What learning looks like
Use the fictional situations in the lesson without requiring a child to disclose private experiences. Discuss respectful choices and trusted sources of support.
Teaching is followed by examples, practice and a chance to save written or described practical work. Parents use the separate guide to review submissions.
Year 1: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Name feelings and choose a calm step People can have different feelings in the same situation. |
| Week 2 | Friendship, turns and inclusion Friends listen and share decisions. |
| Week 3 | Boundaries and trusted help People can say no to unwanted touch, including a hug in a game. |
| Week 4 | Everyday care and healthy routines Daily routines can include rest, movement, food, water and hygiene. |
Year 2: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | A turn with the crayons Explore a turn with the crayons and explain your thinking. |
| Week 2 | A game with room for everyone Explore a game with room for everyone and explain your thinking. |
| Week 3 | A message from someone unknown Explore a message from someone unknown and explain your thinking. |
| Week 4 | Choose a class activity Explore choose a class activity and explain your thinking. |
Year 3: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Respect a clear no Explore respect a clear no and explain your thinking. |
| Week 2 | Roles in a group Explore roles in a group and explain your thinking. |
| Week 3 | Check a surprising claim Explore check a surprising claim and explain your thinking. |
| Week 4 | Make a shared decision Explore make a shared decision and explain your thinking. |
Year 4: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Name a feeling without making assumptions People may feel differently in the same situation. |
| Week 2 | Resolve a shared-task disagreement A disagreement can concern ideas without making someone a bad person. |
| Week 3 | Respect boundaries and seek help A boundary expresses what someone is comfortable with. |
| Week 4 | Plan a balanced fictional routine Daily routines can include rest, learning, enjoyable movement and connection with others. |
Year 5: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Permission can change Explore permission can change and explain your thinking. |
| Week 2 | Notice an access barrier Explore notice an access barrier and explain your thinking. |
| Week 3 | Evidence before forwarding Explore evidence before forwarding and explain your thinking. |
| Week 4 | Represent different needs Explore represent different needs and explain your thinking. |
Year 6: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Boundaries in group chats Explore boundaries in group chats and explain your thinking. |
| Week 2 | Fairness and equal access Explore fairness and equal access and explain your thinking. |
| Week 3 | Advertising and evidence Explore advertising and evidence and explain your thinking. |
| Week 4 | Rules and reasons Explore rules and reasons and explain your thinking. |
Year 7: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Respond to pressure with clear boundaries Respectful relationships allow a person to decline without ridicule or repeated pressure. |
| Week 2 | Evaluate a persuasive online claim Persuasive messages may use popularity, urgency or sponsorship instead of evidence. |
| Week 3 | Make a fair community decision A community decision can use discussion, evidence and voting, but majority preference does not remove the need to consider access and minority concerns. |
| Week 4 | Plan support and manageable next steps A manageable plan breaks a challenge into actions and includes support. |
Year 8: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Consent and digital sharing Explore consent and digital sharing and explain your thinking. |
| Week 2 | Challenge a stereotype Explore challenge a stereotype and explain your thinking. |
| Week 3 | Claims, algorithms and reach Explore claims, algorithms and reach and explain your thinking. |
| Week 4 | Participate in a decision Explore participate in a decision and explain your thinking. |
Year 9: learning in Personal Development
| Week | Topic and learning goal |
|---|---|
| Week 1 | Privacy and responsibility Explore privacy and responsibility and explain your thinking. |
| Week 2 | Evaluate a fairness claim Explore evaluate a fairness claim and explain your thinking. |
| Week 3 | Persuasion and missing context Explore persuasion and missing context and explain your thinking. |
| Week 4 | Deliberation and accountability Explore deliberation and accountability and explain your thinking. |
A real activity to discuss
Write a response to Taylor with a respectful question, two helpful options and an explanation of why guessing or pressuring is unhelpful. Note any example, hint or adult help used.
This Year 4 task shows how an activity connects to its learning goal. Each year group uses its own tasks and level of support.
Check understanding and plan the next step
Ask the learner to explain a choice or apply an idea again with less help. Review saved work alongside practice feedback. Completion ticks are not grades, and the first month is not the whole annual subject programme.
Updated 28 October 2026 · Asta Online School
See learning at Asta for details about learning with Asta.