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PSHE AND ASSESSMENT

PSHE AND ASSESSMENT. Ofsted and the QCA have reported that assessment remains the weakest aspect of PSHE provision in schools. What is needed for assessment, recording and reporting in PSHE? • Assessment….. There is no statutory requirement for end of key stage assessment in PSHE.

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PSHE AND ASSESSMENT

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

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

  13. MAPPING ASSESSMENTOPPORTUNITIES

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

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

  16. TEACHER ASSESSMENT AT KS3 (an example) TEACHER ASSESSMENT AT KS3 (an example)

  17. Including pupils in the process Identify learning objectives such as: pupils can identify some of the risks associated with smoking. What are the learning objectives of the session? What do pupils know already about the topic or issue? 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 What kinds of teaching and learning activities will we plan? What will success look like? Decide on criteria for assessing work produced Opportunities for peer assessment, giving And receiving feedback Were we successful? Pupils reflect on their individual input and set targets for improvement How could I improve?

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