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.

Each year group will have an overview of the end of year expectations which will be used to make end of year assessments and will be annotated according to:

children who are working towards expected (emerging)

children working at expected (secure)

children working above expected (deep)

• Staff will make ‘best fit’ judgements.