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Working to fulfil the focus on curriculum these sessions encourage PSHE Leaders to set out their INTENT

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Working to fulfil the focus on curriculum these sessions encourage PSHE Leaders to set out their INTENT, IMPLEMENTATION and assess the IMPACT of their subject.

This is a great opportunity to discuss and share best practice and ideas with other PSHE leads which can be taken back to schools to help with the delivery of quality PSHE education.


3.45pm - Join the meeting, welcome and introductions

3.50pm PSHE pupil work. Group discussion on pupil work previously submitted before the meeting. * Please read moderation notes below

4.45pm - RSHE – where are now and where we need to be.

5.15pm - PSHE news and updates AND an opportunity to share some PSHE news from your school. Please come prepared.

5.25pm - Reflection on the meeting and ideas and next steps.

CLOSE Eileen

*As a group we thought it would be helpful to dip our toes into the assessment/moderation water. Please read the information below so we can all be prepared for the session.


The primary reason for offering this moderation session is bound up in the disrupted nature of learning and assessment last year and the higher focus that RSE now has. Moderation is a well-tried process for reaching agreement over the examples of required attainment and to inform assessment. The aims for our moderation session are:

 To help teachers plan an effective, responsive and appropriate curriculum that will meet the needs of all pupils as they progress.

 To support a smooth transition to the next year group by informing the professional dialogue between teachers.

 To inform reports to parents so they are accurate and well founded in their evaluations of pupils’ development against the PSHE Curriculum and the characteristics of their learning.

How this will work

 You are invited to this initial virtual moderation session focused on the attainment of pupils organised by year groups/phase.

 Lisa and I will lead and support the session using your experience as PSHE Leads.

 We aim to provide the start of a robust moderation process to secure the consistency and accuracy of judgements made by different professionals in different schools and settings;

 We aim to reassure staff that their judgements are accurate, valid and consistent with national standards; and

 Assure Trustees that an acceptable level of accuracy and validity has been achieved for assessments recorded and reported by the settings for which they are responsibility.

Stage One - In school moderation

Year group staff and subject leads should plan formal opportunities to agree assessment judgements with others ahead of this session. These should take place in addition to daily informal conversations and informed by year group or staff meetings to reach internal agreement.

Internal moderation could involve the class teacher and teaching assistants. They may be informed by senior leaders and/or subject leaders.

Internal moderation could include discussion of children’s unaided work in relation to one of the aspects of the curriculum. The focus for this planned work should be clear and manageable in the selection of material and the number of pupils considered. Reference should be made to the standardised PSHE Association Assessment materials (attached with this agenda) and exemplification materials held on Target Tracker.

The outcome should inform internal assessments and the data recorded in Target Tracker.

Stage Two

The focus of the moderation session will be to consider one specific area in the PSHE curriculum so that attendees can compare similar work. This is relationships, using one of the following I can statements from the PSHE Association: A GUIDE TO ASSESSMENT IN PRIMARY PSHE EDUCATION:


• I can say what makes a good friend, what loneliness is, how to include others, and suggest some ways to resolve disagreements.

• I can say how I am the same and different to other people, and how to treat myself and other people with respect.

• I can say who to tell if a relationship, or actions of someone I don’t know, has made me feel uncomfortable, upset or unsafe.


• I can explain what makes a healthy, positive friendship and ways to avoid or resolve arguments and other friendship issues.

• I can say what discrimination is, recognise that everyone deserves to be treated with respect, and how discrimination can be challenged.

• I can explain when, where and how to get help or support if worried about relationships of any sort.

Please use pupil work from the previous year if this helps.

The purpose of the moderation activity is to promote greater consistency in assessment of the key points for that specific aspect of the curriculum. The meeting will provide an opportunity for colleagues to discuss and gain a shared view of judgements made. Reference should be made to the exemplification materials provided in the PSHE Association Assessment information.

In order to participate fully in this moderation activity:

 Each teacher to provide:

 1 example of work relating to children who already show attainment at Age Related Expectation (ARE) for the end of the year.

 Each piece of work should be short enough to fit onto 2 sides of A4 (max). This may include written assessment comment which can be clearly articulated.

 Each piece should be labelled on the top right-hand side of the piece with the

 Year group/phase

 first name of the pupil and the initial of their surname (i.e. David C) and

 the school

 The ‘I can’ statement being assessed

 And a brief explanation of context of pupil evidence, e.g. topic, baseline, end work, assessment strategy used

This will aid identification, discussion and the admin of the materials.

 Each piece of work should be submitted by Friday 15th October as a scanned pdf to so it can be assembled into a .pdf book for attendees. Please title each scan with Year: name; School and send as a single email to aid assembly as a single publication.

 The completed booklet will then be sent out to all members of the group by Tuesday 19th October to give time for everyone to be prepared for the session.


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Organiser Oxford Diocesan Bucks Schools Trust

Organiser of PSHE Leader Network

The Oxford Diocesan Bucks Schools Trust empowers its unique schools to excel. The Trust currently serves over 1000 pupils across twelve former Voluntary Aided, Voluntary Controlled Church of England and Community Schools. 

Schools within the Trust are supported by a core team of experienced professionals, who regularly meet with school leaders and broker appropriate support, whether external or through the school to school support network from within the Trust. 

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