Assess Pupil Progress Pshe

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  • Bullet points in red are those we covered on Day 1. Those in white we will address today.
  • Objectives in red are those we covered on Day 1. Those in white we will address today.
  • The Primary National Strategy’s Excellence and Enjoyment: learning and teaching in the primary years materials for school-based professional development are based on these twelve key aspects of learning. Indicate reference copy The SEAL curriculum materials have been designed to support school’s broader focus on the ‘learning to learn’ skills that Excellence and Enjoyment describes. MORE INFORMATION ON HANDOUT 1.1
  • Recording progress: children keep a PSHE+C logbook, in which they record the achievements of which they are most proud. They produce a summary statement during the transition project and the completed book is taken with them when they transfer schools at the end of key stage 2. Recording progress: each child has a passport of citizenship achievement, in which they collect stamps and stickers for specific, identified achievements. At the end of each year, they choose the achievement of which they are most proud and record it in the class citizenship book. The year 6 book Reporting to parents: the class teacher writes a comment on the child’s progress and achievement in PSHE and citizenship in the annual report to parents. Reporting to parents: children write a short statement about their achievement for inclusion with the class teacher’s comments in the annual report to parents.
  • Assess Pupil Progress Pshe

    1. 1. How do I assess pupils’ progress in PSHE and SEAL? Karen Summers Hannah East
    2. 2. Programme <ul><li>Why assess? </li></ul><ul><li>Expectations in PSHE </li></ul><ul><li>OFSTED findings and recommendations </li></ul><ul><li>Establishing a cycle of assessment and evaluation </li></ul><ul><li>Managing and coordinating assessment, recording and reporting </li></ul><ul><li>Recognising and celebrating achievement </li></ul>
    3. 3. Objectives <ul><li>To explore the importance of assessment </li></ul><ul><li>To review current school practice in this area </li></ul><ul><li>To consider the range of opportunities for pupil and staff participation </li></ul><ul><li>To explore tools for whole-school, teacher and pupil assessment of PSHE </li></ul><ul><li>To share good practice in PSHE+C </li></ul>
    4. 4. <ul><li>Term 1 </li></ul><ul><li>Collect staff/pupil/parent perceptions </li></ul><ul><li>of skills, for example in: </li></ul><ul><li>empathy </li></ul><ul><li>motivation </li></ul><ul><li>managing feelings </li></ul><ul><li>social skills </li></ul><ul><li>self-awareness </li></ul>Perceptions gathered and fed back to PSHE Coordinator - all information collated and shared with relevant stakeholders. Term 2 Decide on targets for whole-school focus and plan timeline e.g. to further develop empathy skills in the playground and classroom. Share focus with all members of school community. Feed into whole-school reward systems. Whole-school focus linked with SDP, SEF, PSHE Coordinator action plan etc. Term 3 What difference have we made? Have we changed pupils’ attitudes? What new skills have pupils developed? How have we performed against our qualitative and quantitative outcomes? Re-evaluate the focus…
    5. 5. Gather perceptions <ul><li>Where to start? </li></ul><ul><li>Choose tools which encompass the whole-school community </li></ul><ul><li>Brief teaching staff/support staff/governors </li></ul><ul><li>Alert parent/carers (newsletters/posters/parents’ evening) </li></ul><ul><li>Discuss with pupils (assemblies/school council/PSHE time) </li></ul><ul><li>Plan for sharing the outcomes! </li></ul>
    6. 6. Plan, do, review cycle <ul><li>Collect staff/pupil/parent perceptions </li></ul><ul><li>of skills, for example: </li></ul><ul><li>5 key domains (SEAL) </li></ul><ul><li>Behaviour and attendance electronic audit </li></ul><ul><li>KS1/KS2 pupil questionnaire </li></ul>Gather stakeholder perceptions Evaluate (and celebrate) impact Identify needs and priorities Plan whole- school approaches Monitor implementation and progress
    7. 7. Key aspects of learning <ul><li>Reasoning </li></ul><ul><li>Evaluation </li></ul><ul><li>Creativity </li></ul><ul><li>Enquiry </li></ul><ul><li>Problem solving </li></ul><ul><li>Information processing </li></ul><ul><li>Communication </li></ul><ul><li>Self-awareness </li></ul><ul><li>Managing feelings </li></ul><ul><li>Motivation </li></ul><ul><li>Empathy </li></ul><ul><li>Social skills </li></ul>
    8. 8. Plan, do, review cycle <ul><li>Collate information for example: </li></ul><ul><li>Audit pupil attitudes/skills </li></ul><ul><li>Diamond 9 with SLT/staff </li></ul><ul><li>Plus, minus, interesting (PMI) </li></ul>Gather stakeholder perceptions Evaluate (and celebrate) impact Identify needs and priorities Plan whole- school approaches Monitor implementation and progress
    9. 9. Plan whole-school approaches <ul><li>Set targets linked to: </li></ul><ul><li>School Improvement Plan </li></ul><ul><li>Every Child Matters </li></ul><ul><li>Healthy Schools Programme </li></ul>
    10. 10. Plan, do, review cycle <ul><li>Monitor implementation and progress, </li></ul><ul><li>for example: </li></ul><ul><li>Walk around the school </li></ul><ul><li>Lesson/playground observations </li></ul><ul><li>Teacher assessment </li></ul><ul><li>Pupil self-assessment </li></ul>Gather stakeholder perceptions Evaluate (and celebrate) impact Identify needs and priorities Plan whole- school approaches Monitor implementation and progress
    11. 11. Evaluate and celebrate impact <ul><li>Ongoing feedback to pupils re: skills </li></ul><ul><li>Formal arrangements for the celebration of social and emotional skills </li></ul><ul><li>Progress files/logbooks </li></ul><ul><li>School portfolio </li></ul><ul><li>PSHE/SEAL assemblies </li></ul><ul><li>PSHE/SEAL workshops </li></ul>
    12. 12. Successful approaches to assessment of PSHE <ul><li>Planned whole-school/cross curricular approach </li></ul><ul><li>Regular opportunities for pupils to participate and to contribute </li></ul><ul><li>Inclusive (include less and more able) </li></ul><ul><li>Valuing the personality of the individual </li></ul><ul><li>Opportunities for negotiated targets and objectives </li></ul>
    13. 13. thank you

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