1. PSHE AND ASSESSMENT

2. Ofsted and the QCA have reported that assessment remains the weakest aspect of PSHE provision in schools

3. What is needed for assessment, recording and reporting in PSHE? Assessment….. There is no statutory requirement for end of key stage assessment in PSHE. Recording….. Schools are required to keep records for every pupil, including information on academic achievements, other skills and abilities and progress made in school. Reporting….. Schools must give brief comments to parents on the pupil’s progress in each subject and activity studied. This means that where PSHE is included in the curriculum, schools need to decide the best way to provide a PSHE report. This may be a brief, separate commentary on progress, or as part of the school’s report on other activities in the school curriculum.

4. There is a view that the uniqueness of PSHE education and the potential value of it for students is that in a system where pupils feel regularly tested, PSHE education offers a space where the pressure to perform to a ‘level’ does not exist. This view is coherent with an anxiety in some quarters that you cannot test and report on learning that is, by definition, ‘personal’. However, others regard PSHE education as a body of knowledge, skills and understanding that can, and should, be regularly assessed in order to show learning outcomes against planned objectives. Independent Review of the proposal to make Personal, Social, Health and Economic (PSHE) education statutory Sir Alasdair Macdonald

5. Why is assessment important? Assessment should be:- a planned part of teaching and learning. help to set clear expectations for standards and achievement. ensure progression in teaching and learning motivate pupils who become partners in the process. allow pupils to be clear about strengths and weaknesses in their learning enable teachers to be clear about the achievements of their pupils and how their learning might be improved

6. Assessment in PSHE should therefore: actively involve pupils as partners in the assessment process involve discussions with pupils about learning objectives and desired outcomes give opportunities for pupils to give and receive feedback on their progress and achievements, helping them to identify what they should do next give opportunities for pupils to collect evidence of their achievements that are linked to the learning objectives and outcomes of the relevant activities, for example in a PSHE portfolio, progress file or in a wider record of their achievements in and beyond the school, showing evidence of progress in skills as well as knowledge be ongoing, diagnostic and inform future learning and teaching

7. KS 3 Range and Content – what to teach Values Goal setting Puberty – emotional and physical change Sexual activity - human reproduction, contraception, pregnancy, and sexually transmitted infections and HIV Drug, alcohol and tobacco misuse Balanced diet Balance between work, leisure and exercise Reducing risk and minimising harm (what to do in an emergency) Basic first aid Features of positive relationships incl family roles and responsibilities Dealing with bereavement and loss Impact of prejudice, discrimination, bullying and racism on individuals and communities

8. KS4 Range and Content (in addition to KS3) Body image Mental and emotional health disorders Lifestyle choices (incl sexual activity and substance misuse) Reducing risk (incl health and safety awareness Organisations that support relationships Parenting – skills and responsibilities Challenging prejudice and discrimination

9. Personal Wellbeing Where do we want them to be? End of Key Stage Statements: Personal identities….. recognise strong emotions and identify ways of managing these positively Healthy lifestyles ….. make informed choices about their health and wellbeing and explain reasons for their choices Risk…. assess and manage risks associated with personal lifestyle choices and situation, try new ideas and face challenges safely Relationships…. understand the nature and importance of marriage and stable relationships to parenthood and family life Diversity…. challenge prejudice and discrimination in an appropriate manner

10. PROCESSES IN PSHEE – skills they should develop 2.1 Critical Reflection 2.2 Decision making and Managing Risk 2.3 Developing Relationships and Working with others

11. Key Concepts Personal identities Healthy lifestyles Risk Relationships Diversity CURRICULUM OPPORTUNITIES (WHAT TO INCLUDE IN SCHEMES OF WORK, MEDIUM TERM PLANNING, LESSON PLANS)

12. End of Key Stage Statements Critical ReflectionDecision making and Managing Risk Developing Relationships and working with others RANGE AND CONTENT

13. MAPPING ASSESSMENT OPPORTUNITIES

14. PROCESSES S.R.E DRUGS / ALCOHOL ? 2.1 Critical Reflection activity a.reflect critically on their own and others’ valuesvalues Problem pages Scenarios b. reflect on personal strengths, achievements and areas for developmentstrengths, achievements and areas for development Personal review c. recognise how others see them and give and receive feedback d. identify and use strategies for setting and meeting personal targets in order to increase motivation e. reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviourpositive ways of understanding SEAL theme 3 activities f. develop self-awareness by reflecting critically on their behaviour and its impact on others.

15. 2.2 Decision making and Managing Risk Year 7 Year 8 Year 9 a.use knowledge and understanding to make informed choices about safety, health and wellbeing b. find information and support from a variety of sources c. assess and manage the element of risk in personal choices and situations d. use strategies for resisting unhelpful peer influence and pressure Assertiveness task e. know when and how to get help

16. PROCESSES Year 7 Year 8 Year 9 2.3 Developing Relationships and Working with others a.use social skills to build and maintain a range of positive relationships Group work b. use the social skill of negotiation within relationships, recognising their rights and responsibilities and that their actions have consequences c. use the social skills of communication, negotiation, assertiveness and collaborationnegotiation d. value differences between people and demonstrate empathy and a willingness to learn about people different from themselves e. challenge prejudice and discrimination assertively

17. THE SIX AREAS OF THE PLTS FRAMEWORK Independent Enquirers - 2.1 Critical Reflection Effective Participants - 2.3 Developing Relationships and working with others Reflective Learners - 2.1 Critical Reflection Creative Thinkers - 2.1 Critical Reflection / - 2.2 Decision making and managing risk Self Managers - 2.1 Critical Reflection / 2.2 Decision making and managing risk Team Workers - 2.3 Developing Relationships and working with others

18. 2.1 Critical Reflection 2.2 Decision making and managing risk 2.3 Developing Relationships and working with others Independent enquirers Team workers Effective participants Self managers Reflective learners Creative thinkers

19. TEACHER ASSESSMENT AT KS3 (an example) TARGET SETTING AND PERSONAL REVIEW SEX AND RELATIONSHIPS DRUGS AND ALCOHOL STAYING SAFE HEALTHY LIFESTYLES DIFFERENCE AND DIVERSITY 2.1 Critical Reflection a. b. c. d. e. f.

20. What are the learning objectives of the session? What do pupils know already about the topic or issue? What kinds of teaching and learning activities will we plan? What will success look like? Identify learning objectives such as: pupils can identify some of the risks associated with smoking. Eg - record results of a group or class brainstorming session Consider activities for individuals and groups of pupils Ask pupils to think about the audience when planning their activity. For example: planning a talk or Presentation or designing a display or website Decide on criteria for assessing work produced Including pupils in the process Were we successful? How could I improve? Opportunities for peer assessment, giving And receiving feedback Pupils reflect on their individual input and set targets for improvement