How the PSHE Association can support teachers and schools across the UK.
Personal Development and Mutual Understanding (PDMU) is an Area of Learning in Northern Ireland’s primary curriculum. It focuses on, “encouraging children’s emotional and social development, confidence, independence, and health and safety awareness, and on developing their moral thinking, values and actions.”
At key stage 3, Learning for Life and Work is a compulsory Area of Learning that has four subject strands: Employability, Local and Global Citizenship, Personal Development, and Home Economics. This builds on PDMU at primary and “explicitly addresses the three main objectives of the curriculum: to develop young people as individuals, as contributors to society, and as contributors to the economy and the environment”.
Learning for Life and Work is also compulsory at key stage 4. Schools must offer access to at least one course that leads to a qualification in this Area of Learning. At this key stage, learning “helps young people develop the fundamental skills, knowledge, qualities and dispositions that are prerequisites for life and work”, building on key stage 3 and focusing on three strands: Employability, Local and Global Citizenship, and Personal Development.
The PSHE Association Programme of Study can support you to integrate and sequence the areas of learning outlined above, by key stage, and our quality assured resources can be used to support teaching.
For example, if you’re teaching about health and safety at primary school, you may refer to learning opportunities from our Programme of Study, such as:
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KS1 Learning opportunities in Health and Wellbeing
Pupils learn...
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KS2 Learning opportunities in Health and Wellbeing
Pupils learn...
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| Keeping safe | |
| H28. about rules and age restrictions that keep us safe H29. to recognise risk in simple everyday situations and what action to take to minimise harm H30. about how to keep safe at home (including around electrical appliances) and fire safety (e.g. not playing with matches and lighters) H31. that household products (including medicines) can be harmful if not used correctly H32. ways to keep safe in familiar and unfamiliar environments (e.g. beach, shopping centre, park, swimming pool, on the street) and how to cross the road safely H33. about the people whose job it is to help keep us safe H34. basic rules to keep safe online, including what is meant by personal information and what should be kept private; the importance of telling a trusted adult if they come across something that scares them H35. about what to do if there is an accident and someone is hurt H36. how to get help in an emergency (how to dial 999 and what to say) |
H37. reasons for following and complying with regulations and restrictions (including age restrictions); how they promote personal safety and wellbeing with reference to social media, television programmes, films, games and online gaming H38. how to predict, assess and manage risk in different situations H39. about hazards (including fire risks) that may cause harm, injury or risk in the home and what they can do to reduce risks and keep safe H40. about the importance of taking medicines correctly and using household products safely, (e.g. following instructions carefully) H41. strategies for keeping safe in the local environment or unfamiliar places (rail, water, road) and firework safety; safe use of digital devices when out and about H42. about the importance of keeping personal information private; strategies for keeping safe online, including how to manage requests for personal information or images of themselves and others; what to do if frightened or worried by something seen or read online and how to report concerns, inappropriate content and contact H43. about what is meant by first aid; basic techniques for dealing with common injuries |
Or adapt learning objectives from our Programme Builders, for example:
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Health and wellbeing
Keeping safe; people who help us
PoS refs: H33, H35, H36, R15, R20, L5
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Year 1, Primary Question-based Programme Builder
And use our quality assured resources to support teaching, for example:
Or, if you’re teaching about employability at key stages 3-4, you may refer to learning opportunities from our Programme of Study, such as:
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KS3 Learning opportunities in Living in the Wider World
Students learn...
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KS4 Learning opportunities in Living in the Wider World
Students learn...
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| Learning skills | |
| L1. study, organisational, research and presentation skills L2. to review their strengths, interests, skills, qualities and values and how to develop them L3. to set realistic yet ambitious targets and goals L4. the skills and attributes that employers value L5. the skills and qualities required to engage in enterprise L6. the importance and benefits of being a lifelong learner |
L1. to evaluate and further develop their study and employability skills L2. to evaluate their own personal strengths and areas for development and use this to inform goal setting L3. how their strengths, interests, skills and qualities are changing and how these relate to future career choices and employability |
| Choices and pathways | |
| L7. about the options available to them at the end of key stage 3, sources of information, advice and support, and the skills to manage this decision-making process L8. about routes into work, training and other vocational and academic opportunities, and progression routes L9. the benefits of setting ambitious goals and being open to opportunities in all aspects of life L10. to recognise and challenge stereotypes and family or cultural expectations that may limit aspirations |
L4. about the range of opportunities available to them for career progression, including in education, training and employment L5. about the need to challenge stereotypes about particular career pathways, maintain high aspirations for their future and embrace new opportunities L6. about the information, advice and guidance available to them on next steps and careers; how to access appropriate support and opportunities |
Or adapt learning objectives from our Programme Builders, for example:
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Employability skills
Employability and online presence
PoS refs: R13, R14, L2, L4, L5, L8, L9, L14, L21, L24, L27
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Year 9, Secondary Thematic Programme Builder
And use our quality assured resources to support teaching, for example:
Key links
In Scotland, ‘Health and Wellbeing education’ is one of the eight curriculum areas outlined in the 'Curriculum for Excellence'.
While ‘Health and wellbeing’ isn't delivered as a single subject in Scotland, it is organised into the following key areas:
As our key priority is to ensure that all pupils develop the skills and knowledge they need to thrive now and in the future, most of these areas are covered through our Programme of Study, and most of our quality assured resources link to this part of the Curriculum for Excellence.
For example, if you’re teaching a unit on mental, emotional, social and physical wellbeing, you may refer to learning opportunities from our Programme of Study, such as:
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KS1 Learning opportunities in Health and Wellbeing
Pupils learn... |
KS2 Learning opportunities in Health and Wellbeing
Pupils learn... |
| Healthy lifestyles (physical wellbeing) | |
| H1. about what keeping healthy means; different ways to keep healthy H2. about foods that support good health and the risks of eating too much sugar H3. about how physical activity helps us to stay healthy; and ways to be physically active everyday H4. about why sleep is important and different ways to rest and relax H5. simple hygiene routines that can stop germs from spreading H6. that medicines (including vaccinations and immunisations and those that support allergic reactions) can help people to stay healthy H7. about dental care and visiting the dentist; how to brush teeth correctly; food and drink that support dental health H8. how to keep safe in the sun and protect skin from sun damage H9. about different ways to learn and play; recognising the importance of knowing when to take a break from time online or TV H10. about the people who help us to stay physically healthy |
H1. how to make informed decisions about health H2. about the elements of a balanced, healthy lifestyle H3. about choices that support a healthy lifestyle, and recognise what might influence these H4. how to recognise that habits can have both positive and negative effects on a healthy lifestyle H5. about what good physical health means; how to recognise early signs of physical illness H6. about what constitutes a healthy diet; how to plan healthy meals; benefits to health and wellbeing of eating nutritionally rich foods; risks associated with not eating a healthy diet including obesity and tooth decay. H7. how regular (daily/weekly) exercise benefits mental and physical health (e.g. walking or cycling to school, daily active mile); recognise opportunities to be physically active and some of the risks associated with an inactive lifestyle H8. about how sleep contributes to a healthy lifestyle; routines that support good quality sleep; the effects of lack of sleep on the body, feelings, behaviour and ability to learn |
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KS3 Learning opportunities in Health and Wellbeing
Students learn... |
KS4 Learning opportunities in Health and Wellbeing
Students learn... |
| Self-concept | |
| H1. how we are all unique; that recognising and demonstrating personal strengths build self-confidence, self-esteem and good health and wellbeing H2. to understand what can affect wellbeing and resilience (e.g. life changes, relationships, achievements and employment) H3. the impact that media and social media can have on how people think about themselves and express themselves, including regarding body image, physical and mental health H4. simple strategies to help build resilience to negative opinions, judgements and comments H5. to recognise and manage internal and external influences on decisions which affect health and wellbeing |
H1. to accurately assess their areas of strength and development, and where appropriate, act upon feedback H2. how self-confidence self-esteem, and mental health are affected positively and negatively by internal and external influences and ways of managing this H3. how different media portray idealised and artificial body shapes; how this influences body satisfaction and body image and how to critically appraise what they see and manage feelings about this H4. strategies to develop assertiveness and build resilience to peer and other influences that affect both how they think about themselves and their health and wellbeing |
Or adapt learning objectives from our Programme Builders, for example:
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Keeping active:
Benefits of a balanced lifestyle; Balancing internet use; How pysical activity affects wellbeing
PoS refs: H1, H2, H3, H7, H12, H13, H16, H38
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Year 5, Cross-phase Programme Builder
And use our quality assured resources to support teaching, for example:
Key links
The Health and Well-being area of learning is part of the Curriculum for Wales and is concerned with, “developing the capacity of learners to navigate life's opportunities and challenges.” It aims to support pupils to understand, “how the different components of health and well-being are interconnected, and… that good health and well-being are important to enable successful learning.”
‘What matters’ in the Health and well-being area has been expressed in five statements which support and complement one another:
The PSHE Association Programme of Study links to the themes above and breaks down the curriculum into a series of learning opportunities for key stages 1-4. It is designed to be used flexibly so schools can adapt the content to their priorities and local needs. And our quality assured resources can be used to support teaching in these areas.
For example, if you’re teaching about healthy relationships and their importance to well-being, you may refer to learning opportunities from our Programme of Study, such as:
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KS1 Learning opportunities in Relationships
Pupils learn...
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KS2 Learning opportunities in Relationships
Pupils learn...
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| Families and close positive relationships | |
| R1. about the roles different people (e.g. acquaintances, friends and relatives) play in our lives R2. to identify the people who love and care for them and what they do to help them feel cared for R3. about different types of families including those that may be different to their own R4. to identify common features of family life R5. that it is important to tell someone (such as their teacher) if something about their family makes them unhappy or worried |
R1. to recognise that there are different types of relationships (e.g. friendships, family relationships, romantic relationships, online relationships) R2. that people may be attracted to someone emotionally, romantically and sexually; that people may be attracted to someone of the same sex or different sex to them; that gender identity and sexual orientation are different R3. about marriage and civil partnership as a legal declaration of commitment made by two adults who love and care for each other, which is intended to be lifelong R4. that forcing anyone to marry against their will is a crime; that help and support is available to people who are worried about this for themselves or others R5. that people who love and care for each other can be in a committed relationship (e.g. marriage), living together, but may also live apart R6. that a feature of positive family life is caring relationships; about the different ways in which people care for one another R7. to recognise and respect that there are different types of family structure (including single parents, same-sex parents, step-parents, blended families, foster parents); that families of all types can give family members love, security and stability R8. to recognise other shared characteristics of healthy family life, including commitment, care, spending time together; being there for each other in times of difficulty R9. how to recognise if family relationships are making them feel unhappy or unsafe, and how to seek help or advice |
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KS3 Learning opportunities in Relationships and Sex Education
Students learn...
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KS4 Learning opportunities in Relationships and Sex Education
Students learn...
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| Positive relationships | |
| R1. about different types of relationships, including those within families, friendships, romantic or intimate relationships and the factors that can affect them R2. indicators of positive, healthy relationships and unhealthy relationships, including online R3. about the similarities, differences and diversity among people of different race, culture, ability, sex, gender identity, age and sexual orientation R4. the difference between biological sex, gender identity and sexual orientation R5. to recognise that sexual attraction and sexuality are diverse R6. that marriage is a legal, social and emotional commitment that should be entered into freely, and never forced upon someone through threat or coercion R7. how the media portrays relationships and the potential impact of this on people’s expectations of relationships R8. that the portrayal of sex in the media and social media (including pornography) can affect people’s expectations of relationships and sex |
R1. the characteristics and benefits of strong, positive relationships, including mutual support, trust, respect and equality R2. the role of pleasure in intimate relationships, including orgasms R3. to respond appropriately to indicators of unhealthy relationships, including seeking help where necessary R4. the importance of stable, committed relationships, including the rights and protections provided within legally recognised marriages and civil partnerships and the legal status of other long-term relationships R5. the legal rights, responsibilities and protections provided by the Equality Act 2010 R6. about diversity in romantic and sexual attraction and developing sexuality, including sources of support and reassurance and how to access them R7. strategies to access reliable, accurate and appropriate advice and support with relationships, and to assist others to access it when needed R8. to understand the potential impact of the portrayal of sex in pornography and other media, including on sexual attitudes, expectations and behaviours |
Or adapt learning objectives from our Programme Builders, for example:
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Families and friendships
Positive friendships, including online
PoS Refs: R10, R11, R12, R13, R18
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Year 4, Primary Thematic Programme Builder
Key links