Personal, social and physical education scope and sequence and Sequences/Personal, social... · Personal, social and physical education scope and sequence Primary Years Programme

Personal, social and physical education scope and sequence

Primary Years Programme


Primary Years Programme

PYP116Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire

Published November 2009

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Primary Years ProgrammePersonal, social and physical education scope and sequence

IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB learner profileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

© International Baccalaureate Organization 2007


Contents

Introduction to the PYP personal, social and physical education scope and sequence 1

What the PYP believes about PSPE 1

PSPE in a transdisciplinary programme 3

The structure of the PSPE scope and sequence 4

How to use the PSPE scope and sequence 4

PSPE planning: Sample processes 6

Learning continuums 7

Identity 7

Active living 11

Interactions 14

Samples 17

Personal, social and physical education scope and sequence 1

Introduction to the PYP personal, social and physical education scope and sequence

The information in this scope and sequence document should be read in conjunction with the personal, social and physical education (PSPE) subject annex in Making the PYP happen: A curriculum framework for international primary education (2009).

What the PYP believes about PSPEPSPE in the IB Primary Years Programme (PYP) 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 teaching and learning 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.

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 transferable 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.

In this document, the development of overall well-being is defined through three common strands that have relevance to all teachers: identity, active living and interactions (see figure 1). These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students (see figure 2).


Personal, social and physical education scope and sequence2

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.

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.

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.

Figure 1The PSPE strands

i

Well-being of the learner

Interactions Active

livin

g

Identity

Figure 2Developing well-being through PSPE



PSPE in a transdisciplinary programmeIn 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 teaching and learning 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 subject areas. 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.

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, assessing 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 teaching and learning 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 the essential elements and seeking a balance between acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of constructive attitudes, and taking responsible action as a result of learning.

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.

It is worthwhile to note that there will be occasions for student-initiated, spontaneous PSPE inquiries that are not directly related to any planned units. These are valuable teaching and learning opportunities in themselves and provide teachers and students with the opportunity to apply the pedagogy of the PYP to authentic, of-the-moment situations.



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 best. The starting point for all learning should always be the student’s 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.

The structure of the PSPE scope and sequenceThis scope and sequence aims to provide information for the whole school community about 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.

The content of each continuum has been organized into four phases of development, with each phase building upon and complementing the previous phase. The continuums make explicit the conceptual understandings that are being developed at each phase. Evidence of these understandings is described in the behaviours or learning outcomes associated with each phase, and these learning outcomes relate specifically to concepts, knowledge, attitudes and skills associated with PSPE.

Each strand has a set of conceptual understandings and learning outcomes that indicate learning possibilities for that strand. Schools may find that they have other learning outcomes that are relevant to their particular context and they may choose to document these within their own PSPE scope and sequence.

How to use the PSPE scope and sequenceThe PSPE scope and sequence provides schools with a view of how the development of an individual learner’s well-being is not tied to age bands but rather that this development is an evolving process. Teachers will need to be given time to discuss this introduction and accompanying continuums and how they can be used to inform planning, teaching and assessing of PSPE in the school. The following points should also be considered in this discussion process.

Each learner is a unique individual with different life experiences and no two learning pathways are •the same.

Learners within the same age group will have different needs and demonstrate different performance •levels; therefore, teachers should consider a range of phases when planning learning experiences for a class.

Learners are likely to display understanding and skills from more than one of the phases at a time.•

The continuums are not prescriptive tools that assume a learner must attain all the outcomes of a •particular phase before moving on to the next phase, nor that the learner should be in the same phase for each strand.

It is important to note that all three of the strands interact with each other and have relevance across •and throughout the curriculum. It is therefore likely that teachers will refer to all three continuums to inform planning, teaching and assessing.

Some schools may be able to use the PSPE scope and sequence just as it is presented here. Other schools may wish to adapt it according to their needs. For example, schools may wish to add content that has specific relevance to the learning needs of their students and the particular teaching context. They may decide to base their own scope and sequence document on the conceptual understandings outlined in the PYP document but develop other aspects differently (for example, learning outcomes, indicators, benchmarks, standards), particularly if they are trying to accommodate external requirements. Alternatively, they may decide to incorporate the continuums from the PYP documents into their existing school documents.



Schools need to be mindful of practice C1.23 in the IB Programme standards and practices (2005) that states, “If the school adapts, or develops, its own scope and sequence documents for each PYP subject area, the level of overall expectation regarding student achievement expressed in these documents at least matches that expressed in the PYP scope and sequence documents.” To arrive at such a judgment, and given that the overall expectations in this document are presented as broad generalities, it is recommended that the entire document be read and considered.

Guidance for teachers of physical educationThis scope and sequence document is not designed as a curriculum that maps out all the possible contexts for the development of knowledge and skills in physical education (for example, games, swimming or gymnastics). Instead, it has been designed around conceptual understandings that will enable the promotion and development of personal, social and physical well-being across all areas of the curriculum and by all teachers. 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 and learning outcomes from all three strands in order to provide meaningful, connected learning experiences for students.

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 (2009) 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 the Personal, social and physical education scope and sequence as well as the Arts scope and sequence to inform planning, teaching and assessing.



PSPE planning: Sample processesWhen planning for personal, social and physical learning experiences, teachers should be mindful of the following practices.

PSPE should be taught through the relevant, realistic context of the units of inquiry but is equally •relevant to all additional teaching and learning that the student experiences.

The PYP planner has been developed to support all teachers as they plan for inquiries that are •structured around a central idea.

Figure 3Sample processes when planning for PSPE learning experiences

Document name i

Within the programme of inquiryIt is important for planning teams, including single-subject teachers, to consider how the development and/or the understanding of the central idea of a unit of inquiry can be supported, enhanced and informed by learning about and through subject-specific concepts, knowledge and skills.

The following questions are aimed at helping all teachers engage in a collaborative process of planning a transdisciplinary unit of inquiry.

Ensure that assessment will inform the development of each student’s personal, social and physical well-being and his or her future learning needs.

How can learning about and through subject-specific concepts, knowledge and skills contribute to students’ understanding of the central idea for this unit of inquiry?

How can subject-specific concepts, knowledge and skills support students as they engage with the summative assessment task(s)?Which conceptual understanding(s) (for example, those listed in the PSPE continuums) will support, enhance and inform learning in the unit of inquiry?

Which learning outcomes (for example, those listed in the PSPE continuums) will provide evidence of each student’s personal, social and physical development while contributing to engagement with the unit of inquiry?

How can the continuums be used to support the differentiation that will be required in order for each student to appropriately develop and use personal, social and physical concepts, knowledge and skills throughout this unit of inquiry?

Will all the personal, social and physical learning experiences occur within the unit of inquiry or will some subject-specific introductory experience be required, prior to application within the unit of inquiry?

To build on what students already understand and can do, identify the conceptual understanding(s) (for example, those listed in the PSPE continuums) that will provide either reinforcement or an appropriate level of challenge for the next stage of learning.

Can the conceptual understanding(s) you have identified help you to develop a central idea into which the students can inquire?

Identify the learning outcomes (for example, those listed in the PSPE continuums) that may provide observable evidence of whether the conceptual understanding(s) have been achieved, and of whether the students have been able to apply their understanding in diverse ways.

As you document the unit on the PYP planner, consider how the continuums can be used to differentiate teaching and learning.

Outside the programme of inquiryWhen specific aspects of PSPE need to be addressed outside the programme of inquiry, structured and purposeful inquiry is still considered the principal way in which students learn best.

Once teachers have had the opportunity to consider and discuss the following prompts, it would be appropriate to use the PYP planner to document the inquiry.


Learning continuums

IdentityAn 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.

Overall expectationsPhase 1Learners 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 2Learners 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 3Learners 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 4Learners 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.

Learning continuums


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tify

posi

tive

thou

ghts

and

•

attit

udes

in th

emse

lves

and

oth

ers

will

ingl

y ap

proa

ch a

nd p

erse

vere

•

with

new

situ

atio

ns

refle

ct o

n th

eir e

xper

ienc

es

•in

ord

er to

bui

ld a

dee

per

unde

rsta

ndin

g of

sel

f

Lear

ning

out

com

esLe

arne

rs:

desc

ribe

sim

ilarit

ies

and

•di

ffer

ence

s be

twee

n th

emse

lves

an

d ot

hers

thro

ugh

the

expl

orat

ion

of c

ultu

res,

ap

pear

ance

, gen

der,

ethn

icity

, an

d pe

rson

al p

refe

renc

es

desc

ribe

how

per

sona

l gro

wth

•

has

resu

lted

in n

ew s

kills

and

ab

ilitie

s

expl

ain

how

diff

eren

t exp

erie

nces

•

can

resu

lt in

diff

eren

t em

otio

ns

iden

tify

feel

ings

and

beg

in to

•

unde

rsta

nd h

ow th

ese

are

rela

ted

to b

ehav

iour

expr

ess

hope

s, g

oals

and

•

aspi

ratio

ns

solv

e pr

oble

ms

and

over

com

e •

diff

icul

ties

with

a s

ense

of

optim

ism

exam

ine

poss

ible

str

ateg

ies

•to

dea

l with

cha

nge,

incl

udin

g th

inki

ng fl

exib

ly a

nd re

achi

ng o

ut

to s

eek

help

reco

gniz

e ot

hers

’ per

spec

tives

•

and

acco

mm

odat

e th

ese

to s

hape

a

broa

der v

iew

of t

he w

orld

iden

tify

and

unde

rsta

nd th

e •

cons

eque

nces

of a

ctio

ns

Lear

ning

out

com

esLe

arne

rs:

expl

ain

how

a p

erso

n’s

iden

tity

is

•m

ade

up o

f man

y di

ffer

ent t

hing

s,

incl

udin

g m

embe

rshi

p in

diff

eren

t cu

lture

s, a

nd th

at th

is c

an c

hang

e ov

er ti

me

exam

ine

diff

eren

t fac

tors

•

(her

itabl

e an

d no

n-he

ritab

le) t

hat

shap

e an

iden

tity

(for e

xam

ple,

ge

nder

, sex

ualit

y, n

atio

nalit

y,

lang

uage

gro

up)

iden

tify

how

thei

r att

itude

s,

•op

inio

ns a

nd b

elie

fs a

ffec

t the

w

ay th

ey a

ct a

nd h

ow th

ose

of

othe

rs a

lso

impa

ct o

n th

eir a

ctio

ns

reco

gniz

e pe

rson

al q

ualit

ies,

•

stre

ngth

s an

d lim

itatio

ns

anal

yse

how

they

are

con

nect

ed

•to

the

wid

er c

omm

unity

refle

ct o

n ho

w th

ey c

ope

with

•

chan

ge in

ord

er to

app

roac

h an

d m

anag

e si

tuat

ions

of a

dver

sity

refle

ct o

n th

eir o

wn

cultu

ral

•in

fluen

ces,

exp

erie

nces

, tra

ditio

ns

and

pers

pect

ives

, and

are

ope

n to

th

ose

of o

ther

s

use

unde

rsta

ndin

g of

thei

r ow

n •

emot

ions

to in

tera

ct p

ositi

vely

w

ith o

ther

s

Lear

ning

out

com

esLe

arne

rs:

exam

ine

the

com

plex

ity o

f the

ir •

own

evol

ving

iden

titie

s

reco

gniz

e ho

w a

per

son’

s id

entit

y •

affe

cts

self-

wor

th

reco

gniz

e ho

w a

per

son’

s id

entit

y •

affe

cts

how

they

are

per

ceiv

ed b

y ot

hers

and

influ

ence

s in

tera

ctio

ns

anal

yse

how

soc

iety

can

influ

ence

•

our c

once

pt o

f sel

f-wor

th (f

or

exam

ple,

thro

ugh

the

med

ia a

nd

adve

rtis

ing)

iden

tify

how

asp

ects

of a

per

son’

s •

iden

tity

can

be e

xpre

ssed

thro

ugh

sym

bols

, spi

ritua

lity,

dre

ss,

ador

nmen

t, pe

rson

al a

ttitu

des,

lif

esty

le, i

nter

ests

and

act

iviti

es

purs

ued

anal

yse

how

ass

umpt

ions

can

lead

•

to m

isco

ncep

tions

reco

gniz

e, a

naly

se a

nd a

pply

•

diff

eren

t str

ateg

ies

to c

ope

with

ad

vers

ity

acce

pt a

nd a

ppre

ciat

e th

e •

dive

rsity

of c

ultu

res,

exp

erie

nces

an

d pe

rspe

ctiv

es o

f oth

ers

iden

tify

caus

al re

latio

nshi

ps a

nd

•un

ders

tand

how

they

impa

ct o

n th

e ex

perie

nce

of in

divi

dual

s an

d gr

oups

Learning continuums


dem

onst

rate

a s

ense

•

of c

ompe

tenc

e w

ith

deve

lopm

enta

lly a

ppro

pria

te

daily

task

s an

d se

ek s

uppo

rt to

de

velo

p in

depe

nden

ce.

are

awar

e of

thei

r em

otio

ns a

nd

•be

gin

to re

gula

te th

eir e

mot

iona

l re

spon

ses

and

beha

viou

r

refle

ct o

n in

ner t

houg

hts

and

•se

lf-ta

lk4

dem

onst

rate

a p

ositi

ve b

elie

f in

•th

eir a

bilit

ies

and

belie

ve th

ey c

an

reac

h th

eir g

oals

by

pers

ever

ing.

embr

ace

optim

ism

to s

hape

•

a po

sitiv

e at

titud

e to

war

ds

them

selv

es a

nd th

eir f

utur

e

expl

ain

how

sel

f-tal

k ca

n in

fluen

ce

•th

eir b

ehav

iour

and

thei

r ap

proa

ch to

lear

ning

mot

ivat

e th

emse

lves

intr

insi

cally

•

and

beha

ve w

ith b

elie

f in

them

selv

es

wor

k an

d le

arn

with

incr

easi

ng

•in

depe

nden

ce.

use

emot

iona

l aw

aren

ess

and

•pe

rson

al s

kills

to re

late

to a

nd

help

oth

ers

iden

tify

how

thei

r sel

f-kn

owle

dge

•ca

n co

ntin

ue to

sup

port

the

grow

th a

nd d

evel

opm

ent o

f id

entit

y

unde

rsta

nd th

e ro

le o

f and

•

stra

tegi

es fo

r opt

imis

m in

the

deve

lopm

ent o

f the

ir ow

n w

ell-

bein

g

anal

yse

self-

talk

and

use

it

•co

nstr

uctiv

ely

embr

ace

a st

rong

sen

se o

f sel

f-•

effic

acy

that

enh

ance

s th

eir

acco

mpl

ishm

ents

, att

itude

s an

d pe

rson

al w

ell-b

eing

.

Self-

wor

th: t

he v

iew

that

indi

vidu

als

have

of t

hem

selv

es a

nd th

eir p

erce

ptio

ns o

f the

ir ow

n w

orth

(pos

itive

or n

egat

ive)

as

a pe

rson

.1.

Self-

conc

ept:

an id

ea o

f the

sel

f con

stru

cted

from

the

belie

fs a

per

son

hold

s ab

out h

imse

lf or

her

self.

2.

Self-

know

ledg

e: th

e kn

owle

dge

a pe

rson

has

of h

is o

r her

ow

n qu

aliti

es, a

bilit

ies,

cha

ract

er a

nd c

hara

cter

istic

s.3.

Self-

talk

: des

crib

es th

ough

ts th

at a

n in

divi

dual

has

, as

if in

dia

logu

e w

ith h

imse

lf or

her

self;

thes

e th

ough

ts c

an h

ave

an im

pact

on

an in

divi

dual

’s em

otio

ns, a

ctio

ns a

nd

4.

beha

viou

r.

Self-

effic

acy:

the

know

ledg

e a

pers

on h

as o

f his

or h

er o

wn

skill

s an

d ab

ilitie

s to

per

form

in a

cer

tain

man

ner t

o at

tain

cer

tain

goa

ls.

5.

Learning continuums


Active livingAn 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 expectationsPhase 1Learners 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 2Learners 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 3Learners 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 4Learners 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.

Learning continuums


Lear

ning

con

tinu

um fo

r act

ive

livin

g

Phas

e 1

Phas

e 2

Phas

e 3

Phas

e 4

Conc

eptu

al u

nder

stan

ding

sO

ur d

aily

pra

ctic

es c

an h

ave

an im

pact

on

our

wel

l-bei

ng.

We

can

obse

rve

chan

ges

in o

ur b

odie

s w

hen

we

exer

cise

.

Our

bod

ies

chan

ge a

s w

e gr

ow.

We

can

expl

ore

our b

ody’

s ca

paci

ty fo

r m

ovem

ent.

Our

bod

ies

can

mov

e cr

eativ

ely

in

resp

onse

to d

iffer

ent s

timul

i.

Safe

par

ticip

atio

n re

quire

s sh

arin

g sp

ace

and

follo

win

g ru

les.

Conc

eptu

al u

nder

stan

ding

sRe

gula

r exe

rcis

e is

par

t of a

hea

lthy

lifes

tyle

.

Food

cho

ices

can

aff

ect o

ur h

ealth

.

Mai

ntai

ning

goo

d hy

gien

e ca

n he

lp to

pr

even

t illn

ess.

Gro

wth

can

be

mea

sure

d th

roug

h ch

ange

s in

cap

abili

ty a

s w

ell a

s th

roug

h ph

ysic

al c

hang

es.

We

can

appl

y a

rang

e of

fund

amen

tal

mov

emen

t ski

lls to

a v

arie

ty o

f ac

tiviti

es.

Mov

emen

ts c

an b

e us

ed to

con

vey

feel

ings

, att

itude

s, id

eas

or e

mot

ions

.

The

use

of re

spon

sibl

e pr

actic

es in

ph

ysic

al e

nviro

nmen

ts c

an c

ontr

ibut

e to

our

per

sona

l saf

ety

and

the

safe

ty o

f ot

hers

.

Conc

eptu

al u

nder

stan

ding

sRe

gula

r exe

rcis

e, h

ydra

tion,

nut

ritio

n an

d re

st a

re a

ll im

port

ant i

n a

heal

thy

lifes

tyle

.

We

can

deve

lop

and

mai

ntai

n ph

ysic

al

fitne

ss b

y ap

plyi

ng b

asic

trai

ning

pr

inci

ples

.

Peop

le g

o th

roug

h di

ffer

ent l

ife s

tage

s,

deve

lopi

ng a

t diff

eren

t rat

es fr

om o

ne

anot

her.

Atte

ntio

n to

tech

niqu

e an

d re

gula

r pr

actic

e ca

n im

prov

e th

e ef

fect

iven

ess

of o

ur m

ovem

ents

.

A d

ynam

ic c

ycle

of p

lan,

per

form

an

d re

flect

can

influ

ence

a c

reat

ive

mov

emen

t com

posi

tion.

Ther

e ar

e po

sitiv

e an

d ne

gativ

e ou

tcom

es fo

r tak

ing

pers

onal

and

gr

oup

risks

that

can

be

eval

uate

d in

or

der t

o m

axim

ize

enjo

ymen

t and

pr

omot

e sa

fety

.

Conc

eptu

al u

nder

stan

ding

sId

entif

ying

and

par

ticip

atin

g in

ac

tiviti

es w

e en

joy

can

mot

ivat

e us

to

mai

ntai

n a

heal

thy

lifes

tyle

.

Ther

e is

a c

onne

ctio

n be

twee

n ex

erci

se,

nutr

ition

and

phy

sica

l wel

l-bei

ng.

Sett

ing

pers

onal

goa

ls a

nd d

evel

opin

g pl

ans

to a

chie

ve th

ese

goal

s ca

n en

hanc

e pe

rfor

man

ce.

Ther

e ar

e ph

ysic

al, s

ocia

l and

em

otio

nal

chan

ges

asso

ciat

ed w

ith p

uber

ty.

App

ropr

iate

app

licat

ion

of s

kills

is v

ital

to e

ffec

tive

perf

orm

ance

.

Com

plex

ity a

nd s

tyle

add

s ae

sthe

tic

valu

e to

a p

erfo

rman

ce.

Und

erst

andi

ng o

ur li

mits

and

us

ing

mod

erat

ion

are

stra

tegi

es fo

r m

aint

aini

ng a

saf

e an

d he

alth

y lif

esty

le.

Learning continuums


Lear

ning

out

com

esLe

arne

rs:

enga

ge in

a v

arie

ty o

f diff

eren

t •

phys

ical

act

iviti

es

dem

onst

rate

an

awar

enes

s of

how

•

bein

g ac

tive

cont

ribut

es to

goo

d he

alth

dem

onst

rate

an

awar

enes

s •

of b

asic

hyg

iene

in th

eir d

aily

ro

utin

es

iden

tify

som

e of

the

effe

cts

of

•di

ffer

ent p

hysi

cal a

ctiv

ity o

n th

e bo

dy

expl

ore

and

refle

ct o

n th

e •

chan

ging

cap

abili

ties

of th

e hu

man

bod

y

deve

lop

a ra

nge

of fi

ne a

nd g

ross

•

mot

or s

kills

expl

ore

crea

tive

mov

emen

ts in

•

resp

onse

to d

iffer

ent s

timul

i

reco

gniz

e th

at a

ctin

g up

on

•in

stru

ctio

ns a

nd b

eing

aw

are

of

othe

rs h

elps

to e

nsur

e sa

fety

.

Lear

ning

out

com

esLe

arne

rs:

reco

gniz

e th

e im

port

ance

•

of re

gula

r exe

rcis

e in

the

deve

lopm

ent o

f wel

l-bei

ng

iden

tify

heal

thy

food

cho

ices

•

com

mun

icat

e th

eir u

nder

stan

ding

•

of th

e ne

ed fo

r goo

d hy

gien

e pr

actic

es

refle

ct o

n th

e in

tera

ctio

n be

twee

n •

body

sys

tem

s du

ring

exer

cise

expl

ain

how

the

body

’s ca

paci

ty

•fo

r mov

emen

t dev

elop

s as

it

grow

s

use

and

adap

t bas

ic m

ovem

ent

•sk

ills

(gro

ss a

nd fi

ne m

otor

) in

a va

riety

of a

ctiv

ities

expl

ore

diff

eren

t mov

emen

ts th

at

•ca

n be

link

ed to

cre

ate

sequ

ence

s

disp

lay

crea

tive

mov

emen

ts in

•

resp

onse

to s

timul

i and

exp

ress

di

ffer

ent f

eelin

gs, e

mot

ions

and

id

eas

refle

ct u

pon

the

aest

hetic

val

ue

•of

mov

emen

t and

mov

emen

t se

quen

ces

unde

rsta

nd th

e ne

ed to

act

•

resp

onsi

bly

to h

elp

ensu

re th

e sa

fety

of t

hem

selv

es a

nd o

ther

s.

Lear

ning

out

com

esLe

arne

rs:

iden

tify

way

s to

live

a h

ealth

ier

•lif

esty

le

unde

rsta

nd h

ow d

aily

pra

ctic

es

•in

fluen

ce s

hort

- and

long

-ter

m

heal

th

unde

rsta

nd th

at th

ere

are

•su

bsta

nces

that

can

cau

se h

arm

to

hea

lth

dem

onst

rate

an

unde

rsta

ndin

g •

of th

e pr

inci

ples

of t

rain

ing

in

deve

lopi

ng a

nd m

aint

aini

ng

fitne

ss

iden

tify

diff

eren

t sta

ges

of li

fe

•an

d ho

w th

ese

can

affe

ct p

hysi

cal

perf

orm

ance

deve

lop

plan

s to

impr

ove

•pe

rfor

man

ce th

roug

h te

chni

que

refin

emen

t and

pra

ctic

e

dem

onst

rate

gre

ater

bod

y co

ntro

l •

whe

n pe

rfor

min

g m

ovem

ents

self-

asse

ss p

erfo

rman

ce a

nd

•re

spon

d to

feed

back

on

perf

orm

ance

from

oth

ers

plan

, per

form

and

refle

ct o

n •

mov

emen

t seq

uenc

es in

ord

er to

im

prov

e

iden

tify

pote

ntia

l per

sona

l and

•

grou

p ou

tcom

es fo

r ris

k-ta

king

be

havi

ours

.

Lear

ning

out

com

esLe

arne

rs:

refle

ct a

nd a

ct u

pon

thei

r •

pref

eren

ces

for p

hysi

cal a

ctiv

ities

in

leis

ure

time

unde

rsta

nd th

e in

terd

epen

denc

e •

of fa

ctor

s th

at c

an a

ffec

t hea

lth

and

wel

l-bei

ng

iden

tify

real

istic

goa

ls a

nd

•st

rate

gies

to im

prov

e pe

rson

al

fitne

ss

iden

tify

and

disc

uss

the

chan

ges

•th

at o

ccur

dur

ing

pube

rty

and

thei

r im

pact

on

wel

l-bei

ng

exhi

bit e

ffec

tive

deci

sion

-mak

ing

•pr

oces

ses

in th

e ap

plic

atio

n of

sk

ills

durin

g ph

ysic

al a

ctiv

ity

intr

oduc

e gr

eate

r com

plex

ity a

nd

•re

fine

mov

emen

ts to

impr

ove

the

qual

ity o

f a m

ovem

ent s

eque

nce

reco

gniz

e th

e im

port

ance

of

•m

oder

atio

n in

rela

tion

to s

afe

pers

onal

beh

avio

ur.

Learning continuums


InteractionsAn 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 expectationsPhase 1Learners 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 2Learners 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 3Learners 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 4Learners 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.

Learning continuums


Lear

ning

con

tinu

um fo

r int

erac

tion

s

Phas

e 1

Phas

e 2

Phas

e 3

Phas

e 4

Conc

eptu

al u

nder

stan

ding

sIn

tera

ctin

g w

ith o

ther

s ca

n be

fun.

Gro

up e

xper

ienc

es d

epen

d on

co

oper

atio

n of

gro

up m

embe

rs.

Idea

s an

d fe

elin

gs c

an b

e co

mm

unic

ated

with

oth

ers

in a

var

iety

of

mod

es.

Our

rela

tions

hips

with

oth

ers

cont

ribut

e to

our

wel

l-bei

ng (f

or

exam

ple,

par

ent:c

hild

; tea

cher

:stu

dent

; fr

iend

:frie

nd).

Our

beh

avio

ur a

ffec

ts o

ther

s.

Carin

g fo

r loc

al e

nviro

nmen

ts fo

ster

s ap

prec

iatio

n.

Conc

eptu

al u

nder

stan

ding

sPa

rtic

ipat

ion

in a

gro

up c

an re

quire

gr

oup

mem

bers

to ta

ke o

n di

ffer

ent

role

s an

d re

spon

sibi

litie

s.

Ther

e ar

e no

rms

of b

ehav

iour

that

gu

ide

the

inte

ract

ions

with

in d

iffer

ent

grou

ps, a

nd p

eopl

e ad

apt t

o th

ese

norm

s.

Acc

eptin

g ot

hers

into

a g

roup

bui

lds

open

-min

dedn

ess.

Rela

tions

hips

requ

ire n

urtu

ring.

Our

act

ions

tow

ards

oth

ers

influ

ence

th

eir a

ctio

ns to

war

ds u

s.

Resp

onsi

ble

citiz

ensh

ip in

volv

es

cons

erva

tion

and

pres

erva

tion

of th

e lo

cal e

nviro

nmen

t.

Conc

eptu

al u

nder

stan

ding

sA

pla

n of

act

ion

is a

nec

essa

ry s

trat

egy

for a

gro

up to

ach

ieve

its

goal

.

An

effe

ctiv

e gr

oup

capi

taliz

es o

n th

e st

reng

ths

of it

s in

divi

dual

mem

bers

.

Hea

lthy

rela

tions

hips

are

sup

port

ed b

y th

e de

velo

pmen

t and

dem

onst

ratio

n of

co

nstr

uctiv

e at

titud

es s

uch

as re

spec

t, em

path

y an

d co

mpa

ssio

n.

Beha

viou

r can

be

mod

ified

by

appl

ying

de

liber

ate

stra

tegi

es.

Com

mun

ities

and

soc

ietie

s ha

ve th

eir

own

norm

s, ru

les

and

regu

latio

ns.

Com

mun

ities

and

thei

r citi

zens

hav

e a

colle

ctiv

e re

spon

sibi

lity

to c

are

for l

ocal

an

d gl

obal

env

ironm

ents

.

Conc

eptu

al u

nder

stan

ding

sA

n ef

fect

ive

grou

p ca

n ac

com

plis

h m

ore

than

a s

et o

f ind

ivid

uals

.

An

indi

vidu

al c

an e

xper

ienc

e bo

th

intr

insi

c sa

tisfa

ctio

n an

d pe

rson

al

grow

th fr

om in

tera

ctio

ns.

Indi

vidu

als

can

exte

nd a

nd c

halle

nge

thei

r cur

rent

und

erst

andi

ng b

y en

gagi

ng w

ith th

e id

eas

and

pers

pect

ives

of o

ther

s.

Peop

le a

re in

terd

epen

dent

with

, and

ha

ve a

cus

todi

al re

spon

sibi

lity

tow

ards

, th

e en

viro

nmen

t in

whi

ch th

ey li

ve.

Peop

le h

ave

a re

spon

sibi

lity

to

repa

ir an

d re

stor

e re

latio

nshi

ps a

nd

envi

ronm

ents

whe

re h

arm

has

take

n pl

ace.

Lear

ning

out

com

esLe

arne

rs:

enjo

y in

tera

ctin

g, p

layi

ng a

nd

•en

gagi

ng w

ith o

ther

s

take

turn

s•

liste

n re

spec

tful

ly to

oth

ers

•

shar

e th

eir o

wn

rele

vant

idea

s an

d •

feel

ings

in a

n ap

prop

riate

man

ner

Lear

ning

out

com

esLe

arne

rs:

valu

e in

tera

ctin

g, p

layi

ng a

nd

•le

arni

ng w

ith o

ther

s

disc

uss

and

set g

oals

for g

roup

•

inte

ract

ions

coop

erat

e w

ith o

ther

s•

ask

ques

tions

and

exp

ress

•

won

derin

gs

Lear

ning

out

com

esLe

arne

rs:

reco

gniz

e th

at c

omm

ittin

g to

•

shar

ed g

oals

in g

roup

situ

atio

ns

impr

oves

indi

vidu

al a

nd s

hare

d ex

perie

nces

and

out

com

es

iden

tify

indi

vidu

al s

tren

gths

that

•

can

cont

ribut

e to

sha

red

goal

s

Lear

ning

out

com

esLe

arne

rs:

refle

ct c

ritic

ally

on

the

•ef

fect

iven

ess

of th

e gr

oup

durin

g an

d at

the

end

of th

e pr

oces

s

build

on

prev

ious

exp

erie

nces

to

•im

prov

e gr

oup

perf

orm

ance

inde

pend

ently

use

diff

eren

t •

stra

tegi

es to

reso

lve

conf

lict

Learning continuums


ask

ques

tions

•

cele

brat

e th

e ac

com

plis

hmen

ts o

f •

othe

rs

reac

h ou

t for

hel

p w

hen

it is

•

need

ed fo

r the

mse

lves

or o

ther

s

iden

tify

whe

n th

eir a

ctio

ns h

ave

•im

pact

ed o

n ot

hers

talk

abo

ut th

eir i

nter

actio

ns w

ith

•th

e en

viro

nmen

t.

reco

gniz

e th

e di

ffer

ent g

roup

•

role

s an

d re

spon

sibi

litie

s

assu

me

resp

onsi

bilit

y fo

r a ro

le in

•

a gr

oup

cele

brat

e th

e ac

com

plis

hmen

t of

•th

e gr

oup

shar

e id

eas

clea

rly a

nd c

onfid

ently

•

seek

adu

lt su

ppor

t in

situ

atio

ns o

f •

conf

lict

refle

ct o

n th

e pr

oces

s of

•

achi

evem

ent a

nd v

alue

the

achi

evem

ents

of o

ther

s

unde

rsta

nd th

e im

pact

of t

heir

•ac

tions

on

each

oth

er a

nd th

e en

viro

nmen

t.

deve

lop

a sh

ared

pla

n of

act

ion

•fo

r gro

up w

ork

that

inco

rpor

ates

ea

ch in

divi

dual

’s ex

perie

nces

and

st

reng

ths

adop

t a v

arie

ty o

f rol

es fo

r the

•

need

s of

the

grou

p, fo

r exa

mpl

e,

lead

er, p

rese

nter

disc

uss

idea

s an

d as

k qu

estio

ns to

•

clar

ify m

eani

ng

refle

ct o

n th

e pe

rspe

ctiv

es a

nd

•id

eas

of o

ther

s

appl

y di

ffer

ent s

trat

egie

s w

hen

•at

tem

ptin

g to

reso

lve

conf

lict

refle

ct o

n sh

ared

and

•

colla

bora

tive

perf

orm

ance

.

wor

k to

war

ds a

con

sens

us,

•un

ders

tand

ing

the

need

to

nego

tiate

and

com

prom

ise

take

act

ion

to s

uppo

rt re

para

tion

•in

rela

tions

hips

and

in th

e en

viro

nmen

t whe

n ha

rm h

as

been

don

e.

Plea

se n

ote:

The

term

“gro

up” h

as b

een

used

thro

ugho

ut th

is c

ontin

uum

. Dep

endi

ng o

n th

e co

ntex

t for

lear

ning

, “gr

oup”

cou

ld re

fer t

o a

team

, a fa

mily

gro

up, t

he

who

le c

lass

, sm

alle

r wor

k gr

oups

, soc

ial g

roup

s an

d pl

ay g

roup

s.


Samples

Several examples of how schools are using the planner to facilitate inquiries involving aspects of PSPE have been developed and trialled by IB World Schools offering the PYP. These examples are included in the HTML version of the Personal, social and physical education scope and sequence on the online curriculum centre. The IB is interested in receiving planners that have been developed for inquiries within and outside the programme of inquiry where PSPE is strongly evident. Please send planners to [email protected] for possible inclusion on this site.

Documents

Personal, social and physical education scope and sequence and Sequences/Personal, social... · Personal, social and physical education scope and sequence Primary Years Programme