Primary models of delivery

PSE is delivered successfully in a number of ways in primary settings. This page highlights some of the matters that schools need to consider when deciding which model(s) best fits their particular needs. A coordinated, coherent PSE programme in primary settings makes efficient use of all of the following methods:

Model 1: PSE delivered as an integrated element across a wide range of curriculum subject areas

Positives

• Puts PSE in the context of learning as a whole.
• Makes the relevance of individual subjects clearer to learners.

Negatives

• More difficult  to achieve consistency of approach.
• Lack of specialist knowledge for some topics.

Issues

• Need to keep class teachers up to date regarding resources.
• Need to maintain liaison with class teachers regarding training needs through regular monitoring and evaluation.

Model 2: PSE delivered in discrete sessions

Positives

• Status of PSE is enhanced with learners.
• Clear focus and context for learning.
• Planning, progression and evaluation are straightforward.
• Easier to plan inputs by external organisations.

Negatives

• Some teachers may lack the confidence to deal with sensitive issues.
• Timetabling constraints.

Issues

• Training needs of class teachers.
• Management support to ensure adequate time is provided.

Model 3: PSE delivered in focused activities

Positives

• Enhances profile of PSE.
• Reinforces classroom based learning.
• Links learning to ‘real life’ situations.
• Generates a shared sense of purpose.

Negatives

• Require 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.

Issues

• What extra value do focused activities add to curricular learning.
• How to achieve continuity of learning experiences.