PSHE/RSE Curriculum Statement

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The Personal Development Curriculum (PDC) at COPA centres around providing all pupils with the skills, knowledge and understanding they need to successfully manage their lives now and in the future. Through the PDC, pupils develop the qualities and attributes needed to lead healthy, happy lives and to be independent, informed, active and responsible individuals, family members and members of society.

Our PDC includes the teaching and learning of:


We follow a programme of study from the PSHE Association which sets out learning opportunities for each key stage across three core themes:

The programme of study fully covers, but is not limited to, the current statutory requirements. Our curriculum map incorporates these learning opportunities into a question-based model, with sequenced and progressive teaching throughout each year group. Themes are revisited, in order to build on previous learning and deepen children’s understanding. The sequence of learning also reflects feedback from staff, parents and pupils and is adapted when necessary in order to continue to meet the needs of the school community.


In the IB Primary Years Programme, PSPE is concerned with the individual’s well-being through the promotion and development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically linked to all aspects of a student’s experience at school and beyond. It encompasses physical, emotional, cognitive, spiritual and social health and development, and contributes to an understanding of self, to developing and maintaining relationships with others, and to participation in an active, healthy lifestyle.

SMSC education

Children are taught and encouraged to:

British Values

Our PDC promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those of different faiths and beliefs, by teaching pupils to:

IB Learner Profile

Pupils are taught the importance of 10 key attributes and are encouraged to become:

Personal Development is taught through discrete sessions for a minimum of 1 hour per week in years 1-6, with opportunities to enhance the learning through other subjects and events.

A wide range of teaching methods are used that enable pupils to actively participate in their own learning. This includes the use of quizzes, case studies, research, role-play, video, small group discussion and use of appropriate guest speakers or educational visits. Teaching resources are selected on the basis of their appropriateness to pupils. Teaching is conducted in a safe learning environment through the use of ground rules and distancing techniques so that pupils are not put on the spot or expected to discuss their own personal issues in class. Teaching is differentiated depending on the needs of individuals or cohorts of pupils, with particular consideration given to the needs of vulnerable pupils.

In order to embed children’s learning from discrete sessions, we operate a whole school approach to PD and explore a range of topics through assemblies and other whole school activities. PD is also explored within many other subject areas, particularly Science, PE and RE.

All of our pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and the wider community. In doing so, pupils learn to recognise their own worth, develop a sense of their own identity and the ability to take their place in the community as well as respect and work with others. Pupils are encouraged to reflect on their experiences and to recognise how they are developing personally and socially, addressing the spiritual, social, moral and cultural issues that form an intrinsic part of growing up.

Cultural Capital

In order to provide children with the essential knowledge that they need to prepare them for future success and give them the best possible start to their early education, we offer a rich and varied curriculum that builds on and values the experiences and cultures of our children and their families.

We create aspiration by introducing children to the best models and examples, and promote an appreciation of human creativity and achievement.

While we are not able to assess the long-term impact of the PDC on individual pupils’ future lives as adults, we will monitor and assess progress throughout each year, to ensure that they are developing the intended knowledge, understanding, skills and attributes.

Through monitoring, lesson observations, learning walks and discussions with staff and pupils, school leaders will ensure:

Through sequential and coherent planning, formative assessment, discussions and debates, pupil reflections and milestone tasks, teachers will ensure: