ABSTRACT
The organisation of PSHCE in primary and secondary schools is explored separately in this chapter because the issues confronting the two phases are significantly different. The critical factor, of course, is that in primary schools pupils are taught largely by the same teacher for all subjects throughout the year. This will, and should, include PSHCE. Additionally, and perhaps as a consequence of this, primary teachers are considered to be more ‘pupil-centred’ than their secondary colleagues. Having a more immediately rounded view of pupils’ performance and behaviour across the curriculum, they are in a very good position to observe and effect the personal and social development of the children in their class. There is also the obvious difference that secondary students are older. Their greater maturity and independence invariably means that they are more ready to expect and accept education, including PSHCE, from a variety of sources.
