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  • Admin
    June 28, 2020
    PSHE (Personal Social Health Education) is a school subject through which pupils develop the knowledge, skills, and attributes they need to keep themselves healthy and safe and prepare for life and work in modern Britain. Evidence shows that well-delivered PSHE programs have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.

    Initially, PSHE was a small subject, often ‘touched’ on possibly a few times a year or if you were lucky once a week in form time. You may remember your PSHE lessons as an awkward time with your history teacher, where he or she briefly talked about periods or checking your testicles for lumps. Most remember the lessons as either extremely awkward or just plain unhelpful.

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    Mental health problems affect 1 in 10 young people today in the UK. They include depression, anxiety and conduct disorders, and are often a direct response to what is happening in their lives. Thankfully, most children grow up mentally healthy, but surveys suggest that more young people have problems with their mental health today than 30 years ago. That’s probably because of changes in the way we live now and how that affects the experience of growing up.

    Alarmingly, however, 70% of children and young people who experience a mental health problem have not had appropriate interventions at a sufficiently early age.

    The role of KIP Education CIC is critical in many ways. We provide opportunities for young people to develop a balanced perspective about many important issues which they will face during the course of their lives and to develop life skills. KIP Education CIC’s workshops for young people and parents and training for professionals, aims to develop skills and attributes like resilience, self-esteem, risk-management, and critical thinking in the context of learning, grouped into three core themes: health and wellbeing, relationships and living in the wider world.

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    Dealing with change
    Changes often act as triggers for young people: e.g. moving home or school or the birth of a new brother or sister. Some children who start school feel excited about making new friends and doing new activities, but there may also be some who feel anxious about entering a new environment.

    Teenagers can experience emotional turmoil as their minds and bodies develop. An important part of growing up is working out and accepting who you are. Some young people find it hard to make this transition to adulthood and may experiment with things that affect their mental health. Again, this is why PSHE is so important and why it’s so important that the sessions your school provides are effective.

    Things that can help keep children and young people mentally well include:
    • Being in good physical health, eating a balanced diet and getting regular exercise
    • Having the time and the freedom to play, indoors and outdoors
    • Being part of a family that gets along well most of the time
    • Going to a school that looks after the wellbeing of all its pupils
    • Taking part in local activities for young people.
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    Other factors are also important, including:
    • Feeling loved, trusted, understood, valued and safe
    • Being interested in life and having opportunities to enjoy themselves
    • Being hopeful and optimistic
    • Being able to learn and having opportunities to succeed
    • Accepting who they are and recognising what they are good at
    • Having a sense of belonging in their family, school, and community
    • Feeling they have some control over their own life
    • Having the strength to cope when something is wrong (resilience) and the ability to solve problems.
    It is critical that the school’s approach to PSHE is one which is engaging, thought-provoking and inclusive in order to provide equality of opportunity and acceptance of difference irrespective of individual pupil backgrounds, abilities, faith, sexual orientation and gender identity (DfE, 2015)

    KIP Education believes that the emotional wellbeing of young people is as important as their physical health. Good mental health allows them to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults.

    If you would like more information, please get in touch at or check out our website www.kipeducation.com

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    Other organisations that can help:
    • ChildLine
    • YoungMinds
    • Family Lives
    • Barnardo's
    • Kidscape
    • CALM (Campaign Against Living Miserably)
    • PAPYRUS (Prevention of Young Suicide)
  • Admin
    June 28, 2020
    Schools and PSHE (Personal, social, health and economic) leads in September will need to meet a new set of statuary requirements set out by the Department of Education on RSE and Health Education. In this article, internet safety expert and founder of SimpleCyberLife.com Jonny Pelter summarises some of the key area's schools will need to focus to meet compliance.

    1.       Pupils Must be Taught the Risks Associated With Sexualised Media of Themselves

    With sexting and social media crazes encouraging students to post naked selfies of themselves on apps like TikTok, schools must ensure our younger generations are fully aware of the risks. This is important because the law can be very inflexible and students can be left with a criminal record and put on a sex register just for sending naked pictures of themselves to their current boyfriend/girlfriend. This is because it is illegal to distribute pornographic images of a child, even if it is sent by the child themselves.

    What can teachers do? Existing ‘ultimatum type’ advice to "Stop sexting because it's bad" can, unfortunately, be ineffective in some cases. Some people are going to continue sexting regardless, so we need a realistic solution that ensures our security and privacy at the same time. If they’re going to keep sexting they should;

    ·         Never take a compromising photo/video with their face or any identifying features in it (including the background)

    ·         Have anti-virus software installed on their device

    ·         Store the media in an encrypted media vault app like KYMS (Keep-Your-Media-Safe)

    ·         Use a password manager to ensure they have secure passwords for cloud accounts that sync media (e.g. iCloud or OneDrive)

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    2.       Pupils Must Have an Awareness of How Their Personal Data Might be Used and Misused

    The young generations often don’t fully comprehend the monetisation of their personal data and how the technology giants like Facebook use and sell their personal data for money-making purposes. Students also need to be aware of the fact that these very organisations they trust to safeguard their personal data, often get hacked and lose their data.

    What can teachers do? Explain how organisations use personal data for targeted marketing purposes. They sell our data to unknown third parties who then analyse and process it further. Encourage them to enter their email address into www.haveibeenpwned.com to check if their personal data has already been hacked. They can use www.breachalarm.com to set up a free monitoring service so they are notified when their data has fallen into the wrong hands!

    3.       Pupils Must Know How to Recognise Risks and Potentially Harmful Contacts 

    Almost all apps, dating websites and online games nowadays have a social networking element, meaning, there is the potential for students to be approached by complete strangers. This naturally comes with risks of cyberbullying, trolling and even online grooming which can have a catastrophic impact on both their psychological and physical safety.

    What can teachers do? Teach the fact that ‘stranger danger’ applies as much online as it does in real life. Being able to identify when someone online has malicious intentions can be a huge help in stopping these threats before they get chance to materialise;

    ·         Does the stranger ask you to keep secrets from your friends/parents? Perhaps they provide excuses for why they cannot video chat with you via a service like Skype or Facebook Messenger (video chat is very difficult to fake).

    ·         They request information such as photos/videos/etc.

    ·         Google the person and check things that they’ve told you. A complete lack of digital footprint nowadays should be a red flag.

    ·         Use www.tineye.com to check if their profile photo is actually of them or if it’s a stock photo

    ·         How many ‘friends’ do they have? Typically, fake profiles will struggle to build a network of connections because the person is purely fictional. If less than 300 be wary.

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    4.       Over-Sharing of Personal Data

    Cybercriminals use social media sites as a supermarket to pick their targets. Share too much personal data and you can easily fall victim to things like cyberbullying, sexual predators, financial fraud and identity theft.

    What can teachers do? There are a number of really easy and practical steps students can do to ensure they’re not over-sharing;

    ·         Tighten privacy settings of social media accounts and set to ‘private’ so only your friends can find your profile, ensuring your profile doesn’t show up in search engine results.

    ·         Never post any of the following information online; date of birth, mobile/landline telephone numbers, home town, relationship status, school/work locations, graduation dates, pet names, and other interests and hobbies (these can be used to guess security questions or passwords).

    ·         Photos taken from smartphones give away much more information than you’d think, like the GPS coordinates of where the photo was taken which anyone can find if they want to. Go to the settings on your phone and turn this functionality off.

    ·         When creating new profiles on a social media site; 

    o    Don’t create usernames or IDs that include your full name, date of birth or any information that is part of your password.

    o    When completing the ‘My Details’ sections of the registration forms, only complete the fields marked by a red asterisk.

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    If you as teachers or parents of students have any queries or are unsure how to actually implement any of these tasks, go to www.simplecyberlife.com where we can help. Recently featured on the BBC News, we are providing a revolutionary new service to parents and schools, transforming how you protect yourselves and your students from internet safety issues.

    Schools can get an ‘Enterprise Membership’ to our platform where all teachers can get access to all our help and resources. The best bit? Our personal expert advice service. Through our discussion forum and monthly Q&A calls, you can ask whatever questions you like direct to an internet safety expert and they will provide a personal response. As we launch the business, enterprise memberships are only £1.50/month per teacher!

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    Drop  an email to enquire about signing your school up today. Jonny Pelter is a cyber security professional with over 10 years consulting experience
  • Admin
    June 28, 2020
    Two years ago we decided to write a book of lesson ideas for educators who deliver Relationships and Sex Education. One of us is a teacher and the other a youth worker and we both felt that there was a gap in the resources available. We both deliver RSE and train others to deliver and create RSE resources, we know that there are hundreds of fantastic resources available online, in printed guides, in booklets, in some published books, and in peoples heads!

    We also know that very few educators have the time to search for ideas or the knowledge of where best to look. Our aim was to draw together all the best ideas and activities that we knew of, update those that need it and add in our own to fill in the gaps. Two years later Great RSE was born. 

    The book is an accessible guide of over 200 activities and session ideas that can be used both by experienced RSE educators and those new to RSE. It focuses on activities for young people 11+ although some of them can be adapted. It is divided into chapters and each chapter explores a key theme in RSE: Creating safer spaces, Relationships, Gender and Sexual Equality, Bodies, Sex and Sexual Health and Concluding the Learning. Each chapter contains a range of activities that use different approaches but are all based on the key principles that we outline in the introduction.

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    There are lots of creative activities using pipe cleaners, paper plates, jars, wool and other craft materials; there are lots of activities that integrate play using Duplo, Jenga, and balloons; and there are those that involve guided group discussion and individual reflection. We encourage educators to try out using movement to learn about the body, handshakes to learn about consent and as a warm-up and also evaluation activities.

    The book is underpinned by best practice and up-to-date research from around the world. We hope it will help educators to provide fun, challenging, and critical ways to address key contemporary issues and debates in RSE. You can read our ‘blurb’ below and try one of our activities Duplo Relationships Bridges.

    Please try it and adapt the activities to suit the contexts that work in and the young people that you work with. We’d love to know how you get on so please get in touch via twitter @alicehoylePSHE and @estermcgeeney

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    This book offers:

    • Session ideas that can be adapted to support you to be creative and innovative in your approach and that allow you to respond to the needs of the young people that you work with.
    • Learning aims, time needed for delivery, suggested age groups to work with and instructions on how to deliver each activity, as well as helpful tips and key points for educators to consider in each chapter.
    • Activities to help create safe and inclusive spaces for delivering RSE and involve young people in curriculum design.
    • A chapter on ‘concluding the learning’ with ideas on how to involve young people in evaluating and reflecting on the curriculum and assessing their learning.
    • A list of recommended resources, websites, online training courses and links providing further information about RSE.

    Currently available on Amazon or Routledge (On Routledge use code BSE19 to get 20% discount)
  • Admin
    June 28, 2020
    We often hear that we are living in an age of #FakeNews, or that we are in a post-truth era. As teachers, I think this is one of the most challenging issues we currently have to face.

    I am particularly interested in the spread of conspiracy theories, and dis or misinformation following terrorist attacks.

    This, of course, is not a new phenomenon. We are all aware of the 9/11 conspiracy theories. But when the (now) most powerful man in the world actively pushed the Birther conspiracy theory about the then most powerful man in the world (Obama) then it would appear that these things are becoming more main-stream (about a third of Americans believed the Birther conspiracy and a similar percentage believed 9/11 was an inside job).

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    Some conspiracy theories are pretty harmless. If “Mad” Mike Hughes wants to launch a homemade rocket in the Nevada desert to prove the world is flat then fine- it doesn’t cause too much pain and suffering (except for his spine).

    The problem is that these theories use selected ‘evidence’ to push things that most rational people should instantly dismiss. They only contain the selected evidence they want to present. And as Mad Mike proves- this can lead to people taking extraordinary risks or putting others in harm’s way.

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    After the London Bridge attack in 2017, a video went viral around some schools purporting to show that the attack was actually done by police actors.

    I can understand why the video could perturb. The narrator speaks with authority and makes it clear that only a fool could believe the mainstream narrative that 3 men inspired by ISIS attacked Londoners. Instead, this conspiracy maintains that the perpetrators were, in fact, police actors and goes on to ‘prove’ it by showing police officers getting changed by the side of a police van before engaging the terrorists. The conspiracy holds that the police were, in fact, changing into terrorist outfits to trick the public into thinking a terrorist attack had happened. Why on earth would they do this? Well, it turns out it’s to increase Islamophobia (sigh).

    Of course, the video is nonsense.  It’s standard police procedure to put on the heavy-duty gear before engaging with people who are armed (they were hardly going to drive back to the police station first to get changed- the whole attack took 8 minutes from start to finish).

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    So why does this conspiracy disturb me so much? Because, like the 9/11 ones, it must be hugely offensive for the friends and family of the victims. To be told that the loved one you lost was ‘made up’ and part of a Fast and Furious style set-piece done live, is deeply unpleasant.

    It also undermines the incredible work that our first responders do when they respond to terrorism.

    An eye witness being interviewed by the BBC after the attack had a beautiful response when he said that he ‘hoped London would hug’ those people who ran at the danger to help protect and save the lives of others. Our paramedics and police deserve our respect and admiration for doing this- not our suspicion. If the conspiracy were true then all the doctors, nurses, family, friends, etc. of everyone involved must also have been acting. It’s clearly nonsense and yet it gets pushed as fact by some people.

    I can genuinely understand why Buzz Aldrin punched someone who claimed the moon landings were fake. His heroism and years of training were all questioned by someone who can’t accept basic truths. It’s disrespectful not only to him but also his family who would have had to ensure the risk and danger he went through; the incredible work done by his colleagues, and of course, those brave men who did not survive their space missions.

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    And yet, of course, we have to be critical. States can lie and push these lies to the population, and crucially to the population of other countries.

    https://www.forbes.com/sites/trevornace/2018/03/27/flat-earth-rocket-man-finally-blasts-off-in-homemade-rocket-to-prove-earth-is-flat/#5f4231559b6f

    https://www.telegraph.co.uk/science/2016/03/12/faked-moon-landing-would-have-been-exposed-within-four-years-sci/
  • Admin
    June 28, 2020
    I’m a non-specialist. An enthusiastic, committed, and semi-knowledgeable non-specialist, but still – a non-specialist. I joined our Citizenship Department in 2012, to ‘cover’ two lessons that couldn’t be timetabled otherwise, and from then on, I was gradually migrated across from my specialism, to Citizenship. Finally, my A Level in Government and Politics from 1999 was coming in useful!

    I love teaching Citizenship now. I love challenging the pupils’ thinking and opening up their world to information which may have otherwise remained alien and inaccessible to them. But, every now and again, I have a wobble. Is my subject knowledge enough? Have I got that right? Which activity can I employ to ensure they really understand and can demonstrate their understanding of this concept?That’s where Cre8tive Resources have been invaluable to me.

    With the new 9-1 GCSE (Edexcel), I have found some gaps in my own knowledge, and misconceptions with the pupils. As a HOY, who also teaches English, Drama, and a Nurture class, I need a reliable source of information and stimulating activities, which teach the content well. I can rely on Cre8tive Resources.

    Cre8tive Resources Edexcel Citizenship Assessment

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    I have used a number of their free and paid-for resources on everything from Theme A to Theme D. I have used their Theme E (campaign) pack to structure my teaching of this unit. I have set pieces for homework, for revision, and even used some of the booklets to create mini-assessments to check their understanding. I have found their resources to be created in manageable sizes, to be in enough detail to challenge the pupils, but presented in a very accessible way. My pupils have really enjoyed using them.

    Once I was (almost) full-time in the department, I joined all of the groups on Facebook that I could relating to Citizenship teaching in the UK, and I am always grateful for the generosity of others in those groups; this includes Cre8tive Resources, who often have mini-giveaways, providing bespoke resources specific to a topic you identify (if you are quick enough to reply to their competition). I have benefitted from their hard work and motivation and I am always on the lookout for when they have their offers and sales on, as in an ideal world, I would download EVERYTHING from them!

    In short, then, I would recommend using their resources. They are professionally presented, well-written and editable – it’s a win-win. Their resources have helped to reduce my workload and increased my pupils’ knowledge and understanding. Thank you, Cre8tive Resources!

    Cre8tive Resources Question Tree Revision Activity Sheet

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Welcome to the PSHE Academy

PSHE, Careers & CITIZENSHIP topics discussed in this forum. The Forum contains blogs, Q&A, advice and support for teachers from teachers. Links to Free and Paid resources and recomendations.

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