Improving Science and Emotional Development (The ISED project): concerning citizenship, emotional literacy, science and equity

There has been, and remains, a very heavy emphasis on cognitive learning in the National Curriculum for England and Wales. There have been calls for this emphasis to change, both within and outside Government ((NACCE, 1998; Park, 1999). Some change has occurred; David Blunkett set up committees to advise him on integrating citizenship into the National Curriculum (Crick Report). The situation now exists where Citizenship is part of the National Curriculum for England and Wales (1999), alongside non-statutory guidelines for Personal, Social and Health Education (PHSE). One concern expressed is that Citizenship should be covered in a cross-curricular fashion and that all subjects play a part as well as subjects like Social Studies. The Gulbenkian Foundation has been concerned about the development of PHSE and commissioned Passport, a framework for Personal Social Development (PSD) to integrate the national initiatives (Lees and Plant, 2000). Clearly, then, it is important that we find ways to help pupils develop their social and emotional skills within subjects like science. Examples would include: to learn to resolve conflict fairly; justify their personal opinions orally; contribute to group and exploratory class discussions; use their imagination to consider other people’s views; to negotiate, decide and take part in school-based activities; and to reflect on the process of participating (NC1999; p184 1g, 2b, c, 3a, b &c). There are convincing arguments for co-education and hence there is a necessity to find ways of developing understanding between boys and girls. In order to support secondary pupils in the development their social and emotional skills we felt that it was important to situate the pupils within the context of normal subject teaching. The reasons for this are as follows. Firstly, this is where pupils spend most of their time. Secondly, is that the cognitive, social and emotional are all intertwined. One aspect of promoting development in these areas is to acknowledge this, and to find ways of ...