Year 6 PSHE marking rubric covering digital footprint and influencer culture to provide objective assessment of student understanding across key digital safety strands.
An objective assessment grid enabling teachers to grade student work consistently against specific, observable criteria across defined ability bands.
Subject: PSHE | Year: 6
Class/Set: ____________ Date: ____________
Scope: Assessing the student's ability to navigate digital environments safely, protect personal data, respond to cyberbullying, and critically evaluate the impact of social media.
| Assessment Criteria | Working Towards (WTS) | Expected Standard (EXS) | Greater Depth (GDS) |
|---|---|---|---|
| Digital Citizenship | Identifies that online actions have consequences and describes basic ways to behave kindly in digital spaces. | Explains the concept of a 'digital footprint' and demonstrates an understanding of the rights and responsibilities of an online citizen. | Evaluates the long-term impact of digital anonymity and how online reputations can influence future opportunities and social cohesion. |
| Data Privacy | Recognises basic personal information (e.g. address, phone number) and attempts to identify common online risks. | Distinguishes between private and public information; explains the importance of complex passwords and the risks of sharing data. | Analyses the sophistication of data collection methods, such as cookies or targeted advertising, and proposes robust strategies for data protection. |
| Cyberbullying | Defines cyberbullying and identifies a trusted adult or platform tool to report concerning behaviour. | Outlines clear, multi-step strategies for responding to cyberbullying, including saving evidence, blocking, and reporting effectively. | Formulates nuanced responses to complex online social conflict; explains the potential legal and psychological consequences of online harassment. |
| Social Media | States that social media has age restrictions and recognises that online content may not always be truthful or accurate. | Explains the reasons for age restrictions; evaluates the reliability of online sources and discusses how social media affects well-being. | Critically deconstructs 'influencer' culture and the attention economy; assesses the impact of algorithmic bias on a user’s worldview. |
Quick Marking Codes:
Pro-Tip (Intervention): For students 'Working Towards', use a 'Sorting Activity' with physical cards representing different types of information (e.g. full name, favourite colour, school name) to categorise what is safe to share versus what must remain private.
Misconception Alert: Students often believe that 'deleting' a post removes it entirely. Use the 'Expected Standard' column to reinforce that digital content is permanent and searchable, regardless of deletion.
⚠ TEACHER’S GUIDANCE
Pedagogical Opportunity: This rubric is best used following a 'Scenario-Based' lesson. Provide students with a hypothetical online dilemma (e.g. a friend asks for a password or a stranger sends a friend request) and use the 'Cyberbullying' and 'Data Privacy' strands to assess their verbal or written responses.
Oracy Link: Conduct a 'fishbowl' debate on social media age restrictions. Use the 'Social Media' criteria to assess students' ability to justify their viewpoints using evidence-based reasoning rather than personal preference.
⚠ Safety & Nuance Check: Be mindful that some students may have already experienced cyberbullying. Ensure the 'Cyberbullying' assessment is conducted in a supportive environment, and always remind students of the school's specific Designated Safeguarding Lead (DSL) and reporting procedures.
Standardising assessment across PSHE remains challenging due to the subjective nature of digital safety discussions. Evaluating the long-term impact of digital anonymity provides a concrete benchmark for measuring student progression beyond simple identification. This Marking Rubric utilises a tripartite structure of Working Towards, Expected, and Greater Depth to reduce the cognitive load on teachers during the moderation process. By defining observable evidence for complex concepts like algorithmic bias, the architecture facilitates consistent professional judgement. This ensures Year 6 pupils receive precise feedback on their digital citizenship, bridging the gap between basic awareness and the sophisticated evaluative skills required for secondary transition.
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