How to learn All levels: Personal, social and physical education

IB PYP Personal, Social and Physical Education (PSPE) Scope and Sequence, All levels

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1. Personal, social and physical education

Taking Turns and Sharing: Take turns, share materials, and play cooperatively with others — understanding that group activities work better when everyone gets a fair go and that waiting for your turn is part of being a good friend
Makes someone a good friend: Understand what makes someone a good friend — being kind, honest, reliable, and including others — and recognise behaviours that are not friendly, such as being bossy, leaving people out, or saying mean things
Bystanders and Upstanders: Understand the bystander role — that when someone witnesses unkind or unfair behaviour, they have a choice: they can be a passive bystander (doing nothing), join in, or be an upstander (speaking up or getting help) — and develop the confidence to be an upstander
Listening to Others: Listen to others when they are speaking — looking at the speaker, waiting until they finish, and showing they have heard by responding to what was said rather than just talking about their own ideas
Expressing Feelings with Words: Express their own feelings appropriately using words rather than actions — saying 'I feel angry because...' instead of hitting, shouting, or withdrawing
Asking for Help: Ask for help when they need it — from a friend, teacher, or family member — and understand that asking for help is a sign of strength, not weakness
Actions and Their Consequences: Understand that actions have consequences — that what you choose to do affects both yourself and other people — and begin to think about what might happen before they act
Working Well in a Group: Work effectively as part of a small group — contributing their own ideas, listening to others' ideas, taking on a fair share of the work, and supporting the group to reach a shared goal
Fairness, Equality and Equity: Understand what fairness means and why it matters — recognising that fair doesn't always mean equal (everyone getting the same) but can mean equitable (everyone getting what they need), and applying this understanding in group situations
Rules and agreements exist: Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched
Basic digital citizenship: Understand basic digital citizenship — being kind online, protecting personal information, recognising that people behind screens are real people with real feelings, and knowing what to do if something online makes them uncomfortable
Roles in a Group: Understand different roles people play in groups — leader, supporter, mediator, idea-generator — and recognise that effective groups need a mix of roles, not everyone trying to be the leader
Resolving Disagreements with Friends: Resolve simple disagreements with peers by talking it through — explaining how they feel, listening to the other person's side, and finding a compromise or solution that both can accept
Assertive Communication: Use assertive communication — expressing needs, opinions, and boundaries clearly and respectfully without being aggressive (pushy/demanding) or passive (giving in/staying silent) — including saying no when something doesn't feel right
The world contains many cultures, traditions: Understand that the world contains many cultures, traditions, and belief systems, and that learning about others' perspectives enriches our own understanding — developing genuine curiosity about and respect for cultural diversity
Community Rights and Responsibilities: Understand their rights and responsibilities as a member of a community — that everyone has a right to be treated with respect and to feel safe, and that with rights come responsibilities to treat others the same way
Helping Others Resolve Conflicts: Mediate conflicts between others — helping two friends who are arguing by listening to both sides, helping them see each other's perspective, and guiding them toward a fair resolution
Giving and Receiving Feedback: Give and receive constructive feedback — telling someone what they did well and what could be improved in a way that is helpful rather than hurtful, and receiving feedback about their own work without becoming defensive
Self-Reflection in Relationships: Reflect on their own role and behaviour in relationships — recognising patterns in how they interact with others, understanding what they contribute to friendships, and identifying areas where they could improve as a friend or team member
Ethics in Real-World Issues: Evaluate the ethical dimensions of real-world issues they encounter — such as environmental responsibility, fairness in sport, digital ethics, or social justice — considering multiple perspectives and forming a reasoned personal position