PSPE – Identity Scope and Sequence
Learners have an awareness of themselves Learners understand that there are many Learners understand that a person’s identity Learners understand that the physical
Phase
and how they are similar and1different to Phase
factors that contribute to a2person’s identity Phase
is shaped by a range 3 and that this
of factors changes they willPhase 4 at different
experience
others. They can describe how they have and they have an awareness of the qualities, identity evolves over time. They explore and stages in their lives affect their evolving
grown and changed, and they can talk abilities, character and characteristics that reflect on the strategies they use to manage identities. They understand that the values,
Overall expectations
about the new understandings and abilities make up their own identity. They are able to change, approach new challenges and beliefs and norms within society can impact
that have accompanied these changes. They identify and understand their emotions in overcome adversity. They analyse how they on an individual’s self‐concept and self‐
demonstrate a sense of competence with order to regulate their emotional responses are connected to the wider community and worth. Learners understand that being
developmentally appropriate daily tasks and behaviour. Learners explore and apply are open to learning about others. Learners emotionally aware helps them to manage
and can identify and explore strategies that different strategies that help them approach use their understanding of their own relationships. They recognize and describe
help them cope with change. Learners challenges and new situations with emotions to interact positively with others. how a sense of self‐efficacy contributes to
reflect on their experiences in order to confidence. They are aware that developing self‐reliance human accomplishments and personal well‐
inform future learning and to understand and persisting with tasks independently will being. Learners apply and reflect on
themselves better. support their efforts to be more autonomous strategies that develop resilience and, in
learners. particular, help them to cope with change,
challenge and adversity in their lives
Each person is an individual. There are many factors that A person’s identity evolves as a result Many different and conflicting
As people grow and change they contribute to a person’s individual of many cultural influences. cultures influence identity formation.
develop new skills, understandings and identity. A person’s self‐concept is influenced by The physical changes people
abilities. Understanding and respecting how others regard and treat him or experience at different stages in their
Emotions, attitudes and beliefs other peoples’ perspectives helps her. lives affect their evolving identities.
influence the way we act. us to develop empathy. Embracing and developing optimism Stereotyping or prejudging can lead
Conceptual understandings
Positive thoughts help us to develop Identifying and understanding helps us to have confidence in to misconceptions and conflict.
a positive attitude. our emotions helps us to regulate ourselves and our future. The values, beliefs and norms of a
Knowing how we are similar to and our behaviour. Understanding ourselves helps us to society can impact on an
different from others helps shape A positive attitude helps us to understand and empathize with individual’s self‐concept and self‐
our understanding of self. overcome challenges and approach others. worth.
Reflecting on our experiences helps us problems. Self‐efficacy influences the way people Being emotionally aware helps us to
to understand ourselves better. A person’s self‐concept can change feel, think and motivate themselves, manage relationships and support
Developing independence builds and grow with experience. and behave. each other.
self‐worth and personal responsibility. Using self‐ knowledge allows us to Reflecting on the strategies we use A person’s self‐worth is reinforced
embrace new situations with to manage change and face and reflected in engagement with
confidence. challenges helps us to develop new and/or service to others.
Different challenges and strategies to cope with adversity. A strong sense of self‐efficacy
situations require different Increasing our self‐reliance and enhances human accomplishments and
strategies. persisting with tasks personal well‐being.
independently supports our efforts Coping with situations of change,
to be more autonomous. challenge and adversity develops
our resilience.
Phase 1 Phase 2 Phase 3 Phase 4
Learning Learners identify themselves in relation to Learners describe similarities and Learners explain how a person’s identity is Learners examine the complexity of their
outcome others (for example, family, peers, school differences between themselves and others made up of many different things, including own evolving identities
class, ethnicity, gender) through the exploration of cultures, membership in different cultures, and that
Learners recognize how a person’s identity
appearance, gender, ethnicity, and personal this can change over time
Learners describe how they have grown and affects self‐worth
preferences
changed Learners examine different factors (heritable
Learners recognize how a person’s identity
Learners describe how personal growth has and non‐heritable) that shape an identity
Learners describe some physical and affects how they are perceived by others
resulted in new skills and abilities (for example, gender, sexuality, nationality,
personal characteristics and and influences interactions
language group)
personal preferences Learners explain how different experiences
Learners analyse how society can influence
can result in different emotions Learners identify how their attitudes,
Learners talk about similarities and our concept of self‐worth (for example,
opinions and beliefs affect the way they act
differences between themselves and others Learners identify feelings and begin to through the media and advertising)
and how those of
understand how these are related to
Learners identify their feelings and emotions others also impact on their actions Learners identify how aspects of a person’s
behaviour
and explain possible causes identity can be expressed through symbols,
Learners recognize personal qualities,
Learners express hopes, goals and spirituality, dress, adornment, personal
Learners recognize that others have strengths and limitations
aspirations attitudes, lifestyle, interests and activities
emotions, feelings and perspectives that may
Learners analyse how they are connected to pursued
be different from their own Learners solve problems and
the wider community
overcome difficulties with a sense of Learners analyse how assumptions can
Learners identify and explore strategies that
optimism Learners reflect on how they cope with lead to misconceptions
help them to cope with change
change in order to approach and manage
Learners examine possible strategies Learners recognize, analyse and apply
Learners identify positive thoughts and situations of adversity
to deal with change, including different strategies to cope with adversity
attitudes in themselves and others
thinking flexibly and reaching out to Learners reflect on their own cultural
Learners accept and appreciate the
Learners willingly approach and persevere seek help influences, experiences, traditions and
diversity of cultures, experiences and
with new situations perspectives, and are open to those of
Learners recognize others’ perspectives and perspectives of others
Learners reflect on their experiences in order others
accommodate these to shape a broader view
Learners identify causal relationships
to build a deeper understanding of self of the world Learners use understanding of their own
and understand how they impact on the
Learners demonstrate a sense of emotions to interact positively with others
Learners identify and understand the experience of individuals and groups
competence with developmentally consequences of actions Learners embrace optimism to shape a
Learners use emotional awareness and
appropriate daily tasks and seek support positive attitude towards themselves and
Learners are aware of their emotions and personal skills to relate to and help others
to develop independence. their future
begin to regulate their emotional responses
Learners identify how their self‐knowledge
and behaviour Learners explain how self‐talk can influence
can continue to support the growth and
their behaviour and their
Learners reflect on inner thoughts and self‐ development of identity
approach to learning
talk
Learners understand the role of and
Learners motivate themselves intrinsically
Learners demonstrate a positive belief strategies for optimism in the development
and behave with belief in themselves
in their abilities and believe they can of their own well‐ being
reach their goals by persevering. Learners work and learn with increasing
Learners analyse self‐talk and use
independence.
it constructively
Learners embrace a strong sense of self‐
efficacy that enhances their accomplishments,
attitudes and personal well‐being.
