Good practice principles

• Are the underpinning values and beliefs stated and are they consistent with those of the school?
• Is there guidance on identifying pupils’ existing levels of knowledge and understanding and how to incorporate these into planning?
• Do activities cover a range of teaching and learning styles?
• Is there guidance on evaluating activities?
• Are the materials free from stereotypes?
• Do the materials take account of religious, cultural and physical diversity and special educational needs?
• Has the material been developed in consultation with pupils and teachers and has effectiveness been evaluated?
• Does the material include guidance on the knowledge and skills needed for effective delivery and help build teacher confidence?

Teaching and learning

• Does the material outline processes for establishing a positive and supportive learning environment e.g. developing ground rules?
• Is active learning promoted?
• Are discussion and reflection encouraged?
• Do the activities cover the development of knowledge, skills and attitudes?
• Is the content differentiated and can it be adapted for use with particular groups of pupils?
• Is guidance given on assessing learning outcomes?

Content

• Does the content covered meet with pupils’ needs?
• Is the content factually accurate and balanced?
• Are learning outcomes clearly stated?
• Are learning outcomes sufficiently challenging?
• Is the content appropriate to the needs of pupils in terms of language, images, attitude, maturity, understanding and knowledge required?
• Does it include positive images of a range of people and will the imagery and language appeal to pupils?
• Do the activities encourage pupils to think about their attitudes and values and take account of a range of perspectives?
• Do the activities encourage pupils to reflect on their learning and apply it to situations in their own lives?

Curriculum issues

• Does it contribute to broad and balanced PSHE provision?
• Does the material say how it covers statutory and non-statutory learning outcomes?
• Does the resource support continuity and progression across key stages and curriculum subjects?