During key stage 1 pupils learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development.
They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well.
They have opportunities to show they can take some responsibility for themselves and their environment.
They begin to learn about their own and other people's feelings and become aware of the views, needs and rights of other children and older people.
As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying.
They begin to take an active part in the life of their school and its neighbourhood.

Read more about KS1 on the QCA web site

During key stage 2 pupils learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities.
They become more mature, independent and self-confident.
They learn about the wider world and the interdependence of communities within it.
They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues and political and social institutions.
They learn how to take part more fully in school and community activities.
As they begin to develop into young adults, they face the changes of puberty and transfer to secondary school with support and encouragement from their school.
They learn how to make more confident and informed choices about their health and environment; to take more responsibility, individually and as a group, for their own learning; and to resist bullying.

Read more about KS2 on the QCA web site

Personal, social and health education (PSHE)

This is a four part framework:

• Developing confidence and responsibility and making the most of their abilities.
• Preparing to play an active role as a citizen.
• Developing a healthy, safer lifestyle.
• Developing good relationships and respecting the differences between people.

Each one of these areas has between 5 and 9 statements to consider when assessing a broad and balanced coverage.

The citizenship strand content is as follows (they are non-statutory guidelines):

• Key stage 1
• Preparing to play an active role as citizens
• Pupils should be taught:
• a. to take part in discussions with one other person and the whole class;
• b. to take part in a simple debate about topical issues;
• c. to recognise choices they can make, and recognise the difference between right and wrong;
• d. to agree and follow rules for their group and classroom, and understand how rules help them;
• e. to realise that people and other living things have needs, and that they have responsibilities to meet them;
• f. that they belong to various groups and communities, such as family and school;
• g. what improves and harms their local, natural and built environments and about some of the ways people look after them;
• h. to contribute to the life of the class and school;
• i. to realise that money comes from different sources and can be used for different purposes.

Read more about PSHE on the QCA web site
- KS1
- KS2

• Key stage 2
• Preparing to play an active role as citizens
• Pupils should be taught:
• a. to research, discuss and debate topical issues, problems and events;
• b. why and how rules and laws are made and enforced, why different rules are needed in different situations and how to take part in making and changing rules;
• c. to realise the consequences of anti-social and aggressive behaviours, such as bullying and racism, on individuals and communities;
• d. that there are different kinds of responsibilities, rights and duties at home at school and in the community, and that these can sometimes conflict with each other;
• e. to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences;
• f. to resolve differences by looking at alternatives, making decisions and explaining choices;
• g. what democracy is, and about the basic institutions that support it locally and nationally;
• h. to recognise the role of voluntary, community and pressure groups;
• i. to appreciate the range of national, regional, religious and ethnic identities in the United Kingdom;
• j. that resources can be allocated in different ways and that these economic choices affect individuals, communities and the sustainability of the environment;
• k. to explore how the media present information.