honestly nelleh i think it needs to be ringfenced and really put into the NC but who should lead that is a seriously complicated issue. because i'm talking about it being done well, not ticking a box which is how most of the pshe delivery i've seen has been performed.
for me including pshe in my schemes of work and lesson plans was very easy - it's just about recognising where something you are teaching has a significance rather than changing your teaching iyswim and exploiting that opportunity. it doesn't require extensive planning or time it's more a state of awareness and mindfulness of the fact you have 'people' in front of you who aren't only learning the subject matter you are teaching them for an exam but are also growing into human beings and seeing where something you are doing has an opportunity to make an impact on those human beings wellbeing and development at the same time as them learning something curricular.
that came naturally to me, for some it very much didn't and most teachers resent having to do pshe with their form group and i think there are a lot of reasons for that. off the top of my head:
-often badly planned stuff handed to them very late so they don't even have time to read it, process it, understand and put their stamp on it
-uncomfortable for them, this isn't the kind of thing they themselves want to talk about or really understand or have a feel for the values of
-they don't know how to switch hats, and don't want to, this isn't their skills base or the kind of stuff they came into teaching to deal with
-not understanding the values of what they're doing, and having crap provision of resources, preparation leaves them resentful and feeling like they are wasting time that could be spent doing something important and they convey that so the kids feel the same.
i was an rs teacher (a non religious one for the record from a social anthropology background) so the cross over was pretty easy for me and i'd take the learning objectives (or infer what they were meant to be from the piece of shit we'd been given by the supposed pshe coordinator an hour before the bloody lesson) and freestyle and go with it. a science teacher or modern languages teacher often couldn't do that. it had so little in common with their subject and their usual teaching style and comfort zone and was far from their usual task orientated ways of working with a group.
i'm also trained as a counsellor now, if this stuff was good it's where i'd wanna be, this missing piece of what should be there in an education (especially for those whose parents aren't able to do this stuff).
but honestly it's a skilled craft to do this kind of education. it's not that teachers are shit it's that this is actually a specialism or a certain aptitude and awareness and personality type area (not sure i'm making sense). teachers need some help knowing how to do this and what it's about etc. there should be someone heading it up in a school who really not only knows what they're doing but is able to share that with teachers and get them on board and confident about what they're doing and why. it needs to be done properly i guess is what i'm saying, it's not hard to do, would love to, but currently it's tokenism that just isn't working. you need someone who is literally dedicated to pshe planning, training, delivery etc rather than someone who's a subject teacher in another area getting 2k extra and little extra non teaching time to try and take it on. it's too big for that if you want to do it well.
sorry for long ramble if it's irrelevent apologies. not sure what it is you're doing - research? feel free to pm me if i can be of any use in any way, it is an area of interest.