Primary Years ProgrammePersonal, social and physical education scopeand sequencePrimary Years ProgrammePersonal, social and physical education scopeand sequencePrimary Years ProgrammePersonal, social and physical education scope and sequence

Published November 2009
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PYP116

IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help tocreate 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 profile
The 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 thislove of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance. In sodoing, they acquire in-depth knowledge and develop understanding across a broad andbalanced 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 morethan 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 areaccustomed to seeking and evaluating a range of points of view, and are willing to growfrom the experience.

CaringThey 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 thelives 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 arebrave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance toachieve 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 learningand personal development.

© International Baccalaureate Organization 2007

Contents

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

1

What the PYP believes about PSPE

1

PSPE in a transdisciplinary programme3

The structure of the PSPE scope and sequence4

How to use the PSPE scope and sequence

4

PSPE planning: Sample processes

6

Learning continuums

7

Identity

7

Active living

11Interactions

14

Samples17

Personal, social and physical education scope and sequence

Introduction to the PYP personal, social and physicaleducation 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 forinternational primary education (2009).

What the PYP believes about PSPE
PSPE in the IB Primary Years Programme (PYP) is concerned with the individual’s well-being through thepromotion and development of concepts, knowledge, attitudes and skills that contribute to this wellbeing. 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 inan 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 tolearning, 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, todemonstrate 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 ongoingcommitment 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, socialand physical development through all learning engagements both within and outside the programme ofinquiry.
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, emotionaland 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 arange of contexts.
In this document, the development of overall well-being is defined through three common strands that haverelevance 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 developmentof students (see figure 2).

Personal, social and physical education scope and sequence1

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

Identity

An understanding of our own beliefs, values, attitudes, experiences and feelings andhow they shape us; the impact of cultural influences; the recognition of strengths,
limitations and challenges as well as the ability to cope successfully with situationsof 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 abalanced, 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 importanceof nutrition; understanding the causes and possible prevention of ill health; thepromotion of safety; rights and the responsibilities we have to ourselves and others
to promote well-being; making informed choices and evaluating consequences, andtaking 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 intheir relationships with others, communities, society and the world around them;
the awareness and understanding of similarities and differences; an appreciationof the environment and an understanding of, and commitment to, humankind’s
responsibility as custodians of the Earth for future generations.
Figure 1
The PSPE strands

Identity

rac
Inte

ns
tio

Ac
tiv
e li
ving

Well-being of
the learner

Figure 2
Developing well-being through PSPE

2

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

PSPE in a transdisciplinary programme
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 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 othersubject 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 physicalcomponent 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 tophysical education can be made. The following models provide examples of how to strengthen the role ofphysical education within the PYP.
t

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 andreflect on the units of inquiry.

tPreparing for or following on from a unit within the programme of inquiry: The direct teaching ofphysical education in a unit of inquiry may not always be feasible but, where appropriate, introductoryor 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 orexperiences 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.

t

Independent inquiry: There may be times when teachers will be teaching aspects of physicaleducation 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 theprogramme 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 thatare not directly related to any planned units. These are valuable teaching and learning opportunities inthemselves and provide teachers and students with the opportunity to apply the pedagogy of the PYP toauthentic, of-the-moment situations.

Personal, social and physical education scope and sequence3

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

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 isgoing on in PSPE. It has been designed in recognition of the fact that learning is a developmental process and thatthe phases a learner passes through are not always linear or age related. For this reason the content is presented incontinuums 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 phasebuilding 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 describedin the behaviours or learning outcomes associated with each phase, and these learning outcomes relatespecifically 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 sequence
The 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 willneed to be given time to discuss this introduction and accompanying continuums and how they can beused to inform planning, teaching and assessing of PSPE in the school. The following points should also be
considered in this discussion process.
t

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

t

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

t

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

t

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

t

It is important to note that all three of the strands interact with each other and have relevance acrossand 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 specificrelevance to the learning needs of their students and the particular teaching context. They may decide to basetheir 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 toincorporate the continuums from the PYP documents into their existing school documents.
4

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

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, thelevel 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 theoverall 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 education
This 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 theschool; 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 andfuture 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.
t

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 arange of athletic activities (for example, track and field, swimming, skating, skiing); recognizing a highlevel of achievement and how to improve a performance.

t

Movement composition: Recognizing that movements can be linked together and refined to create asequence 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).

tGames: Recognizing the challenges presented by games; the importance of manipulating space; thecategorizing of games; identifying and developing appropriate skills and strategies; recognizing theimportance of rules and how they define the nature of a game; modifying existing games and creating
new games; teamwork.

t

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.

t

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 thedevelopment of physical fitness.
*Please note: The PYP Arts scope and sequence (2009) includes conceptual understandings andlearning outcomes that relate specifically to dance. When the physical education programme
includes dance or other creative movement experiences as a context for learning, teachers shouldrefer to the Personal, social and physical education scope and sequence as well as the Arts scope andsequence to inform planning, teaching and assessing.

Personal, social and physical education scope and sequence5

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

PSPE planning: Sample processes
When planning for personal, social and physical learning experiences, teachers should be mindful of thefollowing practices.
t

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.

t

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

Within the programme of inquiry

Outside the programme of inquiry

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

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

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

How can learning about and throughsubject-specific concepts, knowledge and skills
contribute to students’ understanding of thecentral idea for this unit of inquiry?
How can subject-specific concepts, knowledge
and skills support students as they engage withthe summative assessment task(s)?
Which conceptual understanding(s) (forexample, those listed in the PSPE continuums)
will support, enhance and inform learning in
the unit of inquiry?
Which learning outcomes (for example, thoselisted in the PSPE continuums) will provide
evidence of each student’s personal, social andphysical development while contributing toengagement with the unit of inquiry?
How can the continuums be used to support
the differentiation that will be required inorder for each student to appropriately develop
and use personal, social and physical concepts,
knowledge and skills throughout this unit ofinquiry?
Will all the personal, social and physicallearning experiences occur within theunit of inquiry or will some subject-specificintroductory experience be required, prior toapplication within the unit of inquiry?

Once teachers have had the opportunity toconsider and discuss the following prompts, itwould be appropriate to use the PYP planner todocument the inquiry.

To build on what students already understandand can do, identify the conceptual
understanding(s) (for example, those listed
in the PSPE continuums) that will provide
either reinforcement or an appropriate level ofchallenge for the next stage of learning.
Can the conceptual understanding(s) you haveidentified 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 theconceptual understanding(s) have beenachieved, and of whether the students havebeen able to apply their understanding indiverse ways.
As you document the unit on the PYP planner,consider how the continuums can be used todifferentiate teaching and learning.

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

Figure 3
Sample processes when planning for PSPE learning experiences

6

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; theimpact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability tocope successfully with situations of change and adversity; how the learner’s concept of self and feelings ofself-worth affect his or her approach to learning and how he or she interacts with others.

Overall expectations
Phase 1
Learners have an awareness of themselves and how they are similar and different to others. They candescribe 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 anawareness 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 andbehaviour. 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 tolearning about others. Learners use their understanding of their own emotions to interact positively withothers. 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 affecttheir 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 themto manage relationships. They recognize and describe how a sense of self-efficacy contributes to humanaccomplishments 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 sequence7

Phase 1

Phase 2Phase 3Phase 4

Conceptual understandings
Each person is an individual.

Conceptual understandings
There are many factors that contributeto a person’s individual identity.

Conceptual understandings
A person’s identity evolves as a result ofmany cultural influences.

Conceptual understandings
Many different and conflicting cultures
influence identity formation.

Understanding and respecting otherpeoples’ perspectives helps us todevelop empathy.

A person’s self-concept is influenced by
how others regard and treat him or her.

The physical changes people
experience at different stages in theirlives affect their evolving identities.

As people grow and change they
develop new skills, understandings andabilities.
Emotions, attitudes and beliefs
influence the way we act.
Positive thoughts help us to develop a
positive attitude.

Personal, social and physical education scope and sequence

Knowing how we are similar to anddifferent from others helps shape ourunderstanding of self.
Reflecting on our experiences helps us
to understand ourselves better.
Developing independence builds
self-worth¹ and personal responsibility.

Identifying and understanding ouremotions helps us to regulate our
behaviour.
A positive attitude helps us to overcome
challenges and approach problems.
A person’s self-concept² can change
and grow with experience.
Using self- knowledge³ allows us
to embrace new situations withconfidence.
Different challenges and situations
require different strategies.

Embracing and developing optimism
helps us to have confidence in ourselves
and our future.
Understanding ourselves helps us tounderstand and empathize with others.
Self-efficacy5 influences the way people
feel, think and motivate themselves,and behave.
Reflecting on the strategies we use to
manage change and face challenges
helps us to develop new strategies tocope with adversity.
Increasing our self-reliance andpersisting with tasks independently
supports our efforts to be moreautonomous.

Stereotyping or prejudging can lead to
misconceptions and conflict.
The values, beliefs and norms of asociety can impact on an individual’s
self-concept and self-worth.
Being emotionally aware helps us to
manage relationships and support eachother.
A person’s self-worth is reinforced andreflected in engagement with and/or
service to others.
A strong sense of self-efficacy enhances
human accomplishments and personal
well-being.
Coping with situations of change,
challenge and adversity develops ourresilience.

Learning continuums

8

Learning continuum for identity

Personal, social and physical education scope and sequence

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

identify themselves in relation toothers (for example, family, peers,school class, ethnicity, gender)

t

t

t

examine the complexity of theirown evolving identitiestt

describe how they have grown
and changed

recognize how a person’s identity
affects self-wortht

recognize how a person’s identity
affects how they are perceived byothers and influences interactionst

analyse how society can influence
our concept of self-worth (forexample, through the media andadvertising)t

identify how aspects of a person’s
identity can be expressed throughsymbols, spirituality, dress,
adornment, personal attitudes,
lifestyle, interests and activities
pursuedt

describe some physical andpersonal characteristics andpersonal preferencestttalk about similarities anddifferences between themselves
and otherst

describe similarities anddifferences between themselves
and others through the
exploration of cultures,
appearance, gender, ethnicity,and personal preferencest

describe how personal growth
has resulted in new skills andabilities
explain how different experiences
can result in different emotionst

explain how a person’s identity ismade up of many different things,
including membership in different
cultures, and that this can changeover time
examine different factors(heritable and non-heritable) thatshape an identity (for example,
gender, sexuality, nationality,
language group)
identify how their attitudes,
opinions and beliefs affect theway they act and how those ofothers also impact on their actions

identify their feelings andemotions and explain possible
causest

identify feelings and begin tounderstand how these are related
to behaviourt

recognize that others haveemotions, feelings andperspectives that may be different
from their ownt

express hopes, goals andaspirationst

recognize personal qualities,
strengths and limitationst

solve problems and overcome
difficulties with a sense of
optimismt

analyse how they are connectedto the wider communitytt

reflect on how they cope withchange in order to approach andmanage situations of adversity

analyse how assumptions can leadto misconceptionstreflect on their own cultural
influences, experiences, traditions
and perspectives, and are open to
those of others

recognize, analyse and apply
different strategies to cope withadversityt

accept and appreciate thediversity of cultures, experiences
and perspectives of otherst

identify causal relationships andunderstand how they impact on
the experience of individuals andgroupstt

identify and explore strategies
that help them to cope withchanget

identify positive thoughts andattitudes in themselves and others

9t

willingly approach and persevere
with new situationstreflect on their experiencesin order to build a deeper
understanding of selftt

examine possible strategies
to deal with change, including
thinking flexibly and reaching out
to seek help
recognize others’ perspectives
and accommodate these to shapea broader view of the world
identify and understand theconsequences of actionstt

use understanding of their own
emotions to interact positively
with others

Learning continuumstdemonstrate a senseof competence with
developmentally appropriate
daily tasks and seek support todevelop independence.

t

are aware of their emotions andbegin to regulate their emotional
responses and behaviourt

embrace optimism to shapea positive attitude towards
themselves and their futuret

use emotional awareness andpersonal skills to relate to andhelp otherst

reflect on inner thoughts andself-talk4

t

t

t

demonstrate a positive belief intheir abilities and believe they canreach their goals by persevering.

explain how self-talk can influence
their behaviour and theirapproach to learningt

motivate themselves intrinsicallyand behave with belief inthemselves

identify how their self-knowledge
can continue to support thegrowth and development ofidentityt

understand the role of andstrategies for optimism in thedevelopment of their own wellbeingt

analyse self-talk and use it
constructivelytembrace a strong sense of selfefficacy that enhances theiraccomplishments, attitudes andpersonal well-being.

t

work and learn with increasing
independence.

Personal, social and physical education scope and sequence

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 andbehaviour.

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.

Learning continuums

10t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; theimportance of nutrition; understanding the causes and possible prevention of ill health; the promotionof 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 theneed 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 thatthese sequences can be created to convey meaning. They understand their personal responsibilities tothemselves and others in relation to safety practices.

Phase 3
Learners understand the factors that contribute to a healthy lifestyle. They understand that they can enhancetheir 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 theserisks 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, socialand 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 physicalcontexts.

Personal, social and physical education scope and sequence

11

Phase 1

Phase 2Phase 3Phase 4

Conceptual understandings
Our daily practices can have an impact
on our well-being.

Conceptual understandings
Regular exercise is part of a healthy
lifestyle.

We can observe changes in our bodies
when we exercise.

Food choices can affect our health.

Conceptual understandings
Regular exercise, hydration, nutrition
and rest are all important in a healthy
lifestyle.

Conceptual understandings
Identifying and participating in
activities we enjoy can motivate us tomaintain a healthy lifestyle.

We can develop and maintain physicalfitness by applying basic training
principles.

There is a connection between exercise,nutrition and physical well-being.

Our bodies change as we grow.
We can explore our body’s capacity for
movement.
Our bodies can move creatively inresponse to different stimuli.
Personal, social and physical education scope and sequence

Safe participation requires sharing
space and following rules.

Maintaining good hygiene can help toprevent illness.
Growth can be measured throughchanges in capability as well as throughphysical changes.
We can apply a range of fundamental
movement skills to a variety ofactivities.
Movements can be used to convey
feelings, attitudes, ideas or emotions.
The use of responsible practices inphysical environments can contributeto our personal safety and the safety ofothers.

People go through different life stages,
developing at different rates from one
another.
Attention to technique and regular
practice can improve the effectivenessof our movements.
A dynamic cycle of plan, perform
and reflect can influence a creative
movement composition.
There are positive and negative
outcomes for taking personal andgroup risks that can be evaluated inorder to maximize enjoyment andpromote safety.

Setting personal goals and developing
plans to achieve these goals canenhance performance.
There are physical, social and emotionalchanges associated with puberty.
Appropriate application of skills is vitalto effective performance.
Complexity and style adds aesthetic
value to a performance.
Understanding our limits andusing moderation are strategies formaintaining a safe and healthy lifestyle.

Learning continuums

12

Learning continuum for active living

Personal, social and physical education scope and sequence

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

engage in a variety of different
physical activitiestt

identify ways to live a healthierlifestylett

demonstrate an awareness of how
being active contributes to good
healthrecognize the importanceof regular exercise in thedevelopment of well-beingtt

identify healthy food choicestt

communicate their understandingof the need for good hygiene
practices

understand how daily practices
influence short- and long-term
healthreflect and act upon theirpreferences for physical activitiesin leisure time

understand that there aresubstances that can cause harmto healthunderstand the interdependenceof factors that can affect healthand well-beingt

identify realistic goals andstrategies to improve personal
fitnesst

identify and discuss the changes
that occur during puberty andtheir impact on well-beingtt

demonstrate an awarenessof basic hygiene in their daily
routinest

reflect on the interaction between
body systems during exercisett

demonstrate an understandingof the principles of training indeveloping and maintaining
fitnesst

explore and reflect on thechanging capabilities of thehuman body

explain how the body’s capacity
for movement develops as it
grows

t

t

identify different stages of lifeand how these can affect physicalperformancet

develop a range of fine and grossmotor skills

use and adapt basic movement
skills (gross and fine motor) in avariety of activities

exhibit effective decision-making
processes in the application ofskills during physical activitytt

explore creative movements in
response to different stimulit

introduce greater complexity andrefine movements to improve thequality of a movement sequencet

recognize that acting upon
instructions and being aware ofothers helps to ensure safety.

display creative movements in
response to stimuli and express
different feelings, emotions andideas

develop plans to improve
performance through technique
refinement and practicett

explore different movements thatcan be linked to create sequencest

demonstrate greater body control
when performing movementstt

reflect upon the aesthetic valueof movement and movement
sequencesself-assess performance andrespond to feedback on
performance from others

recognize the importance ofmoderation in relation to safe
personal behaviour.

t

understand the need to act
responsibly to help ensure thesafety of themselves and others.

plan, perform and reflect onmovement sequences in order toimprovet

identify potential personal andgroup outcomes for risk-taking
behaviours.

t

t

t

t

13

Learning continuums

identify some of the effects ofdifferent physical activity on thebody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; anappreciation 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 indevelopmentally 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 thatparticipation 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 thedevelopment 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.

14

Personal, social and physical education scope and sequenceLearning continuum for interactions
Personal, social and physical education scope and sequence

Phase 1

Phase 2Phase 3Phase 4

Conceptual understandingsInteracting with others can be fun.

Conceptual understandings
Participation in a group can requiregroup members to take on different
roles and responsibilities.

Conceptual understandings
A plan of action is a necessary strategy
for a group to achieve its goal.

Conceptual understandings
An effective group can accomplish
more than a set of individuals.

An effective group capitalizes on thestrengths of its individual members.

An individual can experience both
intrinsic satisfaction and personal
growth from interactions.

Group experiences depend oncooperation of group members.
Ideas and feelings can becommunicated with others in a variety
of modes.
Our relationships with others
contribute to our well-being (forexample, parent:child; teacher:student;
friend:friend).

There are norms of behaviour thatguide the interactions within different
groups, and people adapt to thesenorms.
Accepting others into a group builds
open-mindedness.

Healthy relationships are supported by
the development and demonstration of
constructive attitudes such as respect,
empathy and compassion.

Individuals can extend and challenge
their current understanding by
engaging with the ideas andperspectives of others.

Relationships require nurturing.

Behaviour can be modified by applying
deliberate strategies.

Our actions towards others influence
their actions towards us.

Communities and societies have theirown norms, rules and regulations.

Responsible citizenship involves
conservation and preservation of thelocal environment.

Communities and their citizens have acollective responsibility to care for local
and global environments.

People have a responsibility torepair and restore relationships andenvironments where harm has takenplace.

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:

Learning outcomes
Learners:t

enjoy interacting, playing andengaging with otherst

value interacting, playing andlearning with others

t

t

t

take turnst

reflect critically on theeffectiveness of the group during
and at the end of the processt

listen respectfully to others

discuss and set goals for groupinteractions

recognize that committing toshared goals in group situations
improves individual and sharedexperiences and outcomestt

share their own relevant ideas andfeelings in an appropriate mannert

identify individual strengths thatcan contribute to shared goals

build on previous experiences toimprove group performancet

independently use different
strategies to resolve conflict

Our behaviour affects others.
Caring for local environments fosters
appreciation.

cooperate with otherst

ask questions and express
wonderings

Learning continuums

15t

People are interdependent with, andhave a custodial responsibility towards,
the environment in which they live.

16

celebrate the accomplishments ofothersreach out for help when it isneeded for themselves or others

identify when their actions have
impacted on others

talk about their interactions withthe environment.

t

t

t

t

recognize the different grouproles and responsibilities
assume responsibility for a role ina groupcelebrate the accomplishment of
the group
share ideas clearly and confidently
seek adult support in situations ofconflictreflect on the process ofachievement and value theachievements of others
understand the impact of theiractions on each other and theenvironment.

t
t
t
t
t
t

t

develop a shared plan of action
for group work that incorporates
each individual’s experiences andstrengths
adopt a variety of roles for theneeds of the group, for example,
leader, presenter
discuss ideas and ask questions toclarify meaningreflect on the perspectives andideas of others
apply different strategies whenattempting to resolve conflictreflect on shared andcollaborative performance.

t

t

t
t
t
t

work towards a consensus,
understanding the need tonegotiate and compromisetake action to support reparationin relationships and in theenvironment when harm has
been done.

tt

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, thewhole class, smaller work groups, social groups and play groups.

ask questionst

Learning continuums

Personal, social and physical education scope and sequenceSamplesSeveral examples of how schools are using the planner to facilitate inquiries involving aspects of PSPE havebeen developed and trialled by IB World Schools offering the PYP. These examples are included in the HTMLversion 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 theprogramme of inquiry where PSPE is strongly evident. Please send planners to pyp@ibo.org for possible
inclusion on this site.

Personal, social and physical education scope and sequence17