Supporting colleagues in Northern Ireland, Scotland and Wales

How the PSHE Association can support teachers and schools across the UK.

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A member based in Wales

Northern Ireland

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:

KS1 Learning opportunities in Health and Wellbeing
Pupils learn...
KS2 Learning opportunities in Health and Wellbeing
Pupils learn...
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:

 
Health and wellbeing
 
Keeping safe; people who help us
 
PoS refs: H33, H35, H36, R15, R20, L5
  • that people have different roles in the community to help them (and others) keep safe - the jobs they do and how they help people
  • who can help them in different places and situations; how to attract someone's attention or ask for help; what to say
  • how to respond safely to adults they don't know
  • what to do if they feel unsafe or worried for themselves or others; and the importance of keeping on asking for support until they are heard
  • how to get help if there is an accident and someone is hurt, including how to dial 999 in an emergency and what to say

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:

KS3 Learning opportunities in Living in the Wider World
Students learn...
KS4 Learning opportunities in Living in the Wider World
Students learn...
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:

 
Employability skills
 
Employability and online presence
 
PoS refs: R13, R14, L2, L4, L5, L8, L9, L14, L21, L24, L27
  • about young people's employment rights and responsibilities
  • skills for enterprise and employability
  • how to give and act upon constructive feedback
  • how to manage their 'personal brand' online
  • habits and strategies to support progress
  • how to identify and access support for concerns relating to life online

Year 9, Secondary Thematic Programme Builder

 

And use our quality assured resources to support teaching, for example:

Key links

KS1-2: PDMU

KS3: Learning for Life and Work

KS4: Learning for Life and Work

Scotland

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:

  • Mental, emotional, social and physical wellbeing
    This area aims to help children recognise and express feelings, understand how feelings affect how we behave, know where to get help and support and how to manage stressful situations. Children learn about rights and responsibilities and how to put these into practice. Young people learn about the body and how to apply that knowledge to stay healthy and well.
  • Planning for choices and changes
    Children take part in activities that widen knowledge about choices in life and the costs and benefits attached. Young people will learn how to manage expectations and hopes, and develop decision-making skills that will help them make good choices for the future.
  • Physical education, physical activity and sport
    The focus of this topic area is on physical activity and sport, and promoting regular activity as an essential and enjoyable part of being healthy. Schools in Scotland are working towards providing a minimum of two hours quality PE ensuring young people develop skills to take part in a wide range of activity.
  • Food and health
    The focus of this topic area is on Food Technology/ Home Economics, however learning also includes healthy eating, a balanced lifestyle, and the influences on food choices and body image, including the media. 
  • Substance misuse
    This covers use and misuse of a variety of substances, including over-the-counter and prescribed medicines, alcohol, drugs, tobacco and solvents. Young people also explore the impact of risk-taking behaviour on life choices to promote positive choices.
  • Relationships, sexual health and parenthood
    This area explores building and maintaining good relationships with a variety of people, as well as how thoughts, feelings, attitudes, values and beliefs can influence decisions about relationships. As children grow older and mature, they’ll learn about sexual health and develop an understanding of the responsibilities of caring and parenthood.

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:

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

 

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:

 
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
  • about the benefits of exercise to mental and physical health
  • about risks associated with an inactive lifestyle
  • to identify opportunities for physical activity
  • about the benefits of the internet and the importance of balancing time online with other activities
  • how to stay safe in the sun and reduce the risk of sun burn, heat stroke and skin cancer

Year 5, Cross-phase Programme Builder

 

And use our quality assured resources to support teaching, for example:

Key links

Curriculum for excellence

Health and wellbeing in schools

Wales

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:

  • Developing physical health and well-being has lifelong benefits.
  • How we process and respond to our experiences affects our mental health and emotional well-being.
  • Our decision-making impacts on the quality of our lives and the lives of others.
  • How we engage with social influences shapes who we are and affects our health and well-being.
  • Healthy relationships are fundamental to our well-being.

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:

KS1 Learning opportunities in Relationships
Pupils learn...
KS2 Learning opportunities in Relationships
Pupils learn...
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

 

KS3 Learning opportunities in Relationships and Sex Education
Students learn...
KS4 Learning opportunities in Relationships and Sex Education
Students learn...
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:

 
Families and friendships
 
Positive friendships, including online
 
PoS Refs: R10, R11, R12, R13, R18
  • about the features of positive healthy friendships such as mutual respect, trust and sharing interests
  • strategies to build positive friendships
  • how to seek support with relationships if they feel lonely or excluded
  • how to communicate respectfully with friends when using digital devices
  • how knowing someone online differs from knowing someone face to face and that there are risks in communicating with someone they don't know
  • what to do or whom to tell if they are worried about any contact online

Year 4, Primary Thematic Programme Builder

 

And use our quality assured resources to support teaching, for example:

Key links

Curriculum for Wales

Health and Wellbeing area of learning