Personal Social Development

PSD is a holistic approach to lifelong learning and life skills.

PSD is taught throughout school and focus areas are designed to meet the needs of the class and individuals within the class.

The bungalow is a unique and naturally realistic base where everyday life skills are developed and supported. Raising aspirations, building confidence and self-esteem go hand in hand with the practical activities associated with everyday living.

Basic functional skills such as using money, telling the time, reading timetables, filling forms etc. are developed in realistic situations within the community with a real purpose embedding the learning.

Road safety and travel training are recognised as an important aspect to personal development, in upper school an individual training package will be developed to suit the needs of each child moving at their pace.

The learning will be supported by a variety of relevant qualifications from CERTA.

At The Willows we believe that supporting our families to lay good foundations in preparation for the futures of the children is a valuable aspect of our bespoke curriculum.

Julie Annesley Upper School PSD/life skills.

Sue Briggs Travel training and transitions

Ellie Purshouse Life skills.


Lower School PSD


From September 2015


Aims for The Willows PSD curriculum


• The school curriculum should aim to
provide opportunities for all pupils to learn and to achieve.


• The school curriculum should aim to
promote pupils’ spiritual, moral, social and cultural development and prepare
all pupils for the opportunities, responsibilities and experiences of life.


These two aims reinforce each other.

The personal development of pupils, spiritually, morally, socially and culturally, plays a significant part in their ability to learn and achieve. Development in both areas is essential to raising standards of attainment of all pupils.

Each cohort at The Willows School is different and diverse and so are the individuals within that cohort. The key to the success of the PSD curriculum is to identify pupils’ needs and set priorities for personal and social development.               

In conducting a needs analysis for each cohort, teachers can identify key opportunities that children will benefit from.

Possible Questions:

•  At what stage of development are pupils?

•  What are the milestones for this year group and the events that take
place during this year?

•  How much do pupils already know and what skills do they have or need?

•  What can we learn from their behavior in class and in the

Learning Outcomes for KS2 Pupils

Opportunities to enable children to:



Attitudes and Values






and make the

most of their


1 Recognise and name feelings, including those associated with change
e.g. new family member.

2 Begin to manage feelings positively and effectively.

3 Ask for and give permission.

Recognise what they are good at from what others tell them.

4 Express positive qualities about themselves.

5 Respond with increasing confidence to new people and situations.

6 Set simple targets for themselves.

7 Perform simple tasks independently.

1 Know their personal likes and dislikes.

2 Understand ideas of good and bad, and right and wrong.

3 Know some of the things which can cause different emotions.

4 Know what they are good at.

5 Know that it is alright to make mistakes.

1 Believe in fairness for all.

2 Develop confidence when expressing opinions about things that
matter to them.

3 Think about what responsibility means.

4 Recognise their uniqueness, feel good about themselves and be proud
of their achievements.

5 Want to do well, and make the most of opportunities and talents.

6 Persevere and overcome difficulties.

Prepare to

play an active

role as citizens

1 Listen to the teacher and to a friend.

2 Hold the attention of a listener.

3 Ask simple questions of a range of adults.

4 Take part in discussions about matters relating to their lives e.g.
the school environment, bullying.

5 Recognise and make safe choices based on right and wrong/good or

6 Agree rules for the group/classroom.

7 Show some responsibility for self and others in and out of school
e.g. classroom, playground, school visits.

8 Observe surroundings and suggest how they might help to improve

9 Work together as a group or class on a project about a social or
environmental issue.

1 Know the choices open to them e.g. in food, games and activities.

2 Know the school and classroom rules and why they are necessary.

3 Know how to behave in different situations.

4 Understand that other people, pets and plants have needs.

5 Know that all people have the same basic needs, and the difference
between needs and wants.

6 Know the different groups to which they belong e.g. family,
friends, and school.

7 Know the world immediately around them including local services
e.g. library, leisure centre, museum etc.

8 Know about the jobs of adults in the classroom, school and around

9 Know what improves and harms their local environment and how they
can look after it.

10 Know about shops, services and advertising, and what they do for
us; know that they have to pay for what they buy.

1 Be aware of their right to decide.

2 Think about what is important to them in making choices.

3 Think about their responsibilities to their friends, class, family.

4 Care about people who have unmet needs.

5 Consider the value of being part of different groups and
communities e.g. a family and local community.

6 Appreciate and want to care for their environment: classroom,
school grounds, local area.

7 Value natural resources and understand that they are limited.

8 Respect their own and other people’s property, personal and public.

9 Show concern for the impact of their actions on others and the

10 Want to participate, make a difference.

11 Think about how money can be spent other than on themselves.

3 Develop a

healthy, safer


1 Make simple choices e.g. between foods, activities.

2 Maintain personal hygiene e.g. washing, teeth cleaning, and toilet

3 Recognise potential risks to safety of self and others from people,
situations and in the environment.

4 Say ‘no’ when subject to pressure/something feels wrong.

5 Ask for help from adults.

6 Follow simple safety rules and instructions.

1 Know what keeps them healthy: food, exercise, rest.

2 Understand the concept of growing from young to old and that they
are growing and changing.

3 Know the correct names for the external parts of the body including
the sexual parts.

4 Know what is safe to put into/onto the body and that all substances
can be harmful if not used properly.

5 Know that all medicines are drugs but not all drugs are medicines.

6 Know places that are safe, where to get help and the people in
their community who can help them.

7 Know the rules for keeping safe at home and at school e.g. roads,
fire, water, household substances, ‘Stranger, Danger’, knives, sun screens,
medicines, tablets, and solvents.

8 Know when to keep a secret and when to tell.

1 Be proud of their body, enjoy what it can do and treat it with

2 Think about why it is important to know what they are eating.

3 Want to be healthy and clean.

4 Think about why they need to take care and be safe in what they do.

5 Care about keeping themselves and others safe.

Develop good


and respect

the differences



1 Voice differences of opinion sensitively and courteously; say
sorry, thank you.

2 Recognise ways in which their own choices and behaviour affect

3 Co-operate with others in work and play; share; take turns.

4 Show respect by listening to what other people say.

5 Recognise worth in others, and say why someone is special to them.

6 Make new friends; cope with losing friends.

Help to care for pets and plants.

1 Know that different types of family have common features and

2 Know that there are similarities and differences between people:
gender, appearance, abilities, families, cultural background etc.

3 Understand that boys and girls can both do the same tasks and enjoy
the same things; but that stories and the television sometimes say that boys
do this and girls do that.

4 Know that people have things in common but that every individual is

5 Understand how to be a friend and that friendships can change.

6 Know the people who look after them and their different roles and

7 Know what bullying is and what to do if they experience or see

8 Understand that there is a difference between accidental and
purposeful hurting.

1 Consider the value of being a friend and having friends.

2 Be proud of who they are and understand that difference does not
mean better or worse.

3 Value other people’s achievements.

4 Begin to accept everyone as an individual.

5 Respect others’ needs, feelings and opinions.

6 Be willing to care for others.

7 Value the ways in which their family is special.

8 Think about what trust and reliability mean.

9 Think about why bullying is unacceptable.

Learning Outcomes for KS3 Pupils

Opportunities to enable children to:



Attitudes and Values






and make the

most of their


Ask questions and talk confidently with adults and peers about their
thoughts and feelings.

Record information about current interests and choices they will have
to make in the future.

Express positive things about themselves and others.

Use simple vocabulary for describing personal effectiveness and
setting personal goals.

Prepare for and manage the change to secondary school.

Show reliance in finishing tasks.

Recognise the need to ask for support sometimes, and whom to ask and

Recognise and respond to a variety of emotions in themselves and
others, such as jealousy, anger, excitement.

Be able to express feelings in different ways and recognise the
impact on others.

Transfer a skill learned in one situation to another context.

Interview adults to find out about job roles or tasks.

Know what is special about them: abilities, interests, strengths and

Know that puberty brings about changes in emotions.

Know ways of coping with difficult emotions, fears and worries.

Know the range of jobs and work roles carried out by people they know
and what they like/dislike about those jobs.

Know the range of knowledge, skills and personal qualities required
for different types of work.

Know how their strengths can help a group to perform a task.

Know about the basic ways of saving money.

Enjoy life at school, acting confidently and appropriately.

Have realistic aspirations when target setting.

Look forward confidently to the transition to secondary school.

Value opportunities for new experiences in and out of school,
including opportunities to meet adults other than teachers.

Appreciate the importance of taking responsibility for themselves and
their behaviour.

Respect other people’s work and career choices.

Consider why saving money is important.

Consider how different values influence how they spend money e.g.
pocket money.

Prepare to

play an active

role as citizens

Use different ways to communicate and express personal and group
views about social and environmental issues. Contribute to decision-making in
a small group e.g. setting rules for the class and the school.

Use local environmentally sustaining facilities e.g. paper/can banks.

Put themselves in someone else’s shoes e.g. people who are less
fortunate than them.

Resolve problems/conflicts democratically through discussion, using
different approaches to decision-making and reaching consensus.

Make decisions about use of scarce resources; evaluate information
about priorities for spending: personal, community, and environment.

Make informed decisions on how to allocate fund-raising money.

Recognise when choices are affected by the media and other

Understand why school rules are made and the consequences of breaking
them; relate this to simple knowledge about the law and understand that rules
and laws are designed to protect.

Know the variety of communities to which they simultaneously belong:
family, school, local, national,

European and worldwide, and the interdependence of individuals,
groups and communities.

Understand that rights bring responsibilities at home, at school and
in the community.

Have a simple understanding of democratic processes and how they can
be applied in school and government.

Know about local voluntary and community groups and what they do.

Understand that groups have different views: peers, parents, teachers
etc. and people of different faiths and cultures.

Know about the different national, regional, religious and ethnic
groups and which of them are reflected in their school community.

Understand how their spending decisions affect them personally, the
local economy, the environment and people in other parts of the world.

Understand how they and others can cause changes for better or for
worse especially in their immediate surroundings and also in their wider

Know how advertising influences supply and demand.

Consider why a sense of fair play is necessary in their dealings with
their peers and others.

Consider why it is wrong for children to be bullied or abused by
other children or adults.

Show interest in their local community and show a wider sense of
social responsibility.

Appreciate home, school and community values.

Develop a concern for people and communities where human needs are
not met, and consider the effect of inequalities which exist between people
in different countries.

Be honest.

Consider the possible effects of lifestyle on health.

Value their own identity and background and those of others.

Appreciate the positive impact of human activity on plants, animals
and the environment and value the aesthetic qualities of their surroundings.

3 Develop a

healthy, safer


Choose healthy options in relation to food, exercise, rest etc.

Manage hygiene procedures: e.g. food safety, menstruation.

Discuss and ask questions about changing bodily needs.

Decide who has access to their bodies.

Recognise risk in different situations and make judgements about behaviour
and decisions about personal safety.

Recognise unwanted influence and pressure from friends particularly
in relation to smoking; and exercise some basic techniques for resisting.

Identify hazards to health and safety at home, at school and in the

Know some of the options open to them in developing a healthy
lifestyle now and in the future.

Know what makes them feel happy and positive about life; the
influence of exercise, leisure, relationships on mental health.

Know bacteria and viruses affect health and how transmission may be
reduced by using simple, safe routines.

Know about different cultural practices in health and hygiene.

Know how changes at puberty affect body hygiene.

Know that body changes are a preparation for sexual maturity, and
understand the processes of conception and birth.

Know about the range of human variation, understand what is meant by
‘normality’ and know that differences between people can be caused by their
genes and environment.

Know about a range of legal drugs encountered in everyday life
including over-the-counter drugs such as aspirin, drugs prescribed as
medicines, as well as tea, coffee, tobacco and alcohol, and have some
understanding of their effects and their associated risks.

Know that some substances are illegal and have some understanding of
their effects and the associated risks.

Understand that pressure to take harmful or illegal substances may
come from people they know such as friends, relatives and neighbours.

Know school rules/safety rules relating to medicines, alcohol,
tobacco, solvents and illegal drugs; know that discarded syringes and needles
can be dangerous.

Know basic emergency aid procedures and where to get help in
different situations.

Respect their own and others’ bodies.

Consider the value of keeping healthy and different attitudes to
health and illness.

Accept responsibility for personal cleanliness.

Consider the important and beneficial role which drugs have played in
society as well as the costs to society of drug misuse.

Explore attitudes and beliefs about different drugs and the people
who may use or misuse them; be able to recognise stereotypes.

Recognise that some role models for young people take drugs e.g. in
sports, and explore feelings about them.

Develop a positive approach and self-motivation towards personal
safety and risk-taking.

Develop good


and respect

the differences



Recognise their own and other people’s feelings.

Recognise that actions have consequences for themselves and others.

Put themselves into their parents’ shoes.

Show care for others as well as for themselves.

Treat animals with care and sensitivity.

Initiate friendships.

Develop skills needed for relationships e.g. listening, supporting,
showing care.

Respond assertively to teasing and bullying.

Recognise and challenge stereotypes.

Demonstrate tolerance and respect for others.

Know what we do that makes each other happy, sad and cross, and what
helps and what hinders friendships.

Know that people live their lives in different ways and that
different cultures may have different life patterns.

Know that people’s responses to ideas and events may be determined by
age, religion, culture.

Develop understanding of different types of relationship including
marriage, and know that there are many different patterns of friendship.

Understand what families are and what members expect of each other.

Know how to deal with friendship problems.

Understand more about the changes that take place in human life –
parenthood, bereavement, making new relationships.

Know about bullying, why it happens, its effects on people, how to
deal with it and how to stop it happening.

Understand how media messages affect attitudes and can cause
inequality of opportunity.

Know that human sexuality is expressed in different ways, understand
what it means and have some words to describe it.

Know sources of help, including helplines, when facing problems.

Respect other people’s feelings, decisions, rights and bodies.

Value diversity of lifestyles, and the choices made within them.

Consider why honesty, loyalty, understanding and respect are
important in relationships.

Appreciate different ways of loving and the importance of love in

Appreciate that similarities and differences between people are the
result of many factors.

Consider their developing responsibilities at school, with friends
and within the family.


Recording of Evidence

Teachers, pupils and parents will want to know what progress is being made in personal and social development. The different activities which contribute to the curriculum for PSD will generate opportunities to record learning and progress in different ways. Pupil profiles and Records of Achievement can provide a summative picture of the pupil. Formative evidence can be recorded by pupils in a number of ways.

Evidence of personal and social learning and development
can come from:






observation of role play


video/audio tapes

reflection in pairs or small groups

The group

graffiti sheets

reflection on a group activity



observation of role play


Recorded responces

one to one reflection based


Junior Citizenship awards

certificates of achievements