1. Assessment and PSHE By far the weakest aspect of teaching was the assessment of pupils’ learning which was often less robust for PSHE education than for other subjects. [‘Not yet good enough: PSHE education in schools’. Ofsted 2013] www.pshe-association.org.uk 1

2. What do you think makes this the case? www.pshe-association.org.uk 2

3. What does assessment of PSHE mean to you? www.pshe-association.org.uk 3

4. Today What is meant by assessment (in context of PSHE)? What are you aiming for/what are OFSTED looking for? Creating assessment opportunities in PSHE sessions Getting started …… www.pshe-association.org.uk 4

5. Who are we assessing for (our audience)? Other teachers Pupils Parents Govs Who else? www.pshe-association.org.uk 5

6. Why assess PSHE education? www.pshe-association.org.uk 6

7. 1.Monitor our provision. 2.Give us and pupils (and parents) feedback about progress and how learning might be improved. 3.Provide tracking data for the school. 4.Improve learning and increase pupils’ motivation. 5.Classify pupils or give them a ‘level’. 6.Help pupils to reflect on and identify what they have learnt. 7.Enable others to see the impact PSHE education is having for learners and for whole-school outcomes. 8.Status with other subjects www.pshe-association.org.uk 7

8. Health Warnings!!! www.pshe-association.org.uk 8

9. We need to make sure that assessment… measures what is useful (not just easy to measure); evidences progress in skills as well as knowledge; does not judge worth, personality or value of an individual or their family; reflects the learning and achievements of all learners; includes time for reflection and action at the end of each session; planned as an integral part of teaching and learning 9 www.pshe-association.org.uk

10. ‘What do Ofsted want?’ Teachers ….know how well their pupils are achieving, build on their previous knowledge and provide effective feedback to help them to improve further. Teachers ensure that pupils have their attainment and progress recognised across all aspects of knowledge and skills development in PSHE education. www.pshe-association.org.uk 10

11. What does that mean for us? A meaningful system for assessment is in place Shows the difference that PSHE is making to pupils’ personal development and achievement/attainment Shows that pupils enjoy their PSHE sessions! Teaching activities INCORPORATE assessment opportunities Shows how different pupil groups are making progress (vulnerable learners? pupil premium?) What else? www.pshe-association.org.uk 11

12. What types of assessment? www.pshe-association.org.uk 12 Baseline assessment to establish pupils’ starting point. Summative (AoL) to measure where they’ve got to What needs to be learnt next? (Baseline) Incorporate AfL

13. www.pshe-association.org.uk 13 Baseline assessment to establish pupils’ starting point. Insight into existing knowledge, understanding, skills, beliefs and attitudes?

14. Baseline assessment Observation Questioning Brainstorm Mind-map Graffiti wall Sorting activity Quiz (use True/False with caution) Open-ended worksheet ‘Draw & write’ / ‘Draw and talk’ 14 www.pshe-association.org.uk

15. 15 Baseline assessment to establish pupils’ starting point. Incorporate AfL How do we use AfL to promote learning?

16. Adjustments to teaching Feedback, feed forward: (peer, self & teacher) Using baseline assessment activities Questioning, re-capping, mini-plenary, observation, listening www.pshe-association.org.uk 16 AfLAfL

17. Exploring the present… How do you think they are feeling right now? Do you think what they are feeling and thinking is different from what they are saying and doing? Why? If someone who really cared for them was watching them now, what would they be feeling? Imagine they can see you, but the rest of the world is on pause. They ask your advice. What would you tell them to do? They then ask you ‘why?’ Could you convince them? What more would you like to know/need to know to really convince them? www.pshe-association.org.uk 17 Questioning in AfL

18. Exploring the future… What do you think will happen next? Is that good or not so good? Is anyone ‘at risk’, could someone get hurt? Their body? Their feelings? Could anyone not actually in this present situation still end up getting hurt later? Who? Why? How? In what way? Can you think of better/healthier/safer ways this situation could develop? www.pshe-association.org.uk 18

19. Exploring the past…. If we could turn the clock back what do you think might have happened before this situation? Could there have been a moment when someone could have said or done something different that could have stopped this from happening? Would it have been easier to have said or done something then, rather than now? www.pshe-association.org.uk 19

20. www.pshe-association.org.uk 20 Baseline assessment to establish learners’ starting point. Summative (AoL) to measure where they’ve got to Incorporate AfL How can we show progression and/or record attainment?

21. Revisit baseline activity e.g….  Draw & Write  Brain storm / graffiti wall / mind-map Role play and scenarios Mock TV or radio interviews ‘Treasure chest’ Presentations Discussions Quizzes Then and Now sheet Written work including leaflets, projects, displays etc. www.pshe-association.org.uk 21 What assessment activities can we use to show or measure learning? Activities that cannot be used for assessment?

22. When we’re measuring learning, we have to measure it against something! Such as?  End of KS statements  Citizenship levels  EYFS profile  A set of success criteria based on learning outcomes we have identified www.pshe-association.org.uk 22

23. Planning an effective PSHE lesson: Start with the learning objectives and learning outcomes NOT with the activity or resource establish the pupils’ baseline decide which activities will achieve the outcomes (differentiation?) decide how you will incorporate AfL and give opportunities for pupils to reflect on what the learning means for their own lives decide how you can demonstrate progress and whether you want or need to measure progress (in which case, decide who will measure it and define your success criteria) www.pshe-association.org.uk 23

24. Checklist: Does your PSHE policy contain a statement re assessment? Is there a whole school approach re how your school assesses learning ? Do staff recognise the difference between assessment and evaluation? Are AfL and AoL opps explicit in PSHE SOWs and lesson plans? Is summative assessment (AoL) recorded ? (half-termly, end of year) Can staff show evidence of learning and progression (what learning took place?) Does your school report progress in PSHE to parents? Is assessment in your school incorporated into teachers’ PSHE planning? www.pshe-association.org.uk 24

25. What will you do next?! www.pshe-association.org.uk 25

26. Suggestions…… Audit/decide – where are we? Where can PSHE assessment fit into your self- evaluation/review cycle? Get ‘buy in’ from SLT ‘Pilot’ your system Ask pupils for their ‘take’ Look at your PSHE planning – where can the assessment opps be put? www.pshe-association.org.uk 26