Rules and agreements exist

Personal & Social DevelopmentResponsible Decision-MakingAges 5–7

Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched

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Teaching Table

Set out your lesson

Connect a rule to safety or fairness and recognise when a rule needs questioning.

Activity

Can discuss the supplied example in an accessible mode; adapt directions without supplying the target answer.

Policy

Check the learner can follow the model with support before moving on. Source prerequisite ordering is not learner mastery; return to prerequisite work when needed.

Use fictional shared spaces; do not demand obedience to unsafe secrets or an adult’s harmful instruction. Open S first, G together, then T alone; put S and G away before T. Keys stay adult-only. No purchase or printing is required; an unavailable physical observation remains pending, not passed.

Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.

What this lesson covers and its limits

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

partial: Understand why rules and agreements exist — that they help keep people safe, make things fair, and help groups work well together — and follow agreed rules willingly rather than only when being watched
Consistent unmonitored behaviour cannot be proven by a conversation; no surveillance task is prescribed.
partial: Explain the reason behind at least two rules at home or school
Consistent unmonitored behaviour cannot be proven by a conversation; no surveillance task is prescribed.
blocked: Follow a rule consistently without needing to be reminded or monitored
Longitudinal unprompted behaviour is not observed; hypothetical explanations do not prove it.
partial: Describe what would happen if nobody followed the rules in a specific context
Consistent unmonitored behaviour cannot be proven by a conversation; no surveillance task is prescribed.
partial: Does {{name}} follow the class rules or family agreements even when no adult is watching — not because they're scared of punishment but because they understand why the rules matter?
Consistent unmonitored behaviour cannot be proven by a conversation; no surveillance task is prescribed.

Consistent unmonitored behaviour cannot be proven by a conversation; no surveillance task is prescribed.

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Connect a rule to safety or fairness and recognise when a rule needs questioning.

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Check understanding

Explain the reason behind at least two rules at home or school
Follow a rule consistently without needing to be reminded or monitored
Describe what would happen if nobody followed the rules in a specific context

“Does your child follow the class rules or family agreements even when no adult is watching — not because they're scared of punishment but because they understand why the rules matter?”

Curriculum record

Type: Conceptual
Subject: Personal & Social Development
Domain: Responsible Decision-Making
Age range: Ages 5–7

Standards

ib-pyp-pspe:PSPE.INT.P2.CU.2ib-pyp-pspe:PSPE.INT.P3.CU.5