learning.
- Links learning to ‘real life’ situations.
- Generates a shared sense of purpose and associates PSE with excitement of special activities.
- Requires a significant amount of planning.
- May not be able to guarantee delivery year on year.
- May not be perceived by learners as being part of the curriculum.
- What extra value do focused activities add to curricular learning.
- How to achieve continuity of learning experiences.
- How to recognise the achievement of individual learners.