1. PSHE at Key Stages 1 – 2 Guidance on Assessment, Recording and Reporting If it is not assessment for learning – why are we doing it? Assessment must be of benefit to the learner as well as being of benefit to the teacher who is assessing

2. Assessment should:
actively involve pupils as partners in the assessment process
involve discussions with pupils about learning objectives and desired outcomes.

3. What is needed for assessment, recording and reporting in PSHE
No statutory requirement for end of key stage assessments in PSHE
Schools are required to keep records for every pupil including information on academic achievements, other skills and abilities and progress

4. Continued
Schools must give brief comments to parents/carers on the pupil’s progress in each subject and activity studied. Where PSHE is included in the curriculum, schools need to decide the best way to provide a report. This may be a brief, separate commentary on progress or be part of the school’s report on other activities in the curriculum.

5. What kind of assessment is required?
Be a planned part of teaching and learning
Involve pupils actively in their own learning
Be inclusive to reflect different learning and achievement of pupils and take into account different styles of learning
Measure what you value e.g. the ability to make informed choices and reflect on attitudes

6. Support the way PSHE is taught in the school
Continued…
Not measure the worth, personality or value of an individual or their family
Support the way PSHE is taught in the school
Contribute to an improvement in standards and achievement overall
Source: QCA 2005 details on its PSHE website

7. Managing assessment
Agree the purpose of assessment, recording and reporting
Identify activities that lead to effective learning and provide effective evidence of pupils’ progress and achievement
Identify what feedback will be given to improve their learning
Plan how achievement will be celebrated, recorded and reported to parents/carers
Plan how assessment will be monitored and evaluated

8. Find out what pupils know already
Ask pupils in a whole class setting for verbal input on what they would like to learn and how they would like to learn about e.g. resisting pressure
Draw, reflect and write activities
Use a response partner to clarify understanding
Record individual or group discussion
Quizzes
Record results of an introductory ideastorming whole class/group session
Individuals complete an initial questionnaire

9. I think, I know, I ask Name Date
What I know now and I what I would like to know about taking risks
Facts
Write 3 facts you know
Opinions
Write 3 opinions you have
Questions I want to ask
Write 3 questions you want to ask

10. I know, I think, I am going to Name Date
What I have learned about taking risks
Facts
Write 3 facts you have learned about taking risks
Opinions
Write 3 opinions you have
I am now going to do or not going to
Write 3 thing you are going to or not going to do

11. List of activities
Giving a presentation to or producing resources for others
Recording responses in drawing/writing/telling
Self- or peer/group assessments
Using puppets/dolls/play sets to demonstrate knowledge
Designing a poster/mouse mat/wristband/making a collage
Demonstrating skills through role play/simulation/dramatisation
Responding to stories, poems, video/DVD extracts
Taking photos
Interviewing children and adults
Debating/discussing/ranking/sorting
Arranging for a visiting speaker
Participating in quizzes, games

12. QCA resources Non-statutory End of key stage statements and
Guidance on assessment, recording and reporting
published on QCA’s website in November 2005
New PSHE Units of work including assessment opportunities are on the website – look under Teaching and learning and Assessment Guidance
Draft progression statements are currently under trial