DDP Systems Integrity Document

PSHE & RSE (KCSIE 2025) Assessment Architecture & Grading Boundaries

A precise operational system for mapping PSHE and RSE outcomes to neuro-affirming progress markers, ensuring learners are assessed on wellbeing, emotional regulation, boundaries, digital safety, consent, help-seeking and independent adult planning without format-induced penalties.

1. Translation Matrix: Subject Assessment Criteria to DDP Methods

Step 1 Subject Assessment Criteria
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Filter DDP Translation Filter
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Outcome Neuro-Affirming Execution Strategies
PR1 Criteria

Wellbeing & Self-Regulation

Traditional Barrier: Emotional regulation can be misread as behaviour compliance rather than self-awareness, safety and strategy use.

DDP Strategy — Regulation Data: Learners track triggers, body signals, feelings, strategies and support routes without shame-based judgement.
PR2 Criteria

Relationships, Boundaries & Consent

Traditional Barrier: Learners may be expected to infer social rules, consent, pressure or boundaries without explicit practice.

DDP Strategy — Boundary Scripts: Students rehearse safe language, consent principles, refusal statements and trusted adult routes using structured scenarios.
PR3 Criteria

Online Safety & Exploitation Awareness

Traditional Barrier: Catfishing, grooming and harmful content may be taught as fear topics rather than recognisable risk patterns.

DDP Strategy — Risk Pattern Mapping: Learners identify secrecy, pressure, false identity, image requests, threats, gifts, isolation and reporting pathways.
PR4 Criteria

Independent Adult Planning

Traditional Barrier: Independence is framed as doing everything alone, which can overwhelm learners and hide support needs.

DDP Strategy — Supported Autonomy Map: Learners build plans for safety, health, relationships, support, goals and adult responsibilities.

2. Explicit Structural Framework for Assessment Preparation

The following framework replaces standard linear task responses with an interactive logic flow, ensuring students can evidence understanding through structured, accessible pathways.

The Personal Safety and Supported Autonomy Blueprint

When responding to PSHE, RSE or safeguarding scenarios, students map their response through three structural zones:

Zone 1 • Name the Situation and Signals

Identify the relationship, wellbeing, digital safety, consent or adult planning issue and name the warning signs or support needs.

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Zone 2 • Identify Rights, Boundaries and Support

Map boundaries, trusted adults, reporting routes, regulation strategies or legal and safety considerations.

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Zone 3 • Choose the Safe Next Step

State the safest action, including refusal language, help-seeking, evidence saving, reporting, regulation or adult support.

The Assessment Room Toolkit

To successfully manage assessment demands under timed, practical or portfolio conditions, the NeuroSupport layer builds a highly tailored workspace strategy:

  • 01
    The Regulation Tracker Students record triggers, body signals, emotions, strategies and trusted adults to support self-awareness and safety.
  • 02
    The Consent and Boundary Script Bank Learners rehearse clear, respectful phrases for refusal, privacy, touch, communication and online pressure.
  • 03
    The Trusted Adult Route Map Every sensitive topic includes a visible pathway for who to speak to, how to report and what to do next.

PSHE & RSE (KCSIE 2025) Grading Matrix Realignment

DDP Grade Band Traditional Deficit View DDP Diagnostic Translation & Action Plan
High Personal Safety Fluency
DDP Grade Boundary		 "Strong self-awareness, boundary use and supported independence." The learner can identify risk, apply regulation strategies, use boundary language and select safe support routes across scenarios.
Functional Safety Awareness
DDP Grade Boundary		 "Secure understanding with rehearsal still needed." The learner understands key wellbeing, consent and safety concepts but needs prompts, scripts or trusted adult maps. Action: Continue scenario rehearsal and regulation tracking.
Emerging Safety Awareness
DDP Grade Boundary		 "Basic recognition but limited independent application." The learner is beginning to recognise feelings, boundaries and risks but may freeze in complex scenarios. Action: Use visual routes, simplified scripts and repeated supported practice.