This snapshot, taken on
23/08/2010
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
 
 
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.
Access Key Definitions
Skip navigation
Access key details
Home page
Latest updates
Site map
Search
Frequently Asked Questions (FAQ)
Terms and conditions

A new UK Government took office on 11 May. As a result the content on this site may not reflect current Government policy.
All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.

Assessment in personal, social and health education

 

About the non-statutory framework for PSHE and citizenship

At key stages 1 and 2 PSHE is part of the joint non-statutory framework for PSHE and citizenship. This framework does not include attainment targets. However, QCA has produced non-statutory end of key stage statements describing what most pupils are expected to know by the end of each key stage.

Making a judgement

Teachers, in discussion with pupils, will arrive at a rounded judgement by taking into account pupil achievements, strengths and areas for development across a range of contexts and over a period of time, rather than focusing on a single piece of work or activity. The joint non-statutory framework for PSHE and citizenship at key stages 1 and 2 can be used as a guide for the standard of such assessments.

A single piece of work will not cover all the areas of PSHE described in the non-statutory framework. It will probably provide partial evidence of attainment in one or two aspects. If you look at it alongside other evidence covering a range of contexts you will be able to make a more rounded judgement about a pupil's overall performance.

Giving pupils opportunities to demonstrate attainment

Pupils will need a variety of opportunities to demonstrate their achievements in PSHE. Examples could include:

  • a talk or presentation

  • designing a display or website

  • role play or simulation

  • writing articles for school or local newspapers

  • making a video of an event.

In planning teaching and learning, teachers will need to provide opportunities for pupils to display their achievements in different ways, and to work in a range of situations. In addition to the above, examples might include:

  • a reflections diary, logbook or portfolio

  • observation and contributing to discussions and debate

  • producing resources for younger pupils

  • producing a quiz, board game or card game

  • recording an interview with school or wider community members

  • evidence of planning a visit or arranging for a visiting speaker

  • photographs of an event

  • written work

  • peer and self-assessment sheets.

If teachers are planning to use an activity to assess progress it is important that there is a shared understanding of what progress and achievement look like. Clear learning objectives should be shared with the pupils.

Progression in personal, social and health education

It is important to establish what prior PSHE learning has taken place and to lay a firm foundation for future PSHE planning.

There are no attainment targets for PSHE. However, to set a national standard for PSHE, QCA has produced non-statutory end of key stage statements describing what most pupils are expected to know by the end of each key stage. The statements have two purposes: to raise teachers' expectations for pupils' achievement and to provide guidelines for assessing pupils' progress and attainment.

This content relates to the 1999 programmes of study and attainment targets.

Back to top