# All levels: Personal, social and physical education A course roadmap (personal-social-and-physical-education). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 20 concepts ready. In the app: https://ai.page/roadmap/ib-pyp-pspe-all-levels Part of: [IB PYP: Personal, Social & PE](https://ai.page/roadmap/ib-pyp-pspe.md) Goal: IB PYP Personal, Social and Physical Education (PSPE) Scope and Sequence, All levels ## 1. Personal, social and physical education - [Taking Turns and Sharing](https://ai.page/c/taking-turns-and-sharing/index.md): 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](https://ai.page/c/makes-someone-a-good-friend/index.md): 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](https://ai.page/c/bystanders-and-upstanders/index.md): 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](https://ai.page/c/listening-to-others/index.md): 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](https://ai.page/c/expressing-feelings-with-words/index.md): Express their own feelings appropriately using words rather than actions — saying 'I feel angry because...' instead of hitting, shouting, or withdrawing - [Asking for Help](https://ai.page/c/asking-for-help-personal-development/index.md): 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](https://ai.page/c/actions-and-their-consequences/index.md): 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](https://ai.page/c/working-well-in-a-group/index.md): 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](https://ai.page/c/fairness-equality-and-equity/index.md): 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](https://ai.page/c/rules-and-agreements-exist/index.md): 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](https://ai.page/c/basic-digital-citizenship/index.md): 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](https://ai.page/c/roles-in-a-group/index.md): 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](https://ai.page/c/resolving-disagreements-with-friends/index.md): 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](https://ai.page/c/assertive-communication/index.md): 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](https://ai.page/c/the-world-contains-many-cultures-traditions/index.md): 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](https://ai.page/c/community-rights-and-responsibilities/index.md): 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](https://ai.page/c/helping-others-resolve-conflicts/index.md): 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](https://ai.page/c/giving-and-receiving-feedback/index.md): 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](https://ai.page/c/self-reflection-in-relationships/index.md): 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](https://ai.page/c/ethics-in-real-world-issues/index.md): 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 ## Health: 0 of 100 Of its 20 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version. Findings (each is a task for anyone's AI): - Taking Turns and Sharing has no explanation yet - Makes someone a good friend has no explanation yet - Bystanders and Upstanders has no explanation yet - Listening to Others has no explanation yet - Expressing Feelings with Words has no explanation yet - Asking for Help has no explanation yet - Actions and Their Consequences has no explanation yet - Working Well in a Group has no explanation yet - Fairness, Equality and Equity has no explanation yet - Rules and agreements exist has no explanation yet - Basic digital citizenship has no explanation yet - Roles in a Group has no explanation yet - Resolving Disagreements with Friends has no explanation yet - Assertive Communication has no explanation yet - The world contains many cultures, traditions has no explanation yet - Community Rights and Responsibilities has no explanation yet - Helping Others Resolve Conflicts has no explanation yet - Giving and Receiving Feedback has no explanation yet - Self-Reflection in Relationships has no explanation yet - Ethics in Real-World Issues has no explanation yet Credit: The structure of IB PYP Personal, Social and Physical Education (PSPE) Scope and Sequence (https://plkis.edu.hk/wp-content/uploads/2018/04/IB-Personal-Social-and-Physical-Education-Scope-Sequence.pdf); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.