Personal Development and Mutual Understanding
It is important to recognise and build on children’s social and emotional development during the early years, before they start school. We should continue to encourage them to form relationships with adults and other children and to develop their self-esteem and confidence.
Teachers should help pupils to become aware of the world beyond their immediate environment and to learn about others from a basis of tolerance, respect and open-mindedness. They should encourage them to understand similarities and respect differences in people in the local and wider community.
For further details see the Statutory Requirements for Personal Development and Mutual Understanding at Foundation Level.
The learning opportunities that Personal Development and Mutual Understanding provides help young people to develop as:
- contributors to society, and
- contributors to the economy and environment.
For more information on Personal Development and Mutual Understanding contact:
(028) 9026 1200 ext. 2607
(028) 9026 1200 ext. 2665
As Personal Development and Mutual Understanding is about developing values and attitudes, it is extremely important for pupils to have an opportunity to develop these naturally as a consequence of their investigations and guided critical reflection on issues.
Their learning should therefore be active, with teachers encouraging children to investigate issues for themselves, suggest solutions and make decisions based on what they have learned.
PDMU Progression Grids
PDMU progression grids aim to give schools a whole school, or key stage, overview, which can help curriculum leaders to successfully implement PDMU. Schools can also use the grids as a tool for monitoring and evaluating progression throughout the school.
Living.Learning.Together. aims to provide teachers with support in planning, teaching and assessing PDMU in the Northern Ireland Curriculum.
The revised Drugs guidance outlines the current issues and provides a useful context for how these important areas should be addressed in schools and why. It will also help schools create a meaningful policy for Drugs Education and help principals and teachers manage potentially challenging situations.
The new guidance outlines the current issues and provides a useful context for how these important areas should be addressed in schools and why. It will also help schools create a meaningful policy for RSE and help principals and teachers manage potentially challenging situations.
RSE is an area of significant political and public interest. In light of this, and of changing social issues and attitudes, teachers are asking for clarity on classroom strategies for teaching RSE, particularly in the priority areas below.
Eat, Taste and Grow is a collaboration between safefood and the Public Health Agency. Two resources, Taste Buds and From Field to Fork, were combined into one resource aimed at primary school children in Northern Ireland.
This combined resource aims to increase primary school children’s awareness of the origins of their food and local produce, and the role this plays in healthy eating.
Please review all links to judge their suitability before using them with your class.
Creating a dementia-friendly generation A resource from the Alzheimer’s Society that introduces dementia awareness into the curriculum and encourages schools to consider their roles within the community to support people living with dementia.
Global Learning Programme This website provides schools with resources, case studies and information on local training that will support them to educate for a fair and sustainable world through all areas of the curriculum.
Aim, Aspire and Achieve A thematic unit that helps schools celebrate the Olympic and Paralympic Games (but it can be adapted to celebrate other international sporting events).
Eat, Taste and Grow This is a resource on food and local produce, developed in collaboration between Safefood and The Public Health Agency.