PSHCE at All Saints Academy equips students to live healthy, safe, productive, capable, responsible and balanced lives. It encourages students to be enterprising and supports them in making effective transitions, positive learning and career choices and in achieving economic wellbeing.  Over 5 structured days our PSHCE programme will provide opportunities for our students to reflect on and clarify their own values and attitudes and explore the complex and sometimes conflicting range of values and attitudes they encounter now and in the future.  

PSHCE at All Saints Academy contributes to personal development by helping students to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions. It enables them to recognise, accept and shape their identities, to understand and accommodate difference and change, to manage emotions and to communicate constructively in a variety of settings. Developing an understanding of themselves, empathy and the ability to work with others will help our students to form and maintain good relationships, develop the essential skills for future employability and better enjoy and manage their lives as a citizen of today and the future. 


Following an audit of current PDE day practice and also how citizenship and PSHE are covered across the curriculum, the following changes have been made to the core themes. The 5 key themes will ensure that all statutory requirements are covered, support our Academy’s Christian values and embed our Teaching and Learning sequence. These changes will ensure PSHCE is covered holistically across the curriculum and in our tailored days over the course of an academic year. The progression through our core intentions will secure progression and ensure our intent is realised. To ensure the PDE programme is fit for purpose in 2020/21, national and regional data have been used alongside student and staff voice and lesson observations. These areas have all helped to inform the changes for this year’s study.

                                                        PSHCE Topic Clip

Teaching and Learning

Every session during the PDE Days supports our whole Academy Teaching and Learning sequence.  


                                     T and L sequence PSHCE

The structure of each session is applied consistently and is also shared with any external presenters.

Assessment of PSHCE

Assessment in PSHE and Citizenship is a complicated and controversial issue. It is also one of the main areas where PSHE differs from other subjects as it cannot be assessed in the same way. Although there is a knowledge base to the PSHE and Citizenship programmes, the assessment suggested in this programme is more focused on the skill development and showing the progress that students make in terms of their personal, social, economic and political wellbeing.

Personal attributes, so central to PSHE education, are arguably the hardest aspects of learning to assess. It is difficult for teachers to accurately assess a student’s self-confidence or sense of their own identity and values. However, students themselves will be able to judge, for instance, whether they feel more confident, or have a firmer sense of their own beliefs and opinions than they did before a particular series of lessons. Such personal reflection in PSHE education lessons is essential, so ensuring students have time and space within the lessons to reflect on this, either privately or through discussion, is a vital part of the assessment process. Assessing learning in PSHE education must therefore use a combination of teacher assessment and students self- and peer assessment.

Assessment is 4-fold

1. Baseline assessment

PSHCE education covers issues and areas of life which young people will be affected by in different ways and at different times. As such we cannot make any assumptions based on students’ age or year group about their existing knowledge, understanding, attributes, skills, strategies, beliefs and attitudes. So, to assess learning and progress effectively, it is important to carry out a baseline assessment before teaching anything new. As students’ learning in topics such as healthy eating, online safety, relationships and so on will come from a number of sources, we can only see whether they have made progress in their learning if we have established the knowledge, understanding, attributes, skills, strategies, beliefs and attitudes they had before any new teaching took place. The learning we wish to assess will relate to the students’ attributes and skills, as well as their knowledge and understanding related to the topic. Students’ existing knowledge and understanding is often the easiest learning to assess but whilst gauging students’ existing skills, strategies, attitudes, beliefs and attributes can never be an exact science, there are activities that provide an insight into their starting point.

Baseline assessments can then be revisited as part of the AFL journey.

2. AFL during the lesson: teachers use questioning as a tool to assess students’ application of the learner dispositions in relation to acquiring crucial knowledge.

3. Peer and self-assessment may form part of the learning journey over the course of the PDE day. 

4. Assessment at the end of the day.

Students will reflect on their starting point; they will use their baseline to consider their learning journey over the course of the day. This evidence can be collected by the PDE lead.

In 2020, the last part of the day will include a written evaluation form. The information from this form will be inputted into Microsoft Forms, so that the PDE Lead can evaluate the day and assess the progress made by students individually and by year group.

Hopefully in September 2021 we will be able to return to our original assessment process. During registration over the fortnight following the PDE day students will complete an assignment in their Tutor Team Folder. This will include a Microsoft Form to reflect and consider: 

  • What have you learnt today?
  • What new skills have you developed? How do you think you will use them in future?
  • What have you considered today?
  • Do you think differently about anything now? Will you do anything differently now?
  • What else do you need to know or think about?
  • What did you find most difficult or challenging?

In addition to this, students will reflect upon their learner dispositions at the end of the academic year when all the units are complete. They will consider if their skills are Emerging, Developing, Secure or Mastered. This will be saved in their assignment section on Teams and will store their PSHCE progress evidence each year.


                                    Learner dispositions


Implementation Overview 2021

Photographs from PDE Days: