Personal, social and physical education scope

and sequence
Personal, social and physical education scope
and sequence
 Primary Years Programme
Personal, social and physical education scope and sequence

Published November 2009

Updated December 2018

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 IB learner profile I
profile IB learner p
arner profile IB lea
ile IB learner profi
IB learner profile I H E IB L E AR
N

ER
er profile IB learne

PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
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We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
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We learn with enthusiasm and sustain our love of learning a range of points of view, and we are willing to grow from the
throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
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and ideas that have local and global significance. in the lives of others and in the world around us.

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carefully to the perspectives of other individuals and groups. our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interde-
pendence with other people and with the world in which we live.
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and their consequences. order to support our learning and personal development.

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Contents

Personal, social and physical education in the Primary Years Programme 1

Beliefs and values in personal, social and physical education 1
Effective PSPE practice 2
How PSPE practices are changing 4
Knowledge and skills in PSPE 5
PSPE strands 5
Key concepts in the PYP: What do we want students to understand about PSPE? 7
Examples of questions that illustrate the key concepts 9
Overall expectations in PSPE 10

Learning continuums 11
Identity11
Active living 15
Interactions18

Personal, social and physical education scope and sequence

Personal, social and physical education in the Primary
Years Programme

Beliefs and values in personal, social and physical

education
A curriculum designed to equip students for the challenging world of the
twenty-first century needs to ensure that students develop as people who take
increasing responsibility for their own physical wellbeing, their own learning,
their own relationships with others and their role in the local, national and
global community.
Victorian Essential Learning Standards, Victorian Curriculum and Assessment
Authority, Victoria, Australia (2008)
In the PYP, personal, social and physical education (PSPE) is concerned with the individual’s well-being
through the promotion and development of concepts, knowledge, attitudes and skills that contribute
to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and
beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and
contributes to an understanding of self, to developing and maintaining relationships with others, and to
participation in an active, healthy lifestyle.

PSPE is integral to learning and teaching in the PYP and is embodied in the IB learner profile that permeates
the programme and represents the qualities of internationally minded students and effective lifelong
learners. As lifelong learners we strive to make sense of our lives and the world around us by constructing
meaning, exploring concepts and revising understandings. Lifelong learners adopt a positive attitude
to learning, develop and apply strategies for critical and creative thinking, engage in inquiry, make
connections, and apply new learning and skills in different contexts. In order to become successful learners,
it is necessary for students to feel empowered by their learning, to value and take responsibility for their
learning, to demonstrate resilience and to develop independence. Such learners are able to reflect on
themselves, their experiences, and the process of learning in order to support personal growth and their
ongoing commitment to personal, social and physical well-being.

The development of a student’s well-being can be implicitly and explicitly addressed through all areas of the
PYP curriculum. Therefore, every teacher has a responsibility to support each student’s personal, social and
physical development through all learning engagements both within and outside the programme of inquiry.

The IB learner profile is integral to learning and teaching in the PYP because it represents the qualities of
effective learners and internationally minded students. The learner profile, together with the other elements
of the programme—knowledge, concepts, skills and action—informs planning and teaching in PSPE.

Personal, social and physical education scope and sequence 1

Personal, social and physical education in the Primary Years Programme

Effective PSPE practice

PSPE is an integral part of students’ everyday life at school and at home. It is an essential part of the curriculum
and, as students engage with it across and between the subjects, they come to a deeper understanding
of its relevance and applicability to their everyday lives. Appropriate attitudes and behaviours are also
modelled within the school and the school community. Students learn best when the learning experiences
they engage with provide them with the motivation to achieve their personal goals. PSPE promotes
transdisciplinary learning through the transdisciplinary themes, the learner profile and all elements of the
programme. Schools that have local and/or national curriculum requirements should articulate how best
these can be incorporated into their planning and teaching of PSPE.

Including PSPE in an integrated approach to the curriculum guides the students’ learning process in all
the subjects and beyond school. This approach provides opportunities for collective and coordinated
implementation that can be communicated, understood and undertaken by the whole school community.
PSPE offers an effective vehicle for opening up healthy dialogue between school and home. In this way,
school and home may function as partners in education, making learning more relevant to the child and,
therefore, more effective and enduring.

Regardless of whether aspects of PSPE are being taught within or outside the programme of inquiry,
purposeful inquiry is still considered the principal way in which students learn. The starting point for all
learning should always be the students’ prior experience and current understanding. When teachers plan
learning experiences that enable students to develop personally, socially and physically, students are able
to make connections, apply learning, and transfer conceptual understanding to new situations. Carefully
selected children’s literature can provide useful support to learning and teaching about PSPE. Stories and
poems can be read to introduce new areas of learning or to provide a prompt for discussion among the
students. Many of the attributes of the IB learner profile are clearly visible in a range of children’s literature,
and students are encouraged to recognize these attributes, as well as the attitudes, in the characters of the
literature selected.

Physical education in a PYP school should be more than just student participation in sports and games.
Its purpose should be to develop a combination of transferrable skills promoting physical, intellectual,
emotional and social development; to encourage present and future choices that contribute to long-
term healthy living; and to understand the cultural significance of physical activities for individuals and
communities. Therefore, in the PYP, there should be specific opportunities for learning about movement
and through movement in a range of contexts. Students of all abilities are challenged to improve their
movement skills, but they are also supported and encouraged to enjoy physical activity and see it as part of
a healthy and active lifestyle with connections to other areas of the curriculum and community.

A PYP teacher’s personal knowledge of PSPE is of key importance. What teachers themselves understand
shapes which resources they choose, what learning experiences they design and how effectively they are
able to support the development of each student’s well-being. The teacher’s own interest is maintained,
and understanding developed, through regular professional development, reading of professional journals
and, especially, through regular contact with colleagues who share their commitment to teaching PSPE
through inquiry. Commercially available resources should be carefully evaluated in order to ensure that they
meet the needs of the teacher and the students, and the requirements of the programme.

The role of PSPE in the programme of inquiry

In the PYP, there will be opportunities for the development of personal, social and physical well-being
through the relevant, realistic context of the units of inquiry as well as through learning and teaching
experiences in other areas of the curriculum. Teachers have a responsibility to help students to make explicit
connections between different aspects of their learning. Students need opportunities to identify and
reflect on “big ideas” within and between the different strands of PSPE, the transdisciplinary themes, and
other subjects. The role of inquiry in PSPE is important as students engage in building understandings that
contribute to their well-being and their success as lifelong learners.

2 Personal, social and physical education scope and sequence

 Personal, social and physical education in the Primary Years Programme

It is acknowledged that in many schools, single-subject teachers take responsibility for the physical
component of PSPE. It is vital that these single-subject teachers see themselves primarily as PYP teachers
who teach physical education, and in so doing contribute to the overall outcomes of a transdisciplinary
programme.

To ensure a cohesive educational experience for students, a PYP school has a responsibility to ensure
that there are regular opportunities for collaboration between single-subject teachers and homeroom/
classroom teachers. This collaboration includes the development and review of the school’s programme of
inquiry as well as planning, teaching and reflecting on units of inquiry where meaningful connections to
physical education can be made. The following models provide examples of how to strengthen the role of
physical education within the PYP.

• Developing or supporting a unit within the programme of inquiry: Whenever appropriate,

physical education teachers should be involved in collaborative planning to plan, teach, assess and
reflect on the units of inquiry.
• Preparing for or following on from a unit within the programme of inquiry: The direct teaching of
physical education in a unit of inquiry may not always be feasible but, where appropriate, introductory
or follow-up learning experiences may be useful to help students make connections between the
different aspects of the curriculum. Physical education teachers may plan and teach activities or
experiences that prepare students for participation in a unit of inquiry. Following on from a unit,
students may demonstrate their understanding of the central idea in a physical education context.
• Independent inquiry: There may be times when teachers will be teaching aspects of physical
education independent of the programme of inquiry using purposeful inquiry. At such times, teachers
should structure their learning and teaching through the use of the PYP planning process. Teachers
should ensure that authentic connections are made while maintaining the integrity and essential
character of learning in, through and about physical education. If undertaking an inquiry outside the
programme of inquiry, teachers should still recognize that the same philosophy and pedagogy must
underpin their planning and teaching of the subject.
The emphasis in any unit of work, whether it is within the programme of inquiry or not, should be on seeking
a balance between acquisition of essential knowledge and skills, development of conceptual understanding,
demonstration of constructive attitudes, and taking responsible action.

To be effective, PSPE should be thoughtfully planned for and yet have the flexibility to include spontaneous
student-driven inquiries that are not directly related to any planned units. These are valuable learning and
teaching opportunities in themselves and provide teachers and students with the opportunity to apply the
pedagogy of the PYP to authentic, of-the-moment situations.

All teachers working with PYP students (including the homeroom/classroom teacher and single-subject
teachers) will find that the strands identified as part of PSPE will be relevant to the transdisciplinary
programme of inquiry as well as to subject-specific inquiries. It is therefore imperative that all teachers in a
PYP school are familiar with the area of PSPE and understand their role in the development of each student’s
well-being.

Personal, social and physical education scope and sequence 3

Personal, social and physical education in the Primary Years Programme

How PSPE practices are changing

Guided inquiry is the main approach to learning and teaching PSPE in the PYP.

As an aid to reflection, the following set of examples of effective practice has been produced.

How are personal and social education practices changing?

Increased emphasis on: Decreased emphasis on:

concept-driven and transdisciplinary teaching teaching an isolated subject or topic

taking place both inside and outside the
programme of inquiry

every teacher as a personal and social education the class or homeroom teacher as the sole
teacher personal and social education teacher

flexible inquiries including issues initiated by the rigid, set courses of study
students

different cultural, religious or social perspectives; one cultural, religious or social perspective
celebrating differences

personal and social education activities taking personal and social education activities taking
place throughout the school place only inside the classroom

parents’ involvement in personal and social parents not being informed about personal and
education learning experiences and issues social education issues, or not being invited to
participate in personal and social education
learning experiences

empowered students taking action, with the teaching about responsibility and the need to take
teacher modelling behaviour action

discovering students’ prior or existing beliefs, instruction based on grade levels and preparation
questions and concerns for the next academic year

challenging students to find applications for, and students simply learning facts and skills
take action on, what they have learned

the idea that what is or feels right for one person is the idea that one answer or feeling is right for
not always right for another person. everyone.

How are physical education practices changing?

Increased emphasis on: Decreased emphasis on:

learning that focuses on students constructing skill acquisition, a game or a sport as an end in
meaning, and expanding and deepening their itself
knowledge of concepts and their understanding
of the world

teachers of physical education viewed (and physical education teachers seen as solely single-
viewing themselves) as PYP teachers subject teachers

4 Personal, social and physical education scope and sequence

 Personal, social and physical education in the Primary Years Programme

How are physical education practices changing?

Increased emphasis on: Decreased emphasis on:

skills learned, practised and applied in the context skills learned and practised in isolation
of inquiry

rigorous activities directly linked to the concepts activities of superficial value; activities that are
and driving questions of the inquiry included only because they are fun

development of cooperative skills acquisition of physical skills

engaging students at their own level activities favouring skilled students

assessment/achievement based on the learner assessment/achievement based on skill level.

profile.

Knowledge and skills in PSPE

PSPE provides the models, processes and vocabulary for handling social and personal issues, and ensuring
health and well-being. Students are prepared to address moral issues in their lives and act upon a set of
positive values such as appreciation, empathy and respect. They should be given guidance to help develop
positive attitudes and behaviours in order to meet challenges, make healthy lifestyle choices, and serve as
responsible, respectful members of society. This guidance should be specific, explicit and continuous, and
should take place in a non-threatening environment.

Owing to the fact that well-being can be intrinsically linked to all aspects of a student’s experience at school
and beyond, PSPE should be included throughout the curriculum, wherever applicable, and in particular
through opportunities found in units of the programme of inquiry.

The development of overall well-being is defined through three common strands that have relevance to
all teachers: identity, active living and interactions. These strands are concept-driven and have been
designed to interact with each other, working together to support the overall development of students.

PSPE strands
What do we want students to know?
Identity An understanding of our own beliefs, values, attitudes, experiences and
feelings and how they shape us; the impact of cultural influences; the
recognition of strengths, limitations and challenges as well as the ability to
cope successfully with situations of change and adversity; how the learner’s
concept of self and feelings of self-worth affect his or her approach to learning
and how he or she interacts with others.
Related concepts: autonomy, character, diversity, ethnicity, fulfillment,
gender, heritage, image, initiative, perseverance, resilience, self-regulation,
sexuality, spirituality, trust.

Personal, social and physical education scope and sequence 5

Personal, social and physical education in the Primary Years Programme

Active living An understanding of the factors that contribute to developing and maintaining
a balanced, healthy lifestyle; the importance of regular physical activity;
the body’s response to exercise; the importance of developing basic motor
skills; understanding and developing the body’s potential for movement and
expression; the importance of nutrition; understanding the causes and possible
prevention of ill health; the promotion of safety; rights and the responsibilities
we have to ourselves and others to promote well-being; making informed
choices and evaluating consequences, and taking action for healthy living now
and in the future.
Related concepts: aesthetics, biomechanics, body control, body form,
challenge, competition, energy, flexibility, flow, growth, goal setting,
improvement, leisure, mastery, overload, physiology, power, rest, spatial
awareness, strength and endurance, stress.

Interactions An understanding of how an individual interacts with other people, other

living things and the wider world; behaviours, rights and responsibilities of
individuals in their relationships with others, communities, society and the
world around them; the awareness and understanding of similarities and
differences; an appreciation of the environment and an understanding of,
and commitment to, humankind’s responsibility as custodians of the Earth for
future generations.
Related concepts: belonging, citizenship, community, conflict, conformity,
control, culture, discrimination, fair play, interdependence, justice, leadership,
peace, preservation, reparation, safety, stereotype, team work.

Related concepts: While the key concepts have been identified, related concepts could provide further
links to the transdisciplinary programme of inquiry or further understanding of the subject. Here, examples
of some possible related concepts have been provided for each of the strands. Schools may choose to
develop their own related concepts.

All curriculum areas provide an opportunity to utilize the approaches to learning. The PSPE component of
the curriculum also provides opportunities for students to:

• reflect on the development of his/her own personal, social and physical well-being
• develop and apply strategies to help manage situations of change and adversity
• work towards achieving personal goals
• master new skills and techniques in a variety of physical activities
• develop strategies to improve individual and team performance in physical activities
• understand the factors that contribute to a healthy lifestyle
• use cooperative behaviours in order to function as part of a group or team
• reflect on interactions with other people, other living things and the wider world
• appreciate the interdependent relationships between humans, other living things and the
environment.

Guidance for teachers of physical education

In addition to the transdisciplinary programme of inquiry that provides authentic learning contexts for the
development of well-being, it is acknowledged that many schools will develop an ongoing, balanced physical
education programme. If this is the case, teachers are encouraged to draw on conceptual understandings
from all three strands in order to provide meaningful, connected learning experiences for students.

6 Personal, social and physical education scope and sequence

 Personal, social and physical education in the Primary Years Programme

The contexts selected for learning through and about movement will be different for each school, and will
depend on factors such as the prior knowledge and experiences of the students; the host country of the
school; the particular physical activities that are valued in the school and local community; the resources
available to the school; and the kinds of experiences that the school believes will encourage present and
future choices that will lead to an active healthy lifestyle. Regular exposure to all kinds of physical learning
experiences will enable students to make informed choices throughout their lives. A balanced curriculum
would include the following types of experiences.

• Individual pursuits: The development of basic motor skills and the body’s capacity for movement
through locomotor and manipulative skills and/or experiences; the techniques, rules and purpose of a
range of athletic activities (for example, track and field, swimming, skating, skiing); recognizing a high
level of achievement and how to improve a performance.
• Movement composition: Recognizing that movements can be linked together and refined to create
a sequence of aesthetic movements. Movements can be in response to stimuli or performance
elements and/or criteria and can communicate feelings, emotions and ideas (for example, gymnastics,
dance*, martial arts).
• Games: Recognizing the challenges presented by games; the importance of manipulating space; the
categorizing of games; identifying and developing appropriate skills and strategies; recognizing the
importance of rules and how they define the nature of a game; modifying existing games and creating
new games; teamwork.
• Adventure challenges: A variety of tasks requiring the use of physical and critical-thinking skills by
individuals and/or groups; challenges that require groups to work together collaboratively in order
to solve problems and accomplish a common goal; recognizing the role of the individual in group
problem solving.
• Health-related fitness: Recognizing and appreciating the importance of maintaining a healthy
lifestyle; the body’s response to exercise including the interaction of body systems and the
development of physical fitness.

*Please note: The PYP Arts scope and sequence includes conceptual understandings and learning
outcomes that relate specifically to dance. When the physical education programme includes dance
or other creative movement experiences as a context for learning, teachers should refer to Personal,
social and physical education scope and sequence as well as Arts scope and sequence to inform planning
and teaching.

Key concepts in the PYP: What do we want students

to understand about PSPE?
Central to the philosophy of the PYP is the principle that guided inquiry is a powerful vehicle for learning
that promotes meaning and understanding, and challenges students to engage with significant ideas.
Hence in the PYP there is also a commitment to a concept-driven curriculum as a means of supporting
that inquiry. There are clusters of ideas that can usefully be grouped under a set of overarching concepts,
each of which has major significance within and across subjects, regardless of time or place.

These key concepts are one of the elements of the PYP framework. It is accepted that these are not, in any
sense, the only concepts worth exploring. Taken together they form a powerful curriculum component that
drives the teacher- and/or student-constructed inquiries that lie at the heart of the PYP curriculum.

Personal, social and physical education scope and sequence 7

Personal, social and physical education in the Primary Years Programme

When viewed as a set of questions, the concepts form a research tool that is manageable, open-ended
and more readily accessible to students. It is these questions, used flexibly by teachers and students when
planning an inquiry-based unit, that shape that unit, giving it direction and purpose.

The following table explains each concept from both the generic perspective and the PSPE perspective.

Concept Generic perspective PSPE perspective

Form Everything has a form with The features of personal, social

What is it like? recognizable features that and physical development,
can be observed, identified, including feelings, beliefs,
described and categorized. behaviours and movements,
can be observed, identified and
described.

Function Everything has a purpose, a role An examination of the feelings,

How does it work? or a way of behaving that can be beliefs and behaviours affecting
investigated. our interactions with others and
the environment.

Causation Things do not just happen. Our personal, social and physical
Why is it like it is? There are causal relationships well-being, as well as our
at work, and actions have relationships, are influenced
consequences. by our feelings, beliefs and
behaviours, and their causing
factors.

Change Change is the process of The inevitable personal, social

How is it changing? movement from one state to and physical development and
another. It is universal and change over time is influenced
inevitable. by intrinsic and extrinsic factors.

Connection We live in a world of interacting An individual’s physical, emotional

How is it connected to other systems in which the actions of and social development is made
things? any individual element affect up of interacting elements,
others. including the behaviour of others
and the environment.

Perspective Knowledge is moderated Different perspectives of beliefs,

What are the points of view? by perspectives. Different feelings and behaviours lead to
perspectives lead to different different understandings of the
interpretations, understandings world, including participation
and findings. Perspectives may in, and enjoyment of, physical
be individual, group, cultural or activity.
disciplinary.

Responsibility People make choices based on Informed and appropriate

What is our responsibility? their understandings, and the choices leading to responsible
actions they take as a result do actions make a difference to our
make a difference. health, well-being, community
and the environment.

8 Personal, social and physical education scope and sequence

 Personal, social and physical education in the Primary Years Programme

Examples of questions that illustrate the key concepts

The following table provides sample teacher/student questions that illustrate the key concepts, and that
may help to structure or frame an inquiry. These examples demonstrate broad, open-ended questioning—
requiring investigation, discussion, and a full and considered response—that is essential in an inquiry-led
programme.

Concept Sample student/teacher questions

Personal and social education Physical education

Form • Which important decisions • What is this movement

What is it like? have you made in the like?
past? • What different shapes can
• Who works in the school you make on the floor
and what do they do? using your body?
• What are responsibilities? • What are the basic rules in
this event/game?

Function • How do rules help us to • How do we collect and

How does it work? play? record results?
• How are minority groups • How do you score points
treated by society? in your game?
• Who works in the school • How does this movement
and what do they do? work?

Causation • How do you feel when • Why does your body

Why is it like it is? things do not work out the change when you
way you had hoped? exercise?
• What things make you feel • Why do people dance?
at home? • Why do we need rules for
• What are the things that this game?
can harm your body?

Change • What, if anything, would • What changes when you

How is it changing? you change about how exercise?
you work together? • What could you change
• How have you changed in your lifestyle to make it
since you were a baby? more balanced?
• What could you change • How can you make
in your lifestyle to make it yourself into different
more balanced? shapes?

Personal, social and physical education scope and sequence 9

Personal, social and physical education in the Primary Years Programme

Concept Sample student/teacher questions

Personal and social education Physical education

Connection • What can we learn by • What differences are

How is it connected to other playing? there between running
things? • How is our classroom like for speed and running for
a home? distance?
• How are rights and • How can you work as
responsibilities connected? a group to achieve a
common aim?
• How can your body
movements show a mood,
feeling or emotion?

Perspective • What is easy/difficult • Which kind of balance

What are the points of view? about working together? equipment do you like to
• How can we understand use best, and why?
other people’s points of • What is easy/difficult
view and help them to about working together?
understand ours? • What can help you to
• How do people celebrate improve your performance
their birthdays? in this event/game?

Responsibility • What can we do to help us • How can you ensure

What is our responsibility? stay safe? everybody has a chance
• How can you be a to use his or her ideas and
responsible member of a skills?
group? • How can you move around
• What rights and the space safely?
responsibilities do I have • Why is it important
as I grow and change? to warm up before
exercising?

Overall expectations in PSPE

Personal, social and physical education scope and sequence aims to provide information for the whole school
community of the learning that is going on in PSPE. It has been designed in recognition of the fact that
learning is a developmental process and that the phases a learner passes through are not always linear or
age related. For this reason the content is presented in continuums for each of the three strands of PSPE—
identity, active living, and interactions. For each of the strands there is a strand description and a set of
overall expectations. The overall expectations provide a summary of the conceptual understandings and
subsequent learning being developed in each phase within a strand.

10 Personal, social and physical education scope and sequence

Learning continuums

Identity
An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the
impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to
cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of
self-worth affect their approach to learning and how they interact with others.

Overall expectations
Phase 1
Learners have an awareness of themselves and how they are similar and different to others. They can
describe how they have grown and changed, and they can talk about the new understandings and abilities
that have accompanied these changes. They demonstrate a sense of competence with developmentally
appropriate daily tasks and can identify and explore strategies that help them cope with change. Learners
reflect on their experiences in order to inform future learning and to understand themselves better.

Phase 2
Learners understand that there are many factors that contribute to a person’s identity and they have an
awareness of the qualities, abilities, character and characteristics that make up their own identity. They
are able to identify and understand their emotions in order to regulate their emotional responses and
behaviour. Learners explore and apply different strategies that help them approach challenges and new
situations with confidence.

Phase 3
Learners understand that a person’s identity is shaped by a range of factors and that this identity evolves
over time. They explore and reflect on the strategies they use to manage change, approach new challenges
and overcome adversity. They analyse how they are connected to the wider community and are open to
learning about others. Learners use their understanding of their own emotions to interact positively with
others. They are aware that developing self-reliance and persisting with tasks independently will support
their efforts to be more autonomous learners.

Phase 4
Learners understand that the physical changes they will experience at different stages in their lives affect
their evolving identities. They understand that the values, beliefs and norms within society can impact on
an individual’s self-concept and self-worth. Learners understand that being emotionally aware helps them
to manage relationships. They recognize and describe how a sense of self-efficacy contributes to human
accomplishments and personal well-being. Learners apply and reflect on strategies that develop resilience
and, in particular, help them to cope with change, challenge and adversity in their lives.

Personal, social and physical education scope and sequence 11

12
Learning continuum for identity
Phase 1 Phase 2 Phase 3 Phase 4

Conceptual understandings Conceptual understandings Conceptual understandings Conceptual understandings

Each person is an individual. There are many factors that contribute A person’s identity evolves as a result of Many different and conflicting cultures
to a person’s individual identity. many cultural influences. influence identity formation.
Learning continuums

As people grow and change they

develop new skills, understandings and Understanding and respecting other A person’s self-concept is influenced by The physical changes people
abilities. peoples’ perspectives helps us to how others regard and treat him or her. experience at different stages in their
develop empathy. lives affect their evolving identities.
Emotions, attitudes and beliefs Embracing and developing optimism
influence the way we act. Identifying and understanding our helps us to have confidence in ourselves Stereotyping or prejudging can lead to
emotions helps us to regulate our and our future. misconceptions and conflict.
Positive thoughts help us to develop a
behaviour.
positive attitude. Understanding ourselves helps us to The values, beliefs and norms of a
A positive attitude helps us to overcome understand and empathize with others. society can impact on an individual’s
Knowing how we are similar to and
challenges and approach problems. self-concept and self-worth.
different from others helps shape our Self-efficacy5 influences the way people
understanding of self. A person’s self-concept² can change feel, think and motivate themselves, Being emotionally aware helps us to
and grow with experience. and behave. manage relationships and support each
Reflecting on our experiences helps us
other.
to understand ourselves better. Using self- knowledge³ allows us Reflecting on the strategies we use to
to embrace new situations with manage change and face challenges A person’s self-worth is reinforced and
Developing independence builds
confidence. helps us to develop new strategies to reflected in engagement with and/or
self-worth¹ and personal responsibility.
cope with adversity. service to others.
Different challenges and situations
require different strategies. Increasing our self-reliance and A strong sense of self-efficacy enhances
persisting with tasks independently human accomplishments and personal
supports our efforts to be more well-being.
autonomous.
Coping with situations of change,
challenge and adversity develops our
resilience.

Personal, social and physical education scope and sequence

 Phase 1 Phase 2 Phase 3 Phase 4

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

Learners: Learners: Learners: Learners:
• identify themselves in relation to • describe similarities and • explain how a person’s identity is • examine the complexity of their
others (for example, family, peers, differences between themselves made up of many different things, own evolving identities
school class, ethnicity, gender) and others through the including membership in different • recognize how a person’s identity
• describe how they have grown exploration of cultures, cultures, and that this can change affects self-worth
and changed appearance, gender, ethnicity, over time
• recognize how a person’s identity
and personal preferences • examine different factors
• describe some physical and affects how they are perceived by
personal characteristics and • describe how personal growth has (heritable and non-heritable) that others and influences interactions
personal preferences resulted in new skills and abilities shape an identity (for example,
• analyse how society can influence
• explain how different experiences gender, sexuality, nationality,
• talk about similarities and our concept of self-worth (for
can result in different emotions language group)
differences between themselves example, through the media and
and others • identify feelings and begin to • identify how their attitudes, advertising)
understand how these are related opinions and beliefs affect the

Personal, social and physical education scope and sequence

• identify their feelings and • identify how aspects of a person’s
to behaviour way they act and how those of
emotions and explain possible identity can be expressed through
others also impact on their actions
causes • express hopes, goals and symbols, spirituality, dress,
aspirations • recognize personal qualities, adornment, personal attitudes,
• recognize that others have
strengths and limitations lifestyle, interests and activities
emotions, feelings and • solve problems and overcome
perspectives that may be different difficulties with a sense of • analyse how they are connected pursued
from their own optimism to the wider community • analyse how assumptions can lead
• identify and explore strategies • examine possible strategies • reflect on how they cope with to misconceptions
that help them to cope with to deal with change, including change in order to approach and • recognize, analyse and apply
change thinking flexibly and reaching out manage situations of adversity different strategies to cope with
• identify positive thoughts and to seek help • reflect on their own cultural adversity
attitudes in themselves and others • recognize others’ perspectives influences, experiences, traditions • accept and appreciate the
and accommodate these to shape and perspectives, and are open to diversity of cultures, experiences
• willingly approach and persevere
a broader view of the world those of others and perspectives of others
with new situations
• identify and understand the • use understanding of their own • identify causal relationships and
• reflect on their experiences

13
Learning continuums

consequences of actions emotions to interact positively understand how they impact on

in order to build a deeper
with others the experience of individuals and
understanding of self
groups
14
Phase 1 Phase 2 Phase 3 Phase 4

• demonstrate a sense • are aware of their emotions and • embrace optimism to shape • use emotional awareness and
of competence with begin to regulate their emotional a positive attitude towards personal skills to relate to and
developmentally appropriate responses and behaviour themselves and their future help others
daily tasks and seek support to • reflect on inner thoughts and • explain how self-talk can influence • identify how their self-knowledge
Learning continuums

develop independence. self-talk4 their behaviour and their can continue to support the
• demonstrate a positive belief in approach to learning growth and development of
their abilities and believe they can • motivate themselves intrinsically identity
reach their goals by persevering. and behave with belief in • understand the role of and
themselves strategies for optimism in the
• work and learn with increasing development of their own well-
independence. being
• analyse self-talk and use it
constructively
• embrace a strong sense of self-
efficacy that enhances their
accomplishments, attitudes and
personal well-being.

1. Self-worth: the view that individuals have of themselves and their perceptions of their own worth (positive or negative) as a person.
2. Self-concept: an idea of the self constructed from the beliefs a person holds about himself or herself.
3. Self-knowledge: the knowledge a person has of his or her own qualities, abilities, character and characteristics.
4. Self-talk: describes thoughts that an individual has, as if in dialogue with himself or herself; these thoughts can have an impact on an individual’s emotions, actions and
behaviour.
5. Self-efficacy: the knowledge a person has of his or her own skills and abilities to perform in a certain manner to attain certain goals.

Personal, social and physical education scope and sequence

 Learning continuums

Active living
An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle;
the importance of regular physical activity; the body’s response to exercise; the importance of developing
basic motor skills; understanding and developing the body’s potential for movement and expression; the
importance of nutrition; understanding the causes and possible prevention of ill health; the promotion
of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making
informed choices and evaluating consequences, and taking action for healthy living now and in the future.

Overall expectations
Phase 1
Learners show an awareness of how daily practices, including exercise, can have an impact on well-being.
They understand that their bodies change as they grow. They explore the body’s capacity for movement,
including creative movement, through participating in a range of physical activities. Learners recognize the
need for safe participation when interacting in a range of physical contexts.

Phase 2
Learners recognize the importance of being physically active, making healthy food choices, and maintaining
good hygiene in the development of well-being. They explore, use and adapt a range of fundamental
movement skills in different physical activities and are aware of how the body’s capacity for movement
develops as it grows. Learners understand how movements can be linked to create sequences and that
these sequences can be created to convey meaning. They understand their personal responsibilities to
themselves and others in relation to safety practices.

Phase 3
Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhance
their participation in physical activities through developing and maintaining physical fitness, refining
movement skills, and reflecting on technique and performance. Learners are able to identify different
stages of life and understand that rates of development are different for everyone. Learners understand that
there are potential positive and negative outcomes for risk-taking behaviours and are able to identify these
risks in order to maximize enjoyment and promote safety.

Phase 4
Learners understand the interconnectedness of the factors that contribute to a safe and healthy lifestyle,
and set goals and identify strategies that will help develop well-being. They understand the physical, social
and emotional changes associated with puberty. They apply movement skills appropriately, and develop
plans to help refine movements, improve performance and enhance participation in a range of physical
contexts.

Personal, social and physical education scope and sequence 15

16
Learning continuum for active living
Phase 1 Phase 2 Phase 3 Phase 4

Conceptual understandings Conceptual understandings Conceptual understandings Conceptual understandings

Our daily practices can have an impact Regular exercise is part of a healthy Regular exercise, hydration, nutrition Identifying and participating in
on our well-being. lifestyle. and rest are all important in a healthy activities we enjoy can motivate us to
Learning continuums

lifestyle. maintain a healthy lifestyle.

We can observe changes in our bodies Food choices can affect our health.
when we exercise. We can develop and maintain physical There is a connection between exercise,
Maintaining good hygiene can help to
fitness by applying basic training nutrition and physical well-being.
Our bodies change as we grow. prevent illness.
principles.
Setting personal goals and developing
We can explore our body’s capacity for Growth can be measured through
People go through different life stages, plans to achieve these goals can
movement. changes in capability as well as through
developing at different rates from one enhance performance.
physical changes.
Our bodies can move creatively in another.
There are physical, social and emotional
response to different stimuli. We can apply a range of fundamental
Attention to technique and regular changes associated with puberty.
movement skills to a variety of
Safe participation requires sharing practice can improve the effectiveness
activities. Appropriate application of skills is vital
space and following rules. of our movements.
to effective performance.
Movements can be used to convey
A dynamic cycle of plan, perform
feelings, attitudes, ideas or emotions. Complexity and style adds aesthetic
and reflect can influence a creative
value to a performance.
The use of responsible practices in movement composition.
physical environments can contribute Understanding our limits and
There are positive and negative
to our personal safety and the safety of using moderation are strategies for
outcomes for taking personal and
others. maintaining a safe and healthy lifestyle.
group risks that can be evaluated in
order to maximize enjoyment and
promote safety.

Personal, social and physical education scope and sequence

 Phase 1 Phase 2 Phase 3 Phase 4

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

Learners: Learners: Learners: Learners:
• engage in a variety of different • recognize the importance • identify ways to live a healthier • reflect and act upon their
physical activities of regular exercise in the lifestyle preferences for physical activities
• demonstrate an awareness of how development of well-being • understand how daily practices in leisure time
being active contributes to good • identify healthy food choices influence short- and long-term • understand the interdependence
health • communicate their understanding health of factors that can affect health
• demonstrate an awareness of the need for good hygiene • understand that there are and well-being
of basic hygiene in their daily practices substances that can cause harm to • identify realistic goals and
routines • reflect on the interaction between health strategies to improve personal
• identify some of the effects of body systems during exercise • demonstrate an understanding fitness
different physical activity on the • explain how the body’s capacity of the principles of training in • identify and discuss the changes
body for movement develops as it developing and maintaining fitness that occur during puberty and

Personal, social and physical education scope and sequence

• explore and reflect on the grows • identify different stages of life their impact on well-being
changing capabilities of the • use and adapt basic movement and how these can affect physical • exhibit effective decision-making
human body skills (gross and fine motor) in a performance processes in the application of
• develop a range of fine and gross variety of activities • develop plans to improve skills during physical activity
motor skills • explore different movements that performance through technique • introduce greater complexity and
• explore creative movements in can be linked to create sequences refinement and practice refine movements to improve the
response to different stimuli • demonstrate greater body control quality of a movement sequence
• display creative movements in
• recognize that acting upon response to stimuli and express when performing movements • recognize the importance of
instructions and being aware of different feelings, emotions and • self-assess performance and moderation in relation to safe
others helps to ensure safety. ideas respond to feedback on personal behaviour.
• reflect upon the aesthetic value performance from others
of movement and movement • plan, perform and reflect on
sequences movement sequences in order to
• understand the need to act improve
responsibly to help ensure the • identify potential personal and

17
Learning continuums

safety of themselves and others. group outcomes for risk-taking

behaviours.
Learning continuums

Interactions
An understanding of how an individual interacts with other people, other living things and the wider
world; behaviours, rights and responsibilities of individuals in their relationships with others, communities,
society and the world around them; the awareness and understanding of similarities and differences; an
appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility
as custodians of the Earth for future generations.

Overall expectations
Phase 1
Learners interact, play and engage with others, sharing ideas, cooperating and communicating feelings in
developmentally appropriate ways. They are aware that their behaviour affects others and identify when
their actions have had an impact. Learners interact with, and demonstrate care for, local environments.

Phase 2
Learners recognize the value of interacting, playing and learning with others. They understand that
participation in a group can require them to assume different roles and responsibilities and they show
a willingness to cooperate. They nurture relationships with others, sharing ideas, celebrating successes
and offering and seeking support as needed. Learners understand that responsible citizenship involves
conservation and preservation of the environment.

Phase 3
Learners understand that group work can be enhanced through the development of a plan of action
and through identifying and utilizing the strengths of individual group members. Learners reflect on
the perspectives and ideas of others. They understand that healthy relationships are supported by the
development and demonstration of constructive attitudes towards other people and the environment.

Phase 4
Learners understand that they can experience intrinsic satisfaction and personal growth from interactions
with others in formal and informal contexts. They understand the need for developing and nurturing
relationships with others and are able to apply strategies independently to resolve conflict as it arises. They
recognize that people have an interdependent relationship with the environment and other living things
and take action to restore and repair when harm has been done.

Please note: The term “group” has been used throughout this continuum. Depending on the context
for learning, “group” could refer to a team, a family group, the whole class, smaller work groups,
social groups and play groups.

18 Personal, social and physical education scope and sequence

 Learning continuum for interactions
Phase 1 Phase 2 Phase 3 Phase 4

Conceptual understandings Conceptual understandings Conceptual understandings Conceptual understandings

Interacting with others can be fun. Participation in a group can require A plan of action is a necessary strategy An effective group can accomplish
group members to take on different for a group to achieve its goal. more than a set of individuals.
Group experiences depend on
roles and responsibilities.
cooperation of group members. An effective group capitalizes on the An individual can experience both
There are norms of behaviour that strengths of its individual members. intrinsic satisfaction and personal
Ideas and feelings can be
guide the interactions within different growth from interactions.
communicated with others in a variety Healthy relationships are supported by
groups, and people adapt to these
of modes. the development and demonstration of Individuals can extend and challenge
norms.
constructive attitudes such as respect, their current understanding by
Our relationships with others contribute
Accepting others into a group builds empathy and compassion. engaging with the ideas and
to our well-being (for example,
open-mindedness. perspectives of others.
parent–child; teacher–student; Behaviour can be modified by applying
friend–friend). Relationships require nurturing. deliberate strategies. People are interdependent with, and
have a custodial responsibility towards,

Personal, social and physical education scope and sequence

Our behaviour affects others. Our actions towards others influence Communities and societies have their
the environment in which they live.
their actions towards us. own norms, rules and regulations.
Caring for local environments fosters
People have a responsibility to
appreciation. Responsible citizenship involves Communities and their citizens have a
repair and restore relationships and
conservation and preservation of the collective responsibility to care for local
environments where harm has taken
local environment. and global environments.
place.

Learning outcomes Learning outcomes Learning outcomes Learning outcomes

Learners: Learners: Learners: Learners:
• enjoy interacting, playing and • value interacting, playing and • recognize that committing to • reflect critically on the
engaging with others learning with others shared goals in group situations effectiveness of the group during
• take turns • discuss and set goals for group improves individual and shared and at the end of the process
interactions experiences and outcomes • build on previous experiences to
• listen respectfully to others
• cooperate with others • identify individual strengths that improve group performance
• share their own relevant ideas and
can contribute to shared goals • independently use different
feelings in an appropriate manner • ask questions and express

19
Learning continuums

wonderings strategies to resolve conflict

20
Phase 1 Phase 2 Phase 3 Phase 4

• ask questions • recognize the different group • develop a shared plan of action • work towards a consensus,
• celebrate the accomplishments of roles and responsibilities for group work that incorporates understanding the need to
others • assume responsibility for a role in each individual’s experiences and negotiate and compromise
a group strengths • take action to support reparation
• reach out for help when it is
Learning continuums

needed for themselves or others • celebrate the accomplishment of • adopt a variety of roles for the in relationships and in the
the group needs of the group, for example, environment when harm has
• identify when their actions have
leader, presenter been done.
impacted on others • share ideas clearly and confidently
• discuss ideas and ask questions to
• talk about their interactions with • seek adult support in situations of
clarify meaning
the environment. conflict
• reflect on the perspectives and
• reflect on the process of
ideas of others
achievement and value the
achievements of others • apply different strategies when
attempting to resolve conflict
• understand the impact of their
actions on each other and the • reflect on shared and
environment. collaborative performance.

Please note: The term “group” has been used throughout this continuum. Depending on the context for learning, “group” could refer to a team, a family group, the
whole class, smaller work groups, social groups and play groups.

Personal, social and physical education scope and sequence