Employer engagement – curriculum planning Curriculum model Pros Cons Reflection on current delivery model Discrete lessons all Timing of activities Few teachers develop year round taught by a meets learners’ needs, expertise in the area. specialist team teachers are experts The model is often and learners limited to use at KS4. experience consistency Teachers may not know the learners Modules within a Teachers are experts The timing of the carousel and team teaching is activities may not meet possible learner needs. This part of PSHE may become isolated from the rest Integration in PSHE Timing of activities Aspects of the subject programme taught by meets learner needs. may get lost. Individual a small team Expert teaching teachers may lack supports expertise in some improvements in areas quality and facilitates links with other aspects of personal development Integration in PSHE Tutor’s knowledge of Some tutors are programme taught by learners supports reluctant to teach the tutors effective teaching and subject. Teaching may learning and facilitates compete with pastoral links with subject work. Resources are learning stretched when groups are taught simultaneously. The model is difficult to use with vertical tutor groups Embedded in all Supports a whole This part of PSHE loses subjects school approach, its identity. Subject demonstrates the teachers may lack relevance of subject relevant expertise and learning and highlights learner experience possible routes may be inconsistent through learning and work Series of suspended Fun activities have high Preparation/follow up timetable events impact and facilitate is often insufficient. use of outside experts There is little and a wide range of progression in learning learning styles with some absentees missing out completely. It suggests that this part of PSHE has low status
Curriculum model Pros Cons Reflection on current delivery model Discrete lessons all year round taught by a specialist team Timing of activities meets learners’ needs, teachers are experts and learners experience consistency Few teachers develop expertise in the area. The model is often limited to use at KS4. Teachers may not know the learners Modules within a carousel Teachers are experts and team teaching is possible The timing of the activities may not meet learner needs. This part of PSHE may become isolated from the rest Integration in PSHE programme taught by a small team Timing of activities meets learner needs. Expert teaching supports improvements in quality and facilitates links with other aspects of personal development Aspects of the subject may get lost. Individual teachers may lack expertise in some areas Integration in PSHE programme taught by tutors Tutor’s knowledge of learners supports effective teaching and learning and facilitates links with subject learning Some tutors are reluctant to teach the subject. Teaching may compete with pastoral work. Resources are stretched when groups are taught simultaneously. The model is difficult to use with vertical tutor groups Embedded in all subjects Supports a whole school approach, demonstrates the relevance of subject learning and highlights possible routes through learning and work This part of PSHE loses its identity. Subject teachers may lack relevant expertise and learner experience may be inconsistent Series of suspended timetable events Fun activities have high impact and facilitate use of outside experts and a wide range of learning styles Preparation/follow up is often insufficient. There is little progression in learning with some absentees missing out completely. It suggests that this part of PSHE has low status Employer engagement – curriculum planning