To support the role of Personal, Social, Health and Economic
education within the revised national curriculum from 2008
onwards the old non-statutory framework for PSHE has been
replaced with two new non-statutory programmes of study for
each of key stages 3 and 4. The two programmes of study for
Economic well-being and financial capability will enable schools
to meet their statutory obligations regarding careers education,
work-related learning and enterprise education, as well as
the ‘Every Child Matters’ requirement regarding
economic well-being. There is also a special focus on the
‘financial capability’ aspects of economic well-being
in line with the government’s concerns over young people’s
understanding of and access to financial services. This aspect
of PSHE education will need to be coherent and consistent
with a school’s provision of the functional skills within
mathematics GCSEs from 2010 onwards.
The key concepts of economic wellbeing are:
- career;
- transition and enterprise capability;
- risk;
- economic understanding.
These are supported by the key processes of:
- self-development;
- exploration of opportunities;
- enterprise;
- financial capability.
The two programmes of study for Personal well-being are based
on the previous framework for PSHE and enable schools to meet
the ‘Every Child Matters’ requirements relating
to the health and safety of young people and their ability
to contribute to society. They also support the basic requirement
for all schools to have a curriculum that prepares pupils
for ‘the opportunities, responsibilities and experiences
of adult life’. (See all of the Education Acts from
1988 onwards.)
The key concepts of personal well-being are:
- personal identify;
- healthy lifestyles;
- risk;
- relationships;
- diversity.
These are supported by the key processes of:
- critical reflection;
- decision making and managing risk;
- developing relationships and working with others.
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