Curriculum
Relaxation techniques can complement and enhance the following parts of the non-statutory programme of study for personal, social and health education (PSHE) for KS1 and KS2 and personal, social, health and economic education (PSHEE) for KS3 and KS4, and the following parts of the programme of study for physical education (PE) for KS3 and KS4.
The list below represents suggestions only; it is not an exhaustive list of how relaxation can be used to supplement these programmes of study, or the National Curriculum as a whole. For full details of the curriculum, see the 
QCA: National Curriculum Web site.
PSHE/PSHEE
KS1: PSHEDeveloping confidence and responsibility and making the most of their abilities
Pupils should be taught:
| 1c | to recognise, name and deal with their feelings in a positive way |
| 1d | to think about themselves, learn from their experiences and recognise what they are good at |
Preparing to play an active role as citizens
Pupils should be taught:
| 2a | to take part in discussions with one other person and the whole class |
| 2c | to recognise choices they can make, and recognise the difference between right and wrong |
Developing a healthy, safer lifestyle
Pupils should be taught:
| 3a | how to make simple choices that improve their health and well-being |
Breadth of opportunities
During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:
| 5b | feel positive about themselves |
Developing confidence and responsibility and making the most of their abilities
Pupils should be taught:
| 1b | to recognise their worth as individuals by identifying positive things about themselves and their achievements, seeing their mistakes, making amends and setting personal goals |
| 1c | to face new challenges positively by collecting information, looking for help, making responsible choices, and taking action |
Preparing to play an active role as citizens
Pupils should be taught:
| 2e | to reflect on spiritual, moral, social, and cultural issues, using imagination to understand other people’s experiences |
| 2f | to resolve differences by looking at alternatives, making decisions and explaining choices |
Developing a healthy, safer lifestyle
Pupils should be taught:
| 3a | what makes a healthy lifestyle, including the benefits of exercise and healthy eating, what affects mental health, and how to make informed choices |
| 3f | that pressure to behave in an unacceptable or risky way can come from a variety of sources, including people they know, and how to ask for help and use basic techniques for resisting pressure to do wrong |
Breadth of opportunities
During the key stage, pupils should be taught the knowledge, skills and understanding through opportunities to:
| 5b | feel positive about themselves |
Key processes
Pupils should be able to:
| 2.1 e | reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour |
| 2.1 f | develop self-awareness by reflecting critically on their behaviour and its impact on others |
| 2.2 f | identify how managing feelings and emotions effectively supports decision-making and risk management |
Curriculum opportunities
The curriculum should provide opportunities for pupils to:
| 4c | use case studies, simulations, scenarios and drama to explore personal and social issues and have time to reflect on them in relation to their own lives and behaviour |
| 4h | make links between personal well-being and work in other subjects and areas of the curriculum and out-of-school activities |
Key processes
Pupils should be able to:
| 2.1 d | reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour, acting positively on them |
| 2.1 e | develop self-awareness by reflecting critically on their behaviour and its impact on others |
| 2.2 e | identify how managing feelings and emotions effectively supports decision-making and risk management |
| 2.3 e | explore feelings and emotions related to changing relationships and develop skills to cope with loss and bereavement |
Range and content
The study of personal well-being should include:
| 3c | the characteristics of emotional and mental health, and the causes, symptoms and treatments of some mental and emotional health disorders |
Curriculum opportunities
The curriculum should provide opportunities for pupils to:
| 4d | use case studies, simulations, scenarios and drama to explore personal and social issues and have time to reflect on them in relation to their own lives and behaviour |
| 4i | make links between personal well-being and work in other subjects and areas of the curriculum and out-of-school activities |
PE
Key concepts
Pupils need to understand the following concepts:
| 1.1c | Responding with body and mind to the demands of an activity |
| 1.1d | Adapting to a widening range of familiar and unfamiliar contexts |
Key processes
Pupils should be able to:
| 2.3b | develop their mental determination to succeed |
Curriculum opportunities
The curriculum should provide opportunities for pupils to:
| 4a | get involved in a broad range of different activities that, in combination, develop the whole body |
Key concepts
Pupils need to understand the following concepts:
| 1.1c | Responding with body and mind to the demands of an activity |
| 1.1d | Adapting to a widening range of familiar and unfamiliar contexts |
Key processes
Pupils should be able to:
| 2.3a | analyse how mental and physical capacity affects performance |
| 2.3c | prepare mentally for successful involvement in physical activity, performance and engagement in healthy, active lifestyles |
Curriculum opportunities
The curriculum should provide opportunities for pupils to:
| 4a | get involved in a broad range of different activities that, in combination, develop the whole body |