Can the Use of Technology Enhance Interaction in PSHE Lessons?

Published on: January 16, 2019

7 min read

The National Curriculum states that ‘all schools should make provision for personal, social, health and economic education (PSHE)’ (Department for Education, 2014, p.4), and that this provision should be driven by best practice. An outline of key aspects of effective PSHE states that the subject should ‘include lessons which are interactive, participative and engaging; students’ views should be sought, and older children can be involved in the development of curriculum programmes’ (Department for Education, 2015, p.10). This can be a difficult goal to realise in PSHE teaching. Ensuring that all students are able to interact with the lesson can be problematic when some students may feel uncomfortable sharing their ideas. Equally, other students who are more confident can, if left unchecked, dominate the conversation and inadvertently force a consensus on the class. This imbalance may lead to the latter group of students having more influence on the development of the curr

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This article was published in January 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.