Evidencing PSHE

this next video is to do with evidencing the S.

A. G.

Hello there.

I'm Phil jones.

I'm curriculum leader P.

S. H.

E. For those of you have a chance to meet

me. I've been unreal for performance now um since I've

been here have been very impressed by the way society

is happening all over the place at real all the

time. It's happening in our conversations in our lessons where

we support students even when we're traveling in the car

with them and what I'm concerned with is how to

evidence that can capture it so we can really show

off fantastic progress that our students make and the fantastic

work that we do with them.

So In the next 20 minutes or so I'm going

to take us through um the importance of evidencing and

why we really need to do it, what we're doing

it for um what we're assessing against and how we

put the evidence together.

Thank you.

So sick Is mandatory subject became mandatory in July 2020.

Most of most of the content then PSE G education

is actually battery these concerns health well being and relationships

in particular.

Um We must therefore show our students access P.

S. A.

G. And how they achieve the expected levels.

The government set out in 2019.

Certainly expectations by the end of primary school and by

the end of secondary school that every student is expected

to know and that's exactly how they put it by

the end of secondary school.

All pupils should know.

And so um we really need to be able to

show exactly what people are aware of, what they're not

aware of, the great work that we do with them.

Um The last sentence inspection, there was no surprise that

they did a deep dive into because obviously this is

this is the month, it's now mandatory subject and that

they're going to be checking us over and checking how

well we're teaching and how how well the students are

um absorbing the knowledge and absorbing the skills that are

expected to.

Um We are as an organization, doing fantastically well on

this. Um it's obvious by the fantastic development of the

students make and you know that we have really, really

challenging students that really learn to engage and then to

behave and learn to respect and we're really needed to

show all of that.

So this really is why it's so important to evidence

of the S.

A. G.

Especially at.

So we need to look at, we're assessing against uh

huh. As I mentioned, the government set out criteria which

they expect every student to know by the by the

end of primary school and at the age of by

the end of secondary school um we this they also

set up the association which really are considered the experts

and they lead the way as far as education goes

in the whole of the country and most schools are

in touch with the association.

We are indeed members and we look to them for

guidance or exactly what we need to be teaching and

how to teach it.

Um So they set out something called the Program study,

which is the finer points of what everybody needs to

know, all students need to know.

Um And then what we're using as a framework to

judge student's progress legitimate against.

Are the opens set up the S.

A. G.

Association, So we'll take a look at those for a

few minutes and um I think it's one of those

things that they seem fairly complicated at the beginning, but

once you get to look at them more and more

get to know them, you start to become a favor

them and you start to realize what they mean and

where the work that we're doing with students fits in

with this.

Okay. Um So the government set out, as I say,

two different frameworks for primary and for secondary, we're considering

those as being stage one and stage two.

Because our students, as we know, I kind of don't

follow typical lines of progression as far as age related

expectations go in that Somebody maybe 13 and you might

be working with them on something that a nine year

old baby working up mainstream school, especially when we're talking

about emotional regulation.

Um respect for others have to behave this kind of

thing. Um We may in fact find that some students

are fairly advanced in their knowledge on certain aspects of

C. G.

Of course this will be referred to as a spiky

profile. So we need to be looking at these things

fairly flexibly.

I've taking me I constantly the association and I've put

them into two different stages as the same.

It's important to remember that we shouldn't be teaching stage

to content.

two students of a primary age um stage to content

might refer to things like um consenting sexual activity.

It may talk about extremism gangs and drugs and These

things. Maybe maybe two premature to talk about these things

with the student privilege for obvious reasons.

Um So the curriculum is split into three different parts

as well as two stages.

So there are three themes that run throughout.

One is health and well being.

one is relationships on one is living in the wider

world and when.

So all of P.

S. 80 education fits into one of these three categories.

And so when we're having conversations with us jeans when

we're supporting them, when we're driving the car, when we

talk about the issues maybe um I think we'll find

is that our conversations will naturally fit into all these

three categories and we can judge then against the framework

that's been set out where we've covered.

Okay so um if we're talking about problems with families

or friends mattress all of them were natural look towards

the relationships, we're talking about physical exercise helps um in

various different ways than would be talking about health and

well being.

Um mental health concerns is sexual, is health well being.

Um politics, views of the outside world, how to budget

out, um etcetera would be in living in the wider

world. Okay, so I thought we'd just look at part

of the framework.

Um so I've chosen health budgets, so all of this

can see them.

This is the stage one intended learning outcomes.

So this is what people expect a primary school, you

can see there's quite a few how comes here to

be considered.

So what I've done is I've highlighted the ones for

stage one, which you can see and wipe their and

the others would belong to key stage two.

So it will give us a little bit of direction

which look for how our conversations chakra have been covered.

So what I'm envisaging is that if we have a

conversation with the child, were able to go on to

evidence for learning and we're able to pinpoint where that

conversation is relevant curriculum using frameworks, you'll find that the

secondary framework or the Stage two framework, as I put

it, it's far simpler than the stage one frame and

that's very different reasons.

Also, I think it's worth mentioning that these are quite

generalist criteria in that they contain several different elements from

the original study.

So what you're evidencing, won't fully substantiate any of these

statements. It may be working towards one of those statements.

So what we need to do is after we've had

a conversation with the learner is choose which statement this

first too and love that on evidence for learning.

If however we're doing script is a key lesson, we

would naturally have the criteria given to us within that

lesson plan and so we'd know automatically which area of

the curriculums upon their towards because it's quite difficult to

see. I'll just read a couple of those out to

you so you can get a flavor of what I'm

talking about.

Um if we look just below the highlighted sections, so

This is one of the first ones of key stage

two in mainstream education, it says I can explain a

range of ways to keep healthy, that habits can have

a positive and negative effect on my health and how

to manage pressure to do things that are not healthy.

2nd 1 says, I have a wide vocabulary to describe

different emotions in myself and others and can explain how

feelings change in ways to manage difficult feelings and ways

to manage difficult feelings, including those related to change and

loss. So you can see lots of the conversations that

we have might fit into those countries.

So it's a matter of when we have a significant

conversation with somebody and when somebody has shown us that

they understand simply content what we're talking about your relationship

to these things.

We'll be able to love that against these prettier.

So that's instructions to the S A.

G from.

So we need to look up next how we evidence

these conversations um these events that might occur, It's fairly

obvious I think within within discrete lesson in my evidence.

So I'll concentrate on those these conversations they have during

teaching of the subject or during um engagement activities or

during conversations and cars, etcetera.

Okay, so we need to identify the assessment criteria that

leads to the work of the conversation as shown a

minute ago.

Um We will have a conversation that may make, well

this is significant because actually showed me that he's got

knowledge about how to remain healthy or have to meet

healthy or how to avoid certain situations and like getting

into trouble um particularly to do with health.

So for instance drugs or alcohol.

And so we would automatically go towards the health part

of the curriculum.

Um if it were drugs and I'll call, I'll be

looking at the stage to if it were something about

fitness and might be looking towards everyone.

Okay, so the first part is, once you've had the

conversation to think about in the Evidence for learning up,

think about the area of the framework with words to

so as we've learned hopefully already sent to go into

the evidence for learning up and um name the learner,

then we click on the framework and then in part

of the framework that relates to the piece of evidence

that was submitted.

So well then make a statement for which this applies

to the more, more discrete activity.

Perhaps take a photo of the work on the activity.

So in a statement we should try and identify the

learner relate directly to the criteria, in other words, using

the language from the criteria where it's possible.

Personalized by explaining, learner the learning did said and how

they demonstrated understanding regional skills these initial and date the

statements we may um what's a police statement out of

learning up at some stage and the type of Tandy

then if they an initial they get on the statement.

So I kind of thought about.

Evidencing PSHE

Chapters

Audio TranscriptAuto-generated