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

Positives

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

Negatives

• 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.

Issues

• 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

Positives

• Links PSE to other opportunities for personal development.
• Enhances the role of tutors and builds relationships with learners.

Negatives

• Reluctance of some tutors.
• Lack of specialist knowledge and confidence.
• Potential for lack of time and resources to deliver a coherent session.

Issues

• Training for tutors regarding relevant methodologies.
• Availability of the PSE coordinator to support tutors.
• Consistency.

Model 3: PSE delivered by specialists in discrete sessions

Positives

• Clear identity and context for learning.
• Expert input/expertise available.
• Planning, progression and evaluation are straightforward.

Negatives

• Potential for PSE to be seen in isolation.
• Expertise of specialists may be seen as excusing others from making their contributions.

Issues

• 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

Positives

• 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.

Negatives

• 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.

Issues

• 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.