Progression Framework for Planning and Assessment in
Personal, Social, Health and Economic (PSHE) Education:
Personal Wellbeing
[Key Stages 3 and 4]
Understanding and using this progression framework for planning and assessment in PSHE education
In line with all other subjects, the two National Curriculum programmes of study for PSHE education (i.e. Personal Wellbeing and Economic Wellbeing and Financial Capability), are expressed in terms of ‘Key Concepts’ (big ideas), ‘Key Processes’ (key skills) and ‘Range and Content’. Previously, most PSHE education programmes used a topic- or issues-based approach, in other words, taking the ‘Range and Content’ as the starting point. However, in the spirit of the revised National Curriculum, we have considered the ‘Key Concepts’ as the most appropriate basis for organising planning and assessment.
You will see that we have broken down each sub-sectionof each ‘Key Concept’ into three statements, broadly describing what attainment might look like for learners working ‘towards’, ‘at’, or ‘beyond’ the intended outcomefor each. We have also incorporated the ‘Key Processes’ into these statements and referenced these in the left hand column. At the beginning of the progression framework for each ‘Key Concept’, we have listed the ‘Range and Content’ that we consider to be most appropriate and most closely linked to that ‘Key Concept’. Some ‘Range and Content’ will be appropriate in more than one concept, for example, ‘the consequences of alcohol misuse’ fits within ‘Healthy Lifestyles’ and ‘Risk’.
As the ‘Key Concepts’ are more or less identical for key stages 3 and 4, we have included additional statements in red to cover key stage 4 ‘Key Processes’ where appropriate and indicated the separate ‘Range and Content’ but otherwise the framework can be used across the two key stages.
Remember – whilst we have used the sub-sections of the National Curriculum programme of study, the three statements of progression are based on our own interpretation. You may or may not agree with them all but they are presented as a suggested means of double-checking that you have built progression into your planning, as well as a model against which to assess progress summatively, formatively and ipsatively (assessment against own prior performance, knowledge or capability).
What about the ‘End of Key Stage Statements’?
It is important to recognise the National Curriculum ‘end of key stage statements’ as outcomes. Whilst this progression framework does reflect the end of key stage statements, it is not intended that ‘working at’ equates to attainment at the end of key stage 3. For example, it is possible for a learner in year 7 to be working towards the outcome in some areas and working beyond the outcome in others, depending on the concept or context.
Progression Framework for Planning and Assessment in
Personal, Social, Health and Economic (PSHE) Education: Personal Wellbeing
[Key Stages 3 and 4]
KEY CONCEPT 1.1 PERSONAL IDENTITIES
Key: blue = KS 3 and 4 red = KS 4 onlyitalics = reference to ‘Key Processes’
PSHEe Personal Wellbeing: Key Concept 1.1 – Personal IdentitiesN.C. Programme of Study / Working Towards
the intended outcome / Working At
the intended outcome / Working Beyond
the intended outcome
The learner can... / The learner can... / The learner can...
Understanding that identity is affected by a range of factors, including a positive sense of self.
Key Process 2.1:
Critical reflection [c] / describe some of the factors that contribute to ‘identity’, such as cultural heritage, religion, race etc;
identify some of those factors that have contributed to their own identity;
describe in simple terms how they perceive that others see them; / explain how the factors that contribute to ‘identity’, such as cultural heritage, religion, race etc, together with personal experiences affect our identity and sense of self;
explain how these and other factors that contribute to ‘identity’have helped make them who they are;
recognise how others see them and how this shapes their ownbehaviour; / critically reflect on and evaluate how the factors that contribute to ‘identity’, such as cultural heritage, religion, race etc, have contributed to who they are;
critically reflect on the ways in which future experiences, and the way they respond to and manage them, will continue to shape their identity and sense of self;
critically reflect on how their behaviour shapes and is shaped by how others perceive them and recognise how changing their choices and behaviour can influence this perception;
Recognising that the way in which personal qualities, attitudes, skills and achievements are evaluated affects confidence and self-esteem.
Key Process 2.1:
Critical reflection [c] / identify qualities and skills they are good at and are proud of;
describe how they feel when given praise or criticism, when something goes well or not so well;
give simple feedback to others and accept feedback from others; / use their awareness of their own qualities and strengths to explain the effects of praise, criticism, success and set-backs on their confidence and self-esteem;
give constructive feedback to others;
receive feedback from others and use it constructively to inform their future actions, choices and learning; / critically analyse the effects of praise, criticism, success and set-backs on confidence and self-esteem;
give constructive feedback to others that is designed to inform their future actions, choices and learning;
evaluate feedback from others, in a variety of contexts and use it constructively, in order to maximise its impact on their future actions, choices and learning;
Understanding that self-esteem can change with personal circumstances, such as those associated with family and friendships, achievements and employment.
Key Process 2.1:
Critical reflection [b]
KS4 only / identify some of the personal circumstances that can affect how they feel about themselves.
identify some of their strengths and achievements;
recognise that strengths and achievements can affect motivation;
recognise that disappointment or failure can be overcome
give and receive constructive praise and criticism to and from a trusted person;
with support, use success or failure in every-day experiences to inform their future choices and behaviour; / explain how personal circumstances can raise or lower self-esteem;
respond constructively to changing circumstances that affect how they feel about themselves.
identify their strengths,
achievements and areas for improvement;
demonstrate understanding of how their strengths and achievements have affected their motivation and influenced their choices;
respond positively, most of the time, to disappointment or failure;
give and receive constructive praise and criticism;
use success or failure in a variety of experiences positively, to inform their future choices and behaviour; / respond constructively to changing circumstances that affect how they feel about themselves;
critically analyse the inter-relationship of factors that determine self-esteem.
critically reflect on their strengths,
achievements and areas for improvement;
analyse and evaluate how their strengths and achievements have affected their motivation and influenced choices they make;
respond positively to disappointment or failure, using the experience to inform future choices;
give and receive constructive praise and criticism in a number of different contexts;
critically evaluate success or failure in a wide range of experiences and use this evaluation positively, to inform future choices and behaviour;
[Additional criterion regarding the suggested ‘range and content’ for this concept]. / demonstrate a basic understanding of the subject specific content covered (relating to this concept). / demonstrate a good understanding of the subject specific content covered (relating to this concept). / demonstrate a comprehensive understanding of the subject specific content covered (relating to this concept).
Progression Framework for Planning and Assessment in
Personal, Social, Health and Economic (PSHE) Education: Personal Wellbeing
[Key Stages 3 and 4]
KEY CONCEPT 1.2HEALTHY LIFESTYLES
Key: blue = KS 3 and 4 red = KS 4 onlyitalics = reference to ‘Key Processes’
PSHEe Personal Wellbeing: Key Concept 1.2 – Healthy LifestylesN.C. Programme of Study / Working Towards
the intended outcome / Working At
the intended outcome / Working Beyond
the intended outcome
The learner can... / The learner can... / The learner can...
Recognising that healthy lifestyles, and the wellbeing of self and others, depend on information and making responsible choices.
Key process 2.2:
Decision-making and managing risk [f]
Key process 2.2:
Decision-making and managing risk [a]
KS4 only / identify some reliable sources of information on healthy lifestyles and access such information with support;
recognise that feelings and emotions can affect the decisions they make;
with support, use some strategies for managing their feelings and emotions in familiar situations, when making decisions and choices;
begin to use some knowledge and understanding to make choices, with support, about safety, health and wellbeing, in some familiar situations;
identify where their choices have led to successful outcomes and where they have been less successful;
with support, make appropriate changes to their personal choices if necessary; / access and analyse information from a variety of sources to make choices about a healthy lifestyle;
explain how their lifestyle choices might impact on themselves and others;
explain how strong emotions can positively and negatively impact on decisions and choices;
use some strategies for managing their feelings and emotions, in a variety of situations, when making decisions and choices;
use knowledge and understanding to make informed choices about safety, health and wellbeing in a variety of situations;
explain the link between the personal choices they have made and the success of their outcomes;
with some guidance, make appropriate changes to their choices if necessary; / analyse and evaluate information from a wide range of sources in order to make informed choices about lifestyle which promote their own wellbeing and that of others;
use a wide range of strategies to effectively manage their feelings and emotions, in order to make decisions and take calculated risks, in a variety of contexts;
use a comprehensive knowledge and understanding to make informed choices that promote safety, health and wellbeing, in a range of situations, both familiar and unfamiliar;
critically evaluate the personal choices they have made and their outcomes, allowing them to independently make the most appropriate changes to their choices if necessary;
Understanding that our physical, mental, sexual and emotional health affect our ability to lead fulfilling lives and that there is help and support available when they are threatened.
Key process 2.2:
Decision-making and managing risk [e]
Key process 2.2:
Decision-making and managing risk [b]
KS4 only
Dealing with growth and change as normal parts of growing up. / identify different aspects of health (e.g. physical, mental, sexual and emotional), showing understanding that ‘health’ is about more than simply ‘absence of illness’;
identify familiar situations and circumstances in which they might need help;
recognise how to get the help they need in familiar situations;
recognise that information is available from a variety of sources;
identify some of those sourcesand access them with support;
explain why some sources of information, advice and support might be more reliable, or more useful than others;
recognise that they will change in many ways as they get older and that this is normal; / explain the possible effects of physical, mental, sexual and emotional health and ill-health on people’s lives;
explain when and how to get help in a variety of familiar and unfamiliar situations and circumstances;
access information from a variety of sources;
explain why some sources of information and support are more appropriate, or useful, than others in a variety of situations;
evaluate a range of sources of information, advice and support, in order to access the most reliable, appropriate and useful in a variety of situations;
explain the physical and mental changes that take place as a normal part of growing up;
respond positively to these changes; / make links between and evaluate how physical, mental, sexual and emotional health can impact on each other and our ability to lead fulfilling lives;
anticipate when they, or others, might need help and support in a variety of familiar and unfamiliar situations;
locate and access the most appropriate specialised support in all circumstances;
evaluate a wide range of sources in order to access the most appropriate and useful information and support in a range of situations;
through their own evaluation, advise and support others to accessthe most reliable, appropriate and useful information and support for them in a range of situations;
explain the physical and mental changes that take place as a normal part of growing up and how these changes can impact on our identity and self-image;
anticipate and respond positively to these changes;
[Additional criterion regarding the suggested ‘range and content’ for this concept]. / demonstrate a basic understanding of the subject specific content covered (relating to this concept). / demonstrate a good understanding of the subject specific content covered (relating to this concept). / demonstrate a comprehensive understanding of the subject specific content covered (relating to this concept).
Progression Framework for Planning and Assessment in
Personal, Social, Health and Economic (PSHE) Education: Personal Wellbeing
[Key Stages 3 and 4]
KEY CONCEPT 1.3 RISK
Key: blue = KS 3 and 4 red = KS 4 onlyitalics = reference to ‘Key Processes’
PSHEe Personal Wellbeing: Key Concept 1.3 – RiskN.C. Programme of Study / Working Towards
the intended outcome / Working At
the intended outcome / Working Beyond
the intended outcome
The learner can... / The learner can... / The learner can...
Understanding risk in both positive and negative terms and understanding that individuals need to manage risk to themselves and others in a range of situations.
Key process 2.2:
Decision-making and managing risk [c]
KS4 only / recognise that there will be an element of risk in most personal choices and situations they face and that this can be positive or negative;
with support, carry out a risk assessment and identify potential hazards and dangers in familiar situations;
explain how to minimise harm and help others to do so, in some familiar risky situations; / identify the possible positive and negative consequences associated with risk in a variety of personal choices and situations they might face;
carry out risk assessments and identify potential hazards and dangers in familiar and unfamiliar situations;
manage the element of risk to themselves and others in a variety of personal choices and situations;
explain how to minimise harm and help others to do so, in a variety of familiar and some unfamiliar risky situations; / evaluate both positive and negative consequences associated with risk in a broad range of personal choices and situations they might face;
carry out risk assessments in a wide range of unfamiliar and complex situations;
use a range of strategies to manage risk to themselves and others effectively and confidently in a wide range of personal choices and situations;
explain how to minimise harm and help others to do so, in a wide range of risky situations;
Appreciating that pressure can be used positively or negatively to influence others in situations involving risk.
Key process 2.2:
Decision-making and managing risk [d]
KS4 only / recognise that others can influence us to do things;
identify ways in which they can influence others.
recognise and use some simple strategies for resisting unhelpful peer influence and pressure in familiar situations;
recognise when they might need to use these strategies; / determine whether peer influence is positive or negative in a variety of situations;
explain why others might apply pressure in some situations.
assess when to use and explain a variety of strategies for resisting unhelpful peer influence and pressure in both familiar and unfamiliar situations; / critically analyse how, in relationships, others could influence them and they could influence others, both positively and negatively, in situations involving risk;
demonstrate a sophisticated understanding of the reasons why this might happen;
assess when to use and critically evaluate the effectiveness of a range of strategies for resisting unhelpful peer influence and pressure in both familiar and unfamiliar situations;
Developing the confidence to try new ideas and face challenges safely, individually and in groups.
Key Process 2.1:
Critical reflection [d]
Key Process 2.1:
Critical reflection [c]
KS4 only / recognise that something different or new can be positive;
recognise that there may be risk involved in a new activity or experience;
try new ideas and face challenges safely with support;
with support, set some appropriate personal targets;
with support, identify when strategies for meeting personal targets have worked well and not so well;
with support, adapt their strategies when necessary to achieve their goals; / try new ideas and face challenges safely, based on risk management strategies, gained from advice, training and prior experience;
adapt these strategies appropriately when in a group situation;
identify and use appropriate strategies for setting and meeting a variety of personal targets;
identify when strategies for meeting personal targets have worked well and not so well;
adapt their strategies when necessary to achieve their goals; / try new ideas and face challenges safely through a clear understanding of the complexities of risk and effective management of that risk;
safely manage risk to themselves and others when trying new ideas and facing challenges as a group;
identify and use strategies for setting and meeting personal targets in a range of contexts, evaluating their effectiveness and adapting them when necessary in order to increase motivation and achieve their goals;
[covers KS 3 & 4]
[Additional criterion regarding the suggested ‘range and content’ for this concept]. / demonstrate a basic understanding of the subject specific content covered (relating to this concept). / demonstrate a good understanding of the subject specific content covered (relating to this concept). / demonstrate a comprehensive understanding of the subject specific content covered (relating to this concept).
Progression Framework for Planning and Assessment in