Assessing PSHE

• Learning in PSHE education should be assessed for several reasons:

• It is important for pupils to have opportunities to reflect on their learning, especially when that learning relates directly to the individual’s identity – their personal qualities, attitudes, skills, attributes, achievements and influences.
• It is important for teachers to feel confident that learning has taken place, to be able to demonstrate progress, and to identify future learning needs.
   

• Personal attributes, so central to PSHE education, are arguably the hardest aspects of learning to assess. It is difficult for teachers to accurately assess a pupil’s self confidence or sense of their own identity and values. However, pupils themselves will be able to judge, for instance, whether they feel more confident, or have a firmer sense of their own beliefs and opinions than they did before a particular series of lessons. Assessing learning in PSHE education must therefore use a combination of teacher assessment and pupil self- and peer assessment

• The PSHE Association recommends using a baseline activity at the start of a topic and revisiting at the end.  Teachers may use activities below to assess PSHE.

• To monitor pupils’ progress, evidence including before and after mind maps, photographs of lessons, and the impact of both visits and visitors to the classroom are kept in a class ‘floor book’. The floor book is used to showcase the children’s work and can be filled with comments from the children and teacher.