Thinking Moves: PSHE
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Authors
Issue Date
2025
Educational Level
ISCED Level 2 Lower Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study investigates the integration of Thinking Moves within the context of Personal, Social, Health and Economic (PSHE) education in a special secondary school setting. The focus is on how this pedagogical approach can facilitate discussions around equality and enhance students' interpersonal skills related to inclusion and Special Educational Needs and Disability (ISEND).
Aims: The primary aim of the research is to evaluate the effectiveness of Thinking Moves as a tool for fostering engagement with PSHE. Additionally, the study seeks to contribute to the understanding of how such methods can impact the development of interpersonal skills in an inclusive educational environment.
Methods: The research is situated within an action research framework, encompassing two cycles of inquiry. The first cycle involved refining the research questions and planning the implementation of Thinking Moves. Ethical considerations were addressed through the obtaining of consent from participants for anonymous data publication. The study relies on systematic reviews of literature that inform the interventions and reflections on the outcomes of the applied strategies.
Findings: Students quickly adopted the Thinking Moves vocabulary and demonstrated improved listening, questioning, and collaborative thinking. Discussions evolved from simple games to complex topics such as racism, stigma, and identity. Students reported increased confidence in articulating thoughts and valued the opportunity to explore challenging ideas in a supportive environment. The approach also fostered resilience, empathy, and deeper peer relationships.
Implications: Thinking Moves proved to be a useful tool for enhancing oracy and critical thinking in SEND settings. Embedding this approach more widely could support inclusive, dialogic learning environments. Future research may explore capturing student reflections more systematically using tailored templates.
Aims: The primary aim of the research is to evaluate the effectiveness of Thinking Moves as a tool for fostering engagement with PSHE. Additionally, the study seeks to contribute to the understanding of how such methods can impact the development of interpersonal skills in an inclusive educational environment.
Methods: The research is situated within an action research framework, encompassing two cycles of inquiry. The first cycle involved refining the research questions and planning the implementation of Thinking Moves. Ethical considerations were addressed through the obtaining of consent from participants for anonymous data publication. The study relies on systematic reviews of literature that inform the interventions and reflections on the outcomes of the applied strategies.
Findings: Students quickly adopted the Thinking Moves vocabulary and demonstrated improved listening, questioning, and collaborative thinking. Discussions evolved from simple games to complex topics such as racism, stigma, and identity. Students reported increased confidence in articulating thoughts and valued the opportunity to explore challenging ideas in a supportive environment. The approach also fostered resilience, empathy, and deeper peer relationships.
Implications: Thinking Moves proved to be a useful tool for enhancing oracy and critical thinking in SEND settings. Embedding this approach more widely could support inclusive, dialogic learning environments. Future research may explore capturing student reflections more systematically using tailored templates.
Description
Keywords (free text)
inclusion, special educational needs and disabilities (SEND) , special school-secondary , oracy (verbal communication) , Personal-Social-Health and Economic (PSHE) education , Thinking Moves