This document should be read as a whole, since all sections are interrelated.

Given the existence of the National Curriculum Council and the curriculum debate that it is engendering, we are not asking formally for responses to this discussion document. However, if you have any comments please send them to the Staff Inspector for Personal and Social Education, Department of Education and Science, York Road, London SE1 7PH.

15. Primary and secondary schools usually organise the curriculum in rather different ways, the former placing more emphasis on topic, project and integrated work, and the latter on subjects. Nevertheless the teaching of subjects can have a significant place in primary schools, as can other approaches in secondary schools. Whatever particular timetabling and teaching arrangements are adopted a major task of schools is to include in the work of all young people a comprehensive and progressive sequence of experiences that will foster their personal and social development.

16. All subjects, cross-curricular themes and topics should promote various personal qualities such as independence of mind, respect for truth, persistence, flexibility and imaginativeness. Similarly they should encourage personal and social skills such as the ability to organise one's own work and activities, to make informed and relevant choices, and to work both independently and cooperatively. Teaching should help pupils to see the relevance of what they are doing both to their own personal interests and to life outside and beyond school.

17. Various cross-curricular themes including health education, environmental education, economic awareness, political education, and careers education and guidance can play a particularly significant part in contributing to pupils' personal and social development. Topic or project work in such areas can focus on issues closely related to personal and social education. Examples include the nature of work, past and present communities, and caring for others, ourselves and our environment.

18. In the best subject teaching there is a subtle relationship between what is being taught and the way it is taught; this derives from the personal commitment brought to all aspects of their work by teachers of ability and integrity. In addition, such teachers are concerned to ensure that what pupils learn is not trapped within the confines of a particular subject but leads to the exploration of broader understanding, as relevant, of the self, other areas of learning and the outside world. Consequently, in itself the teaching of subjects should foster personal and social development.

19. Elements of individual subjects have an important role to play. English and drama explore questions of personal identity. Similarly, religious education considers aspects of what it means to be a person; it also helps pupils investigate how personal development may occur both through individual religious experience and through membership of a faith community. Personal responsibility is a major concern in science where pupils have to learn how to act sensibly in potentially hazardous environments. In physical education pupils need to ensure that they are appropriately prepared to undertake certain activities, and be ready and able to look after the safety of themselves and others. Ways of caring for oneself and others in the home, whether as a single person, parent, or other family member, are a major focus of teaching in home economics and in education for parenthood.

20. The understanding of others, of relationships and of society is a recurrent theme in many subjects. Through drama, poetry and literature, in English, Welsh and in other languages, pupils are enabled to explore personal, social and moral aspects of the experience of others. History encourages insight into unfamiliar points of view and motivation, as well as looking at how relationships between individuals and groups develop over time. Knowledge of and the chance to appreciate other ways of life can arise through the study of modern languages, visits abroad, and exchanges with pupils from other countries; through experience of the music and art of other cultures; and through insights into the family and religious traditions of different communities. The nature of social behaviour and institutions, and how they mutually relate, is a significant aspect of many courses. In the creative arts an important issue is how artistic activity and the social environment influence each other.

21. Every subject has a moral dimension. For example, for science there is a need to consider personal, social and moral responsibility in the design and consequences of scientific experiment, particularly in relation to the use of natural materials, and to animate or inanimate life forms. There are also ethical questions arising from scientific aspects of abortion, power generation, maintenance of ecosystems and other controversial issues which are intrinsic to the nature of scientific enquiry. Craft, design and technology (CDT) raises the question of ways in which the design and provision of artefacts emerge from, and are influenced by, particular attitudes and values held by the designer or society. On the basis of an informed practical and theoretical grasp of the nature of technology, CDT should also enable pupils to participate in debate about the moral and social implications of its use. In addition, particular design tasks can help pupils understand the needs of groups such as the elderly or third world communities. Geography and science provide insights into the varying values which affect the way people influence, and are influenced by, the environment, and enable informed judgements to be reached about related controversial issues. History, religious education and social studies explore aspects of the relationships between behaviour and belief. They also help to promote insight into the nature of individual moral dilemmas, of the influence of historical context upon moral behaviour and of the moral aspects of relationships between large groups and nations. Equally, they investigate the nature of moral ideas and codes, and of how they may be justified. Finally, religious education considers the possible personal and social implications of commitment to particular beliefs, and the moral values by which people may conduct relationships and encounter experiences such as birth, marriage and bereavement.

The place of personal and social education (PSE) courses

22. It is not appropriate for primary schools to mount timetabled courses specifically concerned with personal and social education. This is partly because young children do not require, nor are most easily able to grasp, the differentiated range of knowledge and understanding which PSE courses offer. It is also because such matters can be dealt with more effectively in the context of class teaching and of the everyday life of the school.

23. Most secondary schools have PSE courses. In general these explore topics which are related to the objectives of personal and social education, but which are not fully dealt with elsewhere on the timetable. Such courses may be concerned with health, careers and political education, legal, economic and world issues, personal relationships and responsibilities, moral and religious education, community and social studies and study skills. Overall they provide an opportunity, not only to supplement cross-curricular themes, but also to coordinate and focus upon any elements of personal and social education which may otherwise be dealt with in a fragmented way, or not at all.

24. Arrangements for these courses vary considerably. They may be offered in the early years of secondary school, and be taught by tutors. They are frequently provided for all pupils, whether taught in tutor or academic groups, from the third or fourth years onwards, and do not usually lead to public or other examination, although their content may be relevant to some General Certificate of Secondary Education (GCSE) work. Courses may form part of, or be reinforced by, special programmes, such as the Technical and Vocational Education Initiative and the Lower Attaining Pupils Programme.

25. There are certain features of the planning and management of PSE courses which require particular attention. Some of these may also be relevant to subjects or aspects of studies explicitly concerned with personal and social education:

teachers and pupils need to be clear about the purpose of a course; what is to be taught and how; and ways in which what has been learned will be assessed.

courses should have adequate time tabling and staffing arrangements. Where this cannot happen, because of other priorities, schools should seriously consider if it is worthwhile continuing with such courses.

courses should benefit from teachers' subject expertise. PSE courses, however, often require teachers to take responsibility for topics outside their particular specialisms. Where this happens teachers should receive appropriate support which enables them to operate willingly and effectively, and to build upon any relevant personal interests which they may have. In-service education should be an integral part of provision.

courses should be flexible and responsive to the needs and interests of pupils, and take account of changing social and educational priorities. Staff need to meet regularly to evaluate, coordinate and modify teaching approaches and materials, to plan programmes of work, and to discuss achievements and difficulties.

teachers of PSE courses use published materials, and develop their own resources. These need to be efficiently collated, classified and made accessible to staff. This requires proper storage facilities and a teacher with a defined responsibility. Where outside speakers or visitors are used and when pupils make visits there should be both preparation and follow-up activities related to the course's objectives.

26. Personal and social development can be promoted through sound pastoral care. This ensures that each boy or girl can relate personally to an individual class teacher or tutor who is also responsible for overseeing his or her overall progress. Guidance should be given as necessary on personal, educational and, in secondary schools, vocational matters. Such help needs to be supported by a coherent record system, readily accessible to teachers and open to parents. Some individual pupils will also, from time to time or more continuously, have particular problems to cope with. Partly to help to deal with such cases, it is helpful if those teachers concerned with pastoral care have counselling skills, or are at least aware of the sort of support which may be available from trained counsellors. For numbers of pupils the effectiveness of pastoral care will be influenced by how well a school uses the expertise of outside agencies. However, a major aim of pastoral care should be to develop ways of encouraging the personal and social development of all pupils, not simply to react to the difficulties faced or caused by some.

27. For pupils of all ages personal experience can be extended and social skills and understanding developed through a range of extra-curricular activities, such as school visits, residential experience, outdoor education and work in the community. The exercise of responsibility and participation in democratic practice can be promoted through, for example, clubs, councils or arranging social and fund-raising events. The sensitive use of assemblies should enable pupils to explore the spiritual dimension of their own and others' experience. Such activities outside the classroom provide for many pupils some of the most valued and worthwhile experiences in their education.

28. Schools give pupils their first extensive experience as members of a complex and organised community. It is characteristic of good schools that all pupils feel that they belong, are treated fairly, are valued and have a range of opportunities to contribute to, and participate in, school life. Where this is so pupils are more likely to show self-confidence, consideration for others, interest in what they are doing and pride in themselves and their school. They will be able to go about their tasks needing a minimum of supervision, to take initiatives, to exercise choice sensibly and to accept responsibility.

(a) themselves, others and their surroundings, including:

• their own personality, needs, abilities and interests, together with a growing awareness of their particular strengths and weaknesses;
• human growth, together with some awareness of the nature of emotional, psychological and social development;
• similarities and differences between themselves and others in biological needs, physical characteristics and cultural background; together with awareness that these differences have implications for the way people relate to, and treat, each other;
• how to pursue ways of life that promote mental and physical health and how to avoid ways of living that increase the risk of disease, disability and accident. Such aspects of healthy living will include the avoidance of smoking, heavy drinking and drug abuse generally;
• the nature of relationships in families, peer groups, friendships and work;
• how to react if they are bullied or abused;
• how they and others can cause changes, for better or worse, in the immediate surroundings as well as in the wider environment, and therefore have a responsibility for them;

• the nature of rules, why they exist and how they differ from law;
• the structures and procedures through which laws are made and enforced;
• the main reasons why laws are enacted and legitimate ways in which they may be supported or questioned;
• the nature of those laws which promote healthy living and the safety of society;
• sources of legal information and advice;
• the legal and moral aspects of sexual relationships and marriage;
• the nature of work, involving understanding of career opportunities, and how these relate to personal aspirations;
• ways in which social groups are structured economically, politically and socially;
• the rights and responsibilities of citizenship;
• decision-making in a democratic society.

(c) Moral ideas and behaviour, including:

• the nature of moral codes; the ways in which such codes vary between groups and cultures; and the consequences of adopting particular codes;
• how moral ideas and codes may be justified by reference to religious belief or to particular philosophies;
• the fact that in Western cultures it is widely held that moral beliefs and behaviours are ultimately a question of personal responsibility, and of ways in which such a stance may be defended and challenged.

36. From an early age pupils should be developing a range of personal and social abilities and skills, including how to:

• be competent in the skills required for everyday living;
• listen to, and see, others' points of view and put forward their own clearly and appropriately;
• make choices sensibly in the light of available evidence;
• cope confidently and effectively with unfamiliar people or situations;
• learn from personal mistakes and from social situations which have unforeseen consequences;
• make moral judgements about what to do in actual situations, justify them, and put them into practice as necessary;
• take initiatives and act responsibly as an individual and member of the family, school or wider community;
• act as members of a democracy.

37. Religious issues are interwoven with personal and social education at every level. They are involved in what it means to be a person; in the nature and justification of moral behaviour, beliefs and attitudes; and in ideas of society and social obligation. Religious issues may need to be considered at appropriate points in relation to the outlined objectives. Where personal and social education is offered in secondary schools as a specific course it may be helpful to include religion as a topic for study. This should be within a school's overall provision of religious education as required by the Education Reform Act (1988); the study of religion should, accordingly, be dealt with in its own right.

Duty to secure balanced treatment of political issues

Section 45

The local education authority by whom any county, voluntary or special school is maintained, and the governing body and head teacher of the school, shall take such steps as are reasonably practicable to secure that where political issues are brought to the attention of pupils while they are

(a) at the school; or

(b) taking part in extra-curricular activities which are provided or organised for registered pupils at the school by or on behalf of the school;

Sex education

Section 46

The local education authority by whom any county, voluntary or special school is maintained, and the governing body and head teacher of the school, shall take such steps as are reasonably practicable to secure that where sex education is given to any registered pupils at the school it is given in such a manner as to encourage those pupils to have due regard to moral considerations and the value of family life.

Regarding sex education in particular, control over content and organisation rests with school governing bodies. They are responsible, subject to certain limitations where public examinations are concerned, for deciding whether or not sex education is to be provided at their school, and, if so, what its content and organisation should be (section 18(2),(6) of the Education (no 2) Act 1986).

The DES/Welsh Office Circular Sex Education at School (DES Circular 11/87, Welsh Office Circular 45/87) states (para 19): 'Schools should foster a recognition that both sexes should behave responsibly in sexual matters. Pupils should be helped to appreciate the benefits of stable married and family life and the responsibilities of parenthood.' It also says (para 21):

Schools cannot, in general, avoid tackling controversial sexual matters, such as contraception and abortion, by reason of their sensitivity. Pupils may well ask questions about them and schools should be prepared to offer balanced and factual information and to acknowledge the major ethical issues involved. Where schools are founded on specific religious principles this will have a direct bearing on the manner in which such subjects are presented.