Book Cover -- Half-Title -- Title -- Copyright -- Contents -- Acknowledgments -- Preface -- Introduction -- Chapter 1 Personal and Social Development at the Crossroads -- Setting the context -- The role of schools -- PSD and values -- Personal and social development -- PSD and curriculum purpose -- PSD and educating the whole person -- PSD as a curriculum strand -- PSD as central to the task of schools -- Assessing PSD -- Determining some principles for assessing PSD -- 1. Defining our purposes -- 2. Recognizing the complexities in PSD -- 3. Consistency of practice -- 4. School culture -- 5. External voices -- 6. Ownership of records -- Principles for assessing PSD -- Conclusion -- Note -- References -- Appendix -- Chapter 2 Personal and Social Development within the National Context: A Review of Recent and Current Initiatives -- Background theory -- The great debate -- Technical and Vocational Education Initiative (TVEI) -- The coming of the 1988 Education Reform Act -- Change in the 1990s -- Ofsted and SMSC -- Inspection of SMSC -- Change and development in the framework -- National dissonance -- Personal and social education -- The PSE curriculum -- Assessing PSD -- References -- Chapter 3 'It's Not a Good Time for Children'-Assessment Issues within Personal and Social Development -- Introduction -- Assessment practice today -- Personal and social development-some attributes -- Assessment and personal and social development -- Spiritual, moral, social and cultural development -- Elements in assessing for personal and social development -- Talents and intelligences -- Self esteem, self belief and stress -- The necessary development of assessment practice -- What assessment cannot do -- The demands on teachers -- Modelling PSD -- School self-image -- Teachers' expectations -- Valuing children -- Ways forward.

Involve children in designing their environment -- Help children to teach each other and to learn from each other -- Encourage group tasks and activities -- Record achievement -- Conclusion -- References -- Appendix-The Contribution of RE to Spiritual, Moral, Social and Cultural Development -- Chapter 4 Learning Outcomes for Personal and Social Development -- Learning outcomes for PSD-changing requirements -- Defining appropriate learning outcomes for PSD -- Issues of progression -- Providing contexts to develop learning outcomes -- Planning for PSD learning outcomes -- Planning for PSD outcomes: A case study of work on bullying -- Reviewing anti-bullying measures -- The taught curriculum -- 1. Specifying the learning outcomes -- 2. To review progression -- Setting up learning activities on bullying: outcomes and assessment -- Activity 1: Using objects to explore issues of abuse of power -- Recording assessment -- Activity 2: Using freeze drama to explore anti-bullying strategies -- Conclusions -- References -- Appendix -- Chapter 5 Educating for Personal and Social Development: A Question of Discipline? -- Discursive tensions in talking about discipline, education and social development -- Discourses of control: disciplining education -- Discipline or control? Language and meaning -- Bringing students in from the cold -- Curriculum -- Teaching and learning -- School organization -- A postscript on assessment -- Note -- References -- Chapter 6 A Curriculum Framework for Personal and Social Development -- A National Project -- Introduction -- Current curriculum locations -- 'Pathways Toward Adult and Working Life' -- The Pathways Project -- Pathways in practice -- Self-personal development and personal skills -- Self and others -- Self in the world of work -- Learners know their own strengths and current limitations -- Evaluating Pathways.

Assessment, recording and accreditation -- Pupil evaluation -- Conclusion -- References -- Appendix 1-Planning for learner outcome 3.6 -- Appendix 2-Planning for learner outcomes 1. 1 and 1. 2 -- Appendix 3 -- Chapter 7 Value Development in the Early Years -- Approaches Through Story -- Introduction-Why story? -- Case study 1-Filling the storyteller's chest -- Case study 2-Living with the Egyptians -- Assessment-recognizing the values? -- Conclusion -- Acknowledgments -- References -- Chapter 8 Conferencing: Structured Talk and PSD in the Secondary School -- Providing a context for conferencing: The personal and social development of pupils -- Conferencing: Definitions and aims -- Provision for PSD -- Assessing PSD -- Informing Our Planning -- Conferencing: Action research -- The research project -- Learning outcomes -- Findings from the research -- 1. To offer part of the provision for personal and social development -- 2. To provide a forum in which pupils could provide evidence enabling us to assess aspects of their personal and social… -- 3. To provide teachers with information in order to monitor present provision and plan future provision, both for the class… -- Future practice -- Acknowledgments -- Notes -- References -- Chapter 9 Conferencing in the Primary School: Possibilities and Issues -- A biographical context -- The school context -- Towards defining PSD -- Conferencing -- Context of this action research -- The conferencing process -- Conferencing: some emerging issues -- The attitudes of children and parents -- Teachers personal and professional development -- Conferencing with young children -- Conclusion -- Notes -- References -- Chapter 10 Researching Assessment Practice in PSE: A Secondary Case Study -- PSE as an element of PSD -- Current assessment practice-why, what, how -- Researching assessment practice-purposes and method.

Key questions -- Research findings -- Manageability -- Appropriateness of methods -- Quality of information -- Effectiveness -- The way forward -- Appendix 1 -- Appendix 2 -- Appendix 3 -- Appendix 4 -- Postscript: Which Way Now? -- Notes on Contributors -- Index.