Assessment Rubric: Thrive KS4 Social Wellbeing Program

This rubric is designed to assess student progress and achievement within the "Thrive KS4" Social Wellbeing Intervention Program, aligning with the Personal, Social, Health and Economic (PSHE) education aims for Key Stage 4 in the British curriculum. It provides clear criteria and descriptors across four levels of attainment to help teachers evaluate students' development in key social wellbeing areas.

Program Objectives Addressed:

• Develop self-awareness and emotional regulation skills.

• Promote positive relationships and communication.

• Strengthen resilience and stress-coping strategies.

• Foster inclusion and a sense of community.

• Encourage healthy digital and offline social habits.

Assessment Rubric

Criteria	1: Emerging	2: Developing	3: Secure	4: Exemplary
1. Self-Awareness & Identity	Rarely identifies personal qualities; struggles to articulate aspects of identity beyond simple facts.	Can identify some personal qualities and aspects of identity; beginning to express what makes them unique with some prompting.	Clearly identifies and articulates personal qualities, values, and aspects of identity; shows an understanding of what makes them unique.	Demonstrates a strong, nuanced understanding of self; confidently articulates complex aspects of identity and values; can reflect deeply on personal growth and impact.
2. Emotional Literacy & Regulation	Struggles to name basic emotions or recognise them in self/others; rarely uses regulation strategies.	Can name basic emotions and recognise them in simple contexts; attempts to use simple regulation strategies, but with inconsistency.	Accurately names a range of emotions and recognises them in self/others; consistently applies appropriate regulation strategies in familiar situations.	Proactively identifies and articulates complex emotions; consistently and effectively applies a variety of regulation strategies, even in challenging situations; can teach others.
3. Communication & Active Listening	Rarely participates in discussions; struggles to express thoughts clearly or listen attentively.	Participates in discussions with some prompting; attempts to express thoughts and listen, but may interrupt or miss key information.	Expresses thoughts clearly and respectfully; demonstrates consistent active listening, showing understanding of others' perspectives.	Initiates and leads productive conversations; consistently demonstrates empathetic and active listening, clarifying understanding and building rapport effectively.
4. Healthy Relationships & Conflict Resolution	Struggles to differentiate healthy from unhealthy behaviours; avoids or escalates conflict.	Can identify some healthy behaviours; attempts to resolve simple conflicts with guidance, but may struggle with peer pressure.	Consistently demonstrates healthy relationship behaviours; can resolve common conflicts constructively and navigate peer pressure effectively.	Consistently models healthy relationship dynamics; confidently and effectively resolves complex conflicts, mediating disputes and supporting others in challenging situations.
5. Digital & Social Media Wellbeing	Shows limited awareness of positive/negative digital habits; may struggle with online interactions.	Can identify basic positive/negative digital impacts; beginning to manage online presence with some guidance.	Demonstrates awareness of digital wellbeing; actively curates a positive online presence; can identify and manage online social challenges.	Acts as a positive digital citizen; critically evaluates online information and interactions; confidently manages complex digital social habits and supports peers.
6. Building & Utilising Support Systems	Unaware of potential support; rarely seeks help or knows who to ask.	Can name a few potential sources of support; may seek help occasionally, but needs prompting.	Identifies a range of trusted support people/places; confidently seeks help when needed and understands appropriate channels.	Proactively identifies and leverages diverse support systems; confident in seeking help for self and advocating for others; can help peers build their own networks.
7. Overall Engagement & Participation	Rarely participates in activities; disengaged from group discussions.	Participates in activities and discussions when encouraged; completes tasks with some prompting.	Consistently participates actively in all activities; contributes constructively to group discussions and tasks.	Enthusiastically participates, often initiating discussions or activities; consistently makes significant contributions that enhance the learning experience for others.

How to Use This Rubric:

• Observation: Regularly observe students during program activities, discussions, and independent work.

• Journal Review: Refer to student journal entries and completed worksheets (e.g., Identity Shields, Emotion Trackers, Support Webs) as evidence.

• Self & Peer Reflection: Encourage students to use parts of this rubric for self-assessment or peer feedback, promoting metacognition.

• Formative Assessment: Use the descriptors to provide specific, constructive feedback to students on their progress and areas for development.

• Summative Assessment: At the end of the program, use the rubric to provide an overall evaluation of student achievement across the social wellbeing domains.