Personal Development & Enrichment

What is Personal Development

Personal Development (PD) is the planned provision that enables pupils to develop the knowledge, skills, values and behaviours they need to thrive both now and in later life. It prepares pupils for adulthood by promoting character, resilience, wellbeing, healthy relationships, active citizenship and an understanding of the diverse society in which they live.

Personal Development should equip pupils with the knowledge, skills, attitudes and values they need to stay safe, build positive relationships, manage their physical and mental wellbeing, make informed and responsible decisions, and participate confidently and respectfully in school and society. Through high-quality Personal, Social and Health Education (PSHE), Relationships and Health Education (RHE), the wider curriculum and enrichment opportunities pupils are prepared for the responsibilities, opportunities and experiences of later life.

Enrichment should provide all pupils with equitable access to a wide range of meaningful experiences beyond the taught curriculum that broaden horizons, develop skills, raise aspirations, strengthen wellbeing and belonging, and prepare them for successful participation in society and adult life. This includes developing a solid understanding of fundamental British Values.

Vision

We believe that education extends far beyond the acquisition of academic knowledge. Every child deserves a rich, ambitious education that nurtures the whole person and enables them to flourish academically, socially, emotionally, physically and morally. Through a carefully planned programme of personal development and enrichment, we ensure that every pupil is equipped with the knowledge, skills, experiences and character needed to thrive in modern Britain and contribute positively to society.

Our Personal Development Curriculum reflects our commitment to providing an equitable entitlement for every child. We recognise that pupils arrive at school with differing experiences and opportunities; therefore, our curriculum is deliberately designed to broaden horizons, raise aspirations and remove barriers to participation. Every pupil, regardless of background or circumstance, is entitled to high-quality enrichment that develops confidence, resilience, creativity, leadership and a lifelong love of learning.

Personal development is not viewed as an 'add-on' to our curriculum. It is woven throughout school life, enriching learning within the classroom and beyond it. Through meaningful experiences, positive relationships and purposeful opportunities to contribute, pupils develop the confidence to make informed choices, appreciate diversity, care for others and become active citizens within their local, national and global communities.

By the time pupils leave our school, they will have experienced a broad and balanced programme of enrichment that enables them to:

understand themselves and their place within society
appreciate and celebrate diversity
develop resilience and independence
become responsible citizens who contribute positively to their communities
enjoy and participate in arts, culture, sport and outdoor learning
develop leadership and teamwork skills
understand how to keep themselves physically and mentally healthy
prepare confidently for the next stage of education and lifelong learning.

Curriculum Intent

We aim to provide a coherent and progressive curriculum that:

develops confident, articulate and resilient learners
promotes kindness, respect, empathy and inclusion
encourages curiosity about the wider world
develops appreciation of different cultures, beliefs and perspectives
fosters healthy lifestyles and positive wellbeing
promotes environmental stewardship and sustainability
provides meaningful opportunities for leadership and service
equips pupils with essential life skills for the future
broadens aspirations through memorable experiences and encounters.

Our curriculum is underpinned by the Department for Education's Enrichment Framework and complements our academic curriculum, Relationships and Health Education (RHE), Physical Education, Religious Education, Computing and wider pastoral provision.

Our Personal Development Curriculum has been designed to ensure that every pupil progressively develops the knowledge, understanding, skills, attitudes and behaviours required to flourish both in school and beyond.

The Purpose of Personal Development

Personal development enables children to become the very best version of themselves.

We believe that pupils need more than excellent academic outcomes. They also need opportunities to develop confidence, resilience, independence, compassion and ambition through meaningful experiences that challenge and inspire them.

Our curriculum therefore provides a carefully sequenced progression of experiences that enable pupils to:

develop positive relationships
understand rights and responsibilities
make informed decisions
contribute to their communities
appreciate creativity and culture
enjoy healthy and active lifestyles
develop practical life skills
become responsible global citizens.

Every enrichment opportunity has been carefully selected because it contributes towards these long-term outcomes.

Key Areas of the Personal Development Curriculum:

Relationships - Healthy respectful relationships are key to a happy and safe existence.

Development of character - It is key that pupils have the opportunity to explore and express their character and build the skills they need for resilience, empathy and employability.

Citizenship - It is crucial for pupils to develop key knowledge, skills and understanding to prepare them to play a full and active part in society. In particular, build their awareness and understanding of democracy, government and how laws are made and upheld.

British values (BV) - The DfE states that all schools need to promote the fundamental British values of: Democracy, Respect for the rule of law, Individual liberty, Mutual respect, Tolerance of those of different faiths and beliefs. Teaching BV supports the government aim to create a more cohesive and integrated society, as well a way to protect children from extremist ideologies.

Physical and mental health education - Physical and mental well-being are equally important in helping pupils to maintain a healthy life style.

Wider opportunities - Enrichment experiences (extra –curricular and curricular) are key components for ensuring a high quality PD provision. The school exposes pupils to a range of wider opportunities that broaden their horizons and facilitates them to discover their true talents and interests. We have a list of experiences we want every child to have experienced before they leave primary school.

Social, Moral, Spiritual and Cultural (SMSC) development

Essentially, SMSC is about helping students develop a range of personal and social skills that will enable them to become well-rounded, responsible, and engaged members of society.

Spiritual development: Pupils learn about insights, beliefs, attitudes and values which guide and motivate us. They develop a sense of identity, their own self-worth and broader meaning and purpose in life.

Moral development: Pupils build awareness and understanding of moral values which control our personal behaviour. They recognise that in a multi-racial, multicultural and multi-faith democracy such as Britain there will always be debate about moral values and these will differ from person to person.

Social development: Pupils develop the ability develop the skills, understanding and personal qualities necessary for living and functioning effectively in our multi-racial, multicultural and multi-faith society and to be able to contribute to that society.

Cultural development: Pupils build understanding their own cultural heritage alongside the cultural traditions of the school, the local community, those of the wider British community and the wider world. They will explore these different cultures in order that they are able to understand, accept, respect and celebrate the differences and similarities they discover.

Spotting and honing exceptional talent

As a school we committed to identifying those pupils who exhibit exceptional talents or gifts in specific areas. We hone pupils’ talents by offering further opportunities beyond the classroom. This is accomplished through the use of external agencies and experts, who are able to develop the skills of our pupils to a standard that is beyond the expectation of the primary curriculum. This includes scholarships, working in partnership with established organisations and offering pupils the opportunity to showcase their talents to wider audiences. We strongly believe that this approach enables pupils to flourish. We also recognise the impact of this as it could be, for some pupils, the catalyst for a lifelong career.

Personal development across school life

Personal development is delivered through a wide range of experiences, including:

the taught curriculum
RSHE
assemblies
themed enrichment weeks
educational visits
residential experiences
extra-curricular clubs
pupil leadership opportunities
sporting competitions
performances
community partnerships
outdoor learning
charitable initiatives
celebration events
pupil voice activities.

Together, these experiences provide every pupil with a coherent, ambitious and memorable journey through primary education.

The Experiences Guarantee

We believe that memorable experiences are central to children's personal development. We therefore guarantee that every pupil will have access to a carefully planned entitlement of enrichment experiences throughout their primary education.

These experiences are not isolated events. They are deliberately sequenced to deepen children's knowledge, confidence and independence over time.

The full entitlement is detailed later in this document but every child will, before leaving Year 6:

perform to an audience
visit theatres, museums and galleries
participate in competitive sport
spend time learning outdoors in every year group
contribute to charitable or community projects
take on positions of responsibility
learn about democracy and citizenship
experience enterprise and financial education
engage with STEM learning beyond the classroom
participate in cultural celebrations
visit places of worship
develop environmental awareness through sustainability projects
prepare confidently for secondary education.

The Five Enrichment Strands

Our Personal Development Curriculum is organised around the five strands identified within the Department for Education's Enrichment Framework.

Strand	Core Purpose
Civic Engagement	Developing responsible citizens who contribute positively to society.
Arts and Culture	Developing creativity, cultural understanding and appreciation of the arts.
Nature, Outdoors and Adventure	Building resilience, environmental stewardship and a lifelong connection with nature.
Sport and Physical Activity	Promoting healthy lifestyles, teamwork, perseverance and enjoyment of physical activity.
Developing Wider Life and Future Skills	Equipping pupils with practical knowledge, digital confidence and the skills needed for future success.

Each strand is planned as a progressive curriculum from Nursery to Year 6, ensuring pupils revisit key concepts while developing increasing independence, responsibility and leadership.

Civic Engagement

Making a Positive Difference - Curriculum Intent

We believe that every child has the potential to make a positive contribution to their school, their local community and the wider world.

Our Civic Engagement curriculum develops pupils' understanding of democracy, responsibility, fairness, equality and active citizenship. Through meaningful opportunities to contribute, pupils learn that their voices matter and that they have the power to bring about positive change.

Beginning with a strong sense of belonging in Nursery and Reception, pupils progressively develop the confidence, knowledge and leadership skills needed to participate actively in school life, represent the views of others and contribute to their community.

By the end of Year 6, pupils understand that good citizens demonstrate kindness, integrity, responsibility and service. They leave ready to participate positively in British society and to contribute confidently to their future communities.

Civic Engagement Progression Map

Year Group

Knowledge

Children Know:

Skills

Children Can:

Experiences

Children Will:

Vocabulary

Nursery

· I belong to my class.

· Everyone is important.

· We look after each other.

· We share resources.

· We use kind words.

· take turns

· help tidy up

· share equipment

· ask for help

· comfort others

· have classroom jobs

· help prepare snack

· vote for stories or songs

· celebrate birthdays and festivals

· contribute to class discussions

· kind

· share

· help

· friend

· rules

· together

Reception

· We all belong to different communities.

· Everyone deserves respect.

· We can make choices together.

· We all have responsibilities.

· vote

· solve simple disagreements

· work collaboratively

· welcome visitors

· care for their classroom

· Class monitors

· Eco helpers

· School celebrations

· Charity collections

· Visits within the local community

· community

· choice

· responsibility

· respect

· belonging

· fairness

Year 1

· Communities help people.

· Everyone contributes differently.

· Rules help keep us safe.

· People can volunteer.

· express opinions politely

· work in groups

· listen to others

· complete responsibilities independently

· Harvest collection

· Reading partners

· Classroom monitors

· Community visitors

· Local walk

· volunteer

· community

· citizen

· help

· responsibility

Year 2

· Democracy means everyone has a voice.

· Charities help people.

· Communities can change

· vote fairly

· represent classmates

· organise small events

· raise money

· School Council elections

· Charity fundraising

· Community projects

· Debate simple issues

· democracy

· charity

· election

· vote

· fairness

Year 3

· Britain is a democratic country.

· Different people have different opinions.

· Communities include many organisations.

· debate respectfully

· compromise

· present ideas

· contribute to meetings

· School Council

· Community visitors

· Local government learning

· Fundraising activities

· democracy

· community

· decision

· debate

· equality

Year 4

· Citizens have rights and responsibilities.

· Diversity strengthens communities.

· Local people help improve neighbourhoods.

· organise activities

· chair discussions

· collaborate

· evaluate community needs

· Organising charity events

· Anti-bullying ambassadors

· Community volunteering

· Parliament Week

· citizenship

· diversity

· inclusion

· volunteer

· responsibility

Year 5

· Democracy requires participation.

· Leadership is about serving others.

· Communities depend upon volunteers.

· lead meetings

· mentor younger pupils

· organise fundraising

· influence decision making

· Charity leadership

· Enterprise projects

· Debating current issues

· Community partnerships

· leadership

· participation

· advocacy

· representation

· service

Year 6

· Young people influence society.

· Rights come with responsibilities.

· Active citizens improve communities

· lead assemblies

· mentor younger pupils

· organise campaigns

· debate contemporary issues

· represent the school confidently

· House Captains

· School Ambassadors

· Sports Leaders

· Reading mentors

· Transition leadership

· Charity project planning

· citizenship

· campaign

· advocacy

· democracy

· influence

· service

· legacy

Links Across the Curriculum

Our Civic Engagement curriculum is enriched through purposeful links with other subjects and wider school life.

Subject	Contribution
RSHE	Rights, responsibilities, relationships, respect and healthy communities.
History	Democracy, monarchy, Parliament and significant social change.
Geography	Local community, sustainability and global citizenship.
Religious Education	Respect for different beliefs, values and traditions.
English	Speaking, listening, persuasive writing and debate.
Computing	Digital citizenship, online responsibility and respectful communication.

DfE Enrichment Framework Mapping

This strand directly addresses the DfE enrichment area of Civic Engagement, including:

volunteering
debating
school democracy
pupil leadership
community engagement
charitable action
active citizenship
pupil voice
equality and inclusion

It also supports the development of the personal qualities identified in the framework, such as confidence, leadership, responsibility and social awareness.

Arts & Culture

Inspiring Creativity, Expression and Cultural Understanding - Curriculum Intent

We believe that every child has the right to experience the richness of the arts and culture. We recognise that participation in music, art, drama, dance and cultural experiences not only enriches children's lives but also develops creativity, confidence, empathy and a lifelong appreciation of human expression.

Our Arts and Culture curriculum is designed to ensure that every pupil experiences high-quality artistic and cultural opportunities regardless of background. Through carefully planned progression, pupils move from exploring creativity in the Early Years to becoming confident performers, thoughtful audiences and independent creators by the end of Year 6.

Children experience the arts both as participants and audiences. They create, perform, visit, observe, evaluate and celebrate artistic achievement while developing an appreciation of Britain's rich cultural heritage and the diverse cultures that make up our local and global communities.

Our curriculum reflects our commitment to ensuring that every child leaves primary school having experienced theatre, live music, museums, galleries, dance, literature and opportunities to perform publicly with confidence.

By the end of Year 6, children will be able to confidently perform for a range of audiences, appreciate the contribution of the arts to society and be able to analyse and discuss artistic work thoughtfully. They will be able to demonstrate creativity across different art forms and understand the importance of cultural participation throughout life

Arts and Culture Progression Map

Year Group

Knowledge

Children Know:

Skills

Children Can:

Experiences

Children Will:

Vocabulary

Nursery

· We can express ourselves in different ways.

· Music, stories and art can make us feel different emotions.

· Everyone's creations are unique.

· sing familiar songs

· explore paint, clay and collage

· move to music

· engage in imaginative role play

· share creative ideas

· sing daily

· create artwork using a variety of materials

· celebrate festivals through music and craft

· listen to stories from different cultures

· take part in class performances

· create

· music

· paint

· dance

· story

Reception

· People celebrate in different ways.

· Music and art come from many cultures.

· Audiences watch and listen respectfully.

· perform confidently

· respond to music

· discuss favourite stories and pictures

· use different artistic materials purposefully

· Nativity performance

· Storytelling sessions

· Cultural celebrations

· Artist-inspired artwork

· Visits from performers where available

· audience

· celebration

· artist

· perform

· culture

Year 1

· Art and music help us communicate.

· Museums and galleries preserve important works.

· Theatre tells stories.

· Perform simple songs confidently

· respond to artwork

· discuss performances

· contribute to collaborative art

· Visit a local museum or gallery

· Attend a theatre performance

· Class assembly

· Whole-school singing

· gallery

· museum

· performance

· theatre

· artist

Year 2

· Artists and musicians come from different cultures.

· Different art forms tell different stories.

· Performing requires practice and teamwork.

· evaluate performances respectfully

· perform as part of an ensemble

· compare artistic styles

· explain preferences

· Theatre visit

· Art exhibition

· Music performance

· Dance workshop

· composer

· sculpture

· performance

· audience

· expression

Year 3

· Civilisations express themselves through art.

· Artists influence society.

· Cultural traditions are reflected through music and performance.

· analyse artwork

· discuss performances

· perform with expression

· create collaboratively

· Museum visit linked to history

· Instrumental performance

· Drama workshop

· Artist study

· Dance afternoon

· heritage

· culture

· tradition

· performance

· expression

Year 4

· Art reflects history and identity.

· Performance communicates emotion.

· Creative work improves through reflection.

· critique respectfully

· refine performances

· curate displays

· collaborate creatively

· Museum or gallery visit

· Public exhibition

· Choir or ensemble performances

· critique

· gallery

· identity

· interpretation

· creative

Year 5

· Creative expression can inspire change.

· Britain has a rich artistic heritage.

· Different cultures influence one another.

· compare artistic traditions

· perform confidently

· present artwork publicly

· lead creative projects

· Shakespeare or theatre project

· Professional artist workshop

· Public performance

· heritage

· diversity

· performance

· composer

· interpretation

Year 6

· Creativity enriches communities.

· The arts influence society.

· Cultural participation contributes to wellbeing.

· perform confidently to large audiences

· evaluate artistic work thoughtfully

· mentor younger performers

· curate exhibitions

· Celebrate cultural diversity

· End-of-Year production

· Gallery or museum visit

· Secondary transition performance

· Arts leadership opportunities

· legacy

· interpretation

· cultural capital

· expression

· creative leadership

Cross-Curricular Links

Subject	Contribution
Art & Design	Creativity, artistic techniques, exhibitions and artist studies.
Music	Singing, instrumental learning, composition, live performance and appreciation.
English	Storytelling, poetry, drama, speaking and listening.
History	Art and culture across historical periods.
Geography	Cultural traditions and diversity around the world.
Religious Education	Art, music and symbolism in different faiths.
Computing	Digital creativity, animation, photography and media production.

DfE Enrichment Framework Mapping

This delivers the DfE enrichment strand Arts and Culture through:

participation in music, dance, drama and visual arts
opportunities to perform and exhibit work
attendance at live cultural events
visits to museums and galleries
engagement with artists, musicians and performers
celebration of cultural diversity
development of cultural capital

These experiences broaden pupils' horizons, raise aspirations and ensure every child has access to a rich and inclusive cultural education.

Nature, Outdoors & Adventure

Developing Environmental Stewardship, Resilience and a Love of the Outdoors - Curriculum Intent

We believe that every child should develop a lifelong connection with the natural world. Spending time outdoors supports children's physical health, emotional wellbeing, curiosity, resilience and understanding of their responsibility towards the environment.

Our Nature, Outdoors and Adventure curriculum provides progressive opportunities for pupils to explore, investigate and care for the world around them. Through outdoor learning, environmental projects, gardening, educational visits and adventurous experiences, pupils develop confidence, independence and teamwork while building respect for nature.

Living in an urban area means many of our pupils have limited access to green spaces and adventurous outdoor experiences. We therefore make a deliberate commitment to ensuring every child regularly learns beyond the classroom, encounters a range of natural environments and develops the knowledge and skills to become responsible environmental citizens.

By the time pupils leave the school, they will understand that caring for the environment is a shared responsibility and will have experienced challenge, adventure and outdoor learning that prepares them for lifelong wellbeing and active citizenship.

Nature, Outdoors and Adventure Progression Map

Year Group

Knowledge

Children Know:

Skills

Children Can:

Experiences

Children Will:

Vocabulary

Nursery

· plants and animals are living things

· nature changes throughout the year

· we should care for living things

· observe carefully

· explore safely outdoors

· water plants

· identify simple natural objects

· use their senses to investigate

· explore the outdoor learning environment daily

· plant seeds

· observe insects

· take seasonal walks

· care for class plants

· nature

· plant

· grow

· leaf

· flower

· weather

Reception

· living things need food, water and care

· seasons change throughout the year

· we can help protect nature

· observe seasonal changes

· care for plants

· sort natural objects

· work cooperatively outdoors

· gardening

· bug hunts

· weather observations

· seasonal walks

· outdoor storytelling

· season

· habitat

· environment

· care

· wildlife

Year 1

· habitats provide homes for animals

· people affect the environment

· recycling helps reduce waste

· identify common plants

· observe wildlife

· recycle correctly

· record observations

· local park visits

· tree identification

· gardening projects

· recycling initiatives

· habitat

· recycle

· wildlife

· environment

· protect

Year 2

· all living things depend upon one another

· sustainability helps protect the planet

· small actions make a difference

· plant and care for vegetables or flowers

· investigate habitats

· participate in environmental projects

· explain sustainable choices

· gardening

· litter-picking

· outdoor investigations

· sustainability week

· sustainability

· compost

· biodiversity

· habitat

· conservation

Year 3

· ecosystems are interconnected

· climate affects habitats

· humans influence biodiversity

· investigate ecosystems

· collect environmental data

· work collaboratively outdoors

· demonstrate resilience during challenges

· Gardening with school gardener

· fieldwork

· nature reserves

· river or woodland visits

· outdoor problem-solving activities

· ecosystem

· biodiversity

· climate

· conservation

· adaptation

Year 4

· climate change affects people and wildlife

· sustainable choices protect natural resources

· outdoor challenges build resilience

· evaluate environmental issues

· organise eco-projects

· navigate simple routes

· work effectively as a team

· Eco Council projects

· outdoor adventure

· environmental campaigns

· orienteering

· climate change

· renewable

· pollution

· responsibility

Year 5

· environmental decisions affect future generations

· outdoor learning develops resilience and wellbeing

· communities can improve local environments

· lead environmental initiatives

· manage risk appropriately

· solve problems outdoors

· mentor younger pupils during activities

· adventurous outdoor learning

· conservation projects

· environmental leadership

· resilience

· sustainability

· renewable energy

· conservation

· climate action

Year 6

· environmental responsibility is everyone's duty

· global challenges require collective action

· outdoor experiences promote lifelong wellbeing

· plan environmental campaigns

· evaluate sustainability initiatives

· demonstrate leadership outdoors

· inspire others to care for the environment

· environmental action project

· residential or expedition

· transition outdoor challenge

· mentoring younger pupils during outdoor learning

· legacy

· biodiversity

· global citizenship

Cross-Curricular Links

Subject	Contribution
Science	Living things, habitats, plants, animals, weather and environmental change.
Geography	Sustainability, climate, ecosystems, fieldwork and global citizenship.
Design & Technology	Gardening structures, sustainability and problem-solving.
Physical Education	Outdoor and adventurous activities, teamwork and resilience.
Computing	Environmental data collection, digital mapping and research.
Art & Design	Nature-inspired artwork, land art and observational drawing.
RSHE	Wellbeing, healthy lifestyles and responsibility for the environment.

DfE Enrichment Framework Mapping

This chapter fully addresses the Nature, Outdoors and Adventure strand of the DfE Enrichment Framework by providing opportunities for:

regular outdoor learning
gardening and growing
environmental stewardship
climate education
sustainability projects
adventurous activities
educational visits to natural environments
residential experiences
teamwork and resilience through challenge

These experiences contribute to pupils' physical health, emotional wellbeing, environmental awareness and character development.

Sport & Physical Activity

Developing Healthy, Active and Resilient Learners - Curriculum Intent

We believe that every child should experience the enjoyment, challenge and lifelong benefits of being physically active.

Our Sport and Physical Activity curriculum extends beyond statutory Physical Education. It provides a progressive programme of sporting participation, physical activity, leadership and competition that develops healthy lifestyles, resilience, teamwork and self-confidence.

We believe success in sport is measured not only by winning competitions but by developing determination, respect, perseverance, leadership and a positive attitude towards physical activity.

Through high-quality PE, active playtimes, extra-curricular clubs, inter-school competitions, sports leadership opportunities and active travel, every pupil develops the confidence and motivation to lead a healthy and active lifestyle.

By the end of Year 6, pupils leave our school with the knowledge, confidence and motivation to remain physically active throughout secondary school and beyond.

Sport and Physical Activity Progression Map

Year Group

Knowledge

Children Know:

Skills

Children Can:

Experiences

Children Will:

Vocabulary

Nursery

· moving is enjoyable

· exercise keeps us healthy

· we move safely

· balance

· run

· jump

· throw

· catch

· cooperate

· participate in daily outdoor play

· complete obstacle courses

· dance

· explore movement through stories

· celebrate Sports Day

· move

· run

· jump

· balance

· healthy

· exercise

Reception

· our bodies become stronger through activity

· we work together in games

· exercise helps us feel good

· travel confidently

· cooperate

· follow simple rules

· develop coordination

· Sports Day

· dance performances

· outdoor games

· balance activities

· active play

· team

· exercise

· balance

· healthy

· cooperate

Year 1

· rules help games stay fair

· exercise benefits our bodies

· everyone can participate

· play simple team games

· improve coordination

· demonstrate good sportsmanship

· encourage teammates

· multi-skills festival

· after-school clubs

· Sports Day

· active playtimes

· teamwork

· fairness

· competition

· respect

· skill

Year 2

· practice improves performance

· healthy lifestyles include physical activity

· teamwork helps everyone succeed

· compete fairly

· reflect on performance

· support teammates

· develop resilience

· sporting festivals

· clubs

· Sports Day

· competition

· resilience

· perseverance

· teamwork

· improve

Year 3

· physical activity supports mental wellbeing

· different sports require different skills

· everyone has strengths

· participate confidently in competitions

· evaluate performance

· work strategically in teams

· encourage others

· borough competitions

· sports clubs

· personal challenges

· strategy

· endurance

· fitness

· determination

· wellbeing

Year 4

· commitment improves performance

· leadership supports team success

· resilience develops through challenge

· officiate simple games

· coach peers

· analyse performance

· demonstrate leadership

· competitive sport

· leadership opportunities

· sports festivals

· active travel initiatives

· leadership

· official

· resilience

· performance

· commitment

Year 5

· regular exercise promotes lifelong health

· leadership includes encouragement and inclusion

· positive role models inspire others

· organise games

· mentor younger pupils

· coach basic skills

· represent the school confidently

· borough competitions

· sports leadership

· sports clubs

· leadership

· coach

· motivation

· inclusion

· sportsmanship

Year 6

· healthy lifestyles include lifelong physical activity

· leadership means helping others succeed

· physical activity contributes to mental wellbeing

· lead sporting events

· officiate games

· coach younger pupils

· organise competitions

· promote healthy lifestyles

· Play Leaders

· inter-school competitions

· transition sporting events

· celebration of sporting achievement

· outdoor adventurous activities

· ambassador

· leadership

· official

· wellbeing

· legacy

Cross-Curricular Links

Subject	Contribution
Physical Education	Physical competence, teamwork and competition.
RSHE	Healthy lifestyles, wellbeing and positive relationships.
Science	The human body, exercise and nutrition.
Geography	Orienteering and outdoor activity.
Computing	Recording performance and analysing data.
Mathematics	Scoring, timing and measuring performance.

DfE Enrichment Framework Mapping

This section fully addresses the Sport and Physical Activities strand of the DfE Enrichment Framework by providing opportunities for:

regular participation in physical activity
individual and team sports
competitive sport
leadership in sport
active travel
dance and movement
physical wellbeing
representing the school
attending or celebrating sporting events where appropriate

The curriculum ensures progression from participation to leadership, helping pupils develop resilience, teamwork, confidence and lifelong healthy habits.

Developing Wider Life & Future Skills

Preparing Pupils to Thrive in an Ever-Changing World - Curriculum Intent

We are committed to preparing every pupil not only for success at secondary school but for life beyond education.

Our Wider Life and Future Skills curriculum equips children with the practical knowledge, attitudes and competencies needed to become confident, independent and adaptable citizens. We recognise that academic achievement alone is not enough; children also need opportunities to solve problems, manage money, use technology safely, work collaboratively, communicate effectively and make informed decisions.

Through a carefully sequenced programme of experiences, pupils develop increasing independence, resilience and aspiration. They learn how to keep themselves safe online, manage money responsibly, work creatively with others, understand future careers and make positive contributions to society.

By the end of Year 6, pupils leave as confident, digitally responsible, financially aware and future-ready learners with the skills needed to flourish in secondary education and beyond.

Developing Wider Life & Future Skills Progression Map

Year Group

Knowledge

Children Know:

Skills

Children Can:

Experiences

Children Will:

Vocabulary

Nursery

· I can try things for myself.

· Adults help keep me safe.

· Money is used to buy things.

· Technology helps us learn.

· organise belongings

· make simple choices

· use digital devices with support

· solve simple practical problems

· use role-play shops

· tidy independently

· use tablets with adult guidance

· prepare snacks

· take responsibility for personal belongings

· choice

· help

· money

· safe

· technology

Reception

· We make choices every day.

· People have different jobs.

· Technology should be used safely.

· We can solve problems together.

· organise equipment

· follow routines independently

· use simple digital tools

· cooperate with others

· role-play enterprise

· digital storytelling

· visitors from different professions

· online safety learning

· job

· career

· technology

· internet

· responsibility

Year 1

· Money has different values.

· Saving helps us plan.

· Everyone contributes differently at work.

· Technology helps people.

· recognise coins

· use technology safely

· organise simple tasks

· work collaboratively

· enterprise activities

· coding activities

· visitors from local professions

· fundraising

· save

· spend

· budget

· computer

· enterprise

Year 2

· Businesses provide goods and services.

· Digital choices have consequences.

· Teamwork supports success.

· manage simple budgets

· communicate ideas

· plan small projects

· use technology responsibly

· class enterprise

· coding projects

· Safer Internet Day

· financial education

· business

· profit

· online

· budget

· decision

Year 3

· Careers require different skills.

· Enterprise involves creativity and teamwork.

· Personal information should be protected online.

· create budgets

· solve practical problems

· collaborate effectively

· evaluate risks online

· STEM activities

· careers visitors

· enterprise projects

· coding workshops

· enterprise

· cyber

· budget

· career

· innovation

Year 4

· Financial choices affect the future.

· Digital technology creates opportunities and risks.

· Team leadership improves outcomes.

· present business ideas

· organise projects

· use digital tools effectively

· evaluate information critically

· enterprise week

· STEM competitions

· financial education

· investment

· income

· expenses

· digital

· collaboration

Year 5

· Education creates future opportunities.

· Entrepreneurs solve problems.

· Responsible digital citizens protect themselves and others.

· lead enterprise projects

· create presentations

· manage budgets

· evaluate digital information

· careers week

· coding and robotics

· entrepreneur

· aspiration

· leadership

· media

· finance

Year 6

· Secondary school requires increasing independence.

· Financial planning supports future success.

· Digital technology should be used ethically and responsibly.

· Learning continues throughout life.

· organise themselves independently

· manage longer-term projects

· mentor younger pupils

· communicate professionally

· prepare confidently for transition

· transition programme

· enterprise project

· careers week

· STEM enrichment

· secondary school visits

· transition

· independence

· ethics

· responsibility

· aspiration

· future

Cross-Curricular Links

Subject	Contribution
Computing	Digital literacy, online safety, coding and responsible technology use.
Mathematics	Financial education, budgeting and problem-solving.
Design & Technology	Enterprise, designing products, cooking and evaluation.
Science	STEM investigations and innovation.
English	Communication, presentations, debate and persuasive writing.
RSHE	Decision-making, relationships, resilience and managing risk.

The Experiences Guarantee

Every child who attends the school will leave us having experienced a rich, ambitious programme of learning beyond the classroom. These experiences have been carefully chosen because they develop confidence, curiosity, resilience, cultural capital and aspiration.

Our guarantee ensures that every child, regardless of background, has equitable access to experiences that prepare them for life beyond primary school. The exact timing of individual activities may vary from year to year, but every child will have access to this entitlement during their journey through school.

Civic Engagement

Arts and Culture

Nature, Outdoors and Adventure

Every Child will:

· Vote in School Council elections.

· Contribute to School Council, Eco Council or another pupil leadership group.

· Raise money for charity.

· Support a local or national charity.

· Take part in community events.

· Speak or debate publicly.

· Mentor or buddy a younger child.

· Learn about democracy and Parliament.

· Represent the school through sport, music, leadership or another enrichment opportunity.

· Participate in Into-University

· Perform in a concert, assembly or production.

· Attend a live theatre performance.

· Participate in Arts Week.

· Learn a musical instrument.

· Perform with professional musicians through partnerships with organisations such Rock Steady

· Meet an author.

· Visit an art gallery or museum.

· Visit places of worship.

· Participate in Dance Afternoon.

· Watch a film as part of a shared enrichment experience.

· Visit a fabric store as part of a creative project.

· Participate in Summer fair

· The Tate Gallery

· Perform Shakespeare at LAMDA

· Plant seeds and watch them grow.

· Care for plants and wildlife.

· Enjoy a picnic outdoors.

· Play in autumn leaves.

· Climb a tree.

· Visit a farm.

· Visit a zoo / aquarium.

· Go to the beach.

· Learn outdoors throughout the year.

· Litter-pick within the local community.

· Learn about climate change and sustainability.

· Take part in Eco Council or environmental projects.

· Experience a residential visit during Key Stage 2.

· Hamstead Heath

· Local Parks

These experiences reflect our commitment to ensuring that children in an urban environment develop a meaningful connection with the natural world.

Sport and Physical Activity

Wider Life and Future Skills

Cultural Capital Experiences

Faith Experiences

· Learn to swim.

· Participate in Sports Day every year.

· Represent their class or school in sporting events where appropriate.

· Join a sports club.

· Experience both team and individual sports.

· Develop leadership through sport. Celebrate sporting achievement.

· Develop healthy lifestyles through PE and active learning.

· Be a play leader to lead play.

· Learn how to stay safe online.

· Cook a meal.

· Make something and eat it.

· Post a letter.

· Use real tools safely.

· Learn a language.

· Participate in enterprise activities.

· Meet the Emergency Services.

· Meet visitors from different professions.

· Visit KidZania.

· Develop financial understanding through enterprise learning.

· Prepare confidently for secondary school.

· Learn about water safety

· The Natural History Museum

· The British Museum

· Museum of London

· The British Library

· National Portrait Gallery

· Science Museum

· The cinema

· A royal residence

· A theatre

· A zoo

· An aquarium

· A farm

These visits ensure that all pupils experience London's rich cultural, historical and scientific heritage, regardless of family circumstance.

· A church

· A mosque

· A synagogue

· A Hindu temple

· A gurdwara

Every child will also participate in celebrations and learning linked to the diverse faiths and cultures represented within the local community and modern Britain.

Entitlement Map (Nursery–Year 6)

Progression of Experiences Across SchoolHow to read this map

Each experience is guaranteed at least once during a child’s time at the school.
Placement shows the point at which it is first introduced and most developmentally appropriate.
Many experiences are revisited and deepened in later years.
This ensures progression from experiencing → participating → contributing → leading.

🟢 Civic Engagement

Experience	N	R	Y1	Y2	Y3	Y4	Y5	Y6
School Council elections			✓	✓	✓	✓	✓	✓
Charity fundraising	✓	✓	✓	✓	✓	✓	✓	✓
Eco Council / environmental leadership			✓	✓	✓	✓	✓	✓
Debate / speaking opportunities			✓	✓	✓	✓	✓	✓
Mentoring younger pupils						✓	✓	✓
Community participation projects			✓	✓	✓	✓	✓	✓
Learning about Parliament & democracy			✓	✓	✓	✓	✓	✓

🎭 Arts & Culture

Experience	N	R	Y1	Y2	Y3	Y4	Y5	Y6
Perform in school production / assembly	✓	✓	✓	✓	✓	✓	✓	✓
Attend live theatre performance		✓	✓	✓	✓	✓	✓	✓
Visit museums & galleries (London cultural visits)		✓	✓	✓	✓	✓	✓	✓
Work with visiting musicians / artists	✓	✓	✓	✓	✓	✓	✓	✓
Participate in Arts Week	✓	✓	✓	✓	✓	✓	✓	✓
Learn instrument / music participation (e.g. Pelican Music / RCM links)			✓	✓	✓	✓	✓	✓
Dance Afternoon / whole-school performance events	✓	✓	✓	✓	✓	✓	✓	✓
Visit a place of worship			✓	✓	✓		✓	✓

🌿 Nature, Outdoors & Adventure

Experience	N	R	Y1	Y2	Y3	Y4	Y5	Y6
Outdoor learning in school grounds	✓	✓	✓	✓	✓	✓	✓	✓
Planting seeds / gardening	✓	✓	✓	✓	✓	✓	✓	✓
Seasonal nature walks	✓	✓	✓	✓	✓	✓	✓	✓
Play in natural environments (leaves, weather exploration)	✓	✓	✓	✓	✓	✓	✓	✓
Supervised outdoor exploration	✓	✓	✓	✓	✓	✓	✓	✓
Litter-picking / local environment care			✓	✓	✓	✓	✓	✓
Visit farm					✓
Visit zoo / aquarium			✓
Beach visit								✓
Eco Council environmental projects			✓	✓	✓	✓	✓	✓
Residential / outdoor adventure experience								✓

🏃 Sport & Physical Activity

Experience	N	R	Y1	Y2	Y3	Y4	Y5	Y6
Sports Day	✓	✓	✓	✓	✓	✓	✓	✓
Swimming programme					✓	✓	✓	✓
Sports clubs / extra-curricular sport		✓	✓	✓	✓	✓	✓	✓
Borough competitions / festivals				✓	✓	✓	✓	✓
Team sports participation					✓	✓	✓	✓
Individual sports participation			✓	✓	✓	✓	✓	✓
Sports leadership roles						✓	✓	✓
Representing school in competitions				✓	✓	✓	✓	✓

💡 Wider Life & Future Skills

Experience	N	R	Y1	Y2	Y3	Y4	Y5	Y6
Online safety learning		✓	✓	✓	✓	✓	✓	✓
Coding / digital learning			✓	✓	✓	✓	✓	✓
Enterprise activities								✓
Financial education (saving/spending/budgeting)			✓	✓	✓	✓	✓	✓
STEM enrichment activities			✓	✓	✓	✓	✓	✓
Cooking / food preparation experiences	✓	✓	✓	✓	✓	✓	✓	✓
Careers learning / visitors		✓	✓	✓	✓	✓	✓	✓
Emergency services visits / visitors	✓	✓	✓	✓	✓	✓	✓	✓
KidZania / real-world role-play experiences								✓
Secondary transition programme								✓

Annual Enrichment Calendar

At the school, enrichment is not a set of isolated events. It is a planned, progressive and purposeful part of the curriculum. The annual enrichment calendar shows how national events, school traditions and curriculum priorities are used to ensure that personal development is continuous, coherent and meaningful across the academic year.

Each year, the timing of specific events may vary slightly, but the intent, coverage and entitlement remain consistent. The calendar ensures that pupils experience a broad range of civic, cultural, sporting, environmental and life-skills opportunities across every term.

Autumn Term

Core Themes:

Belonging, Responsibility, Community, Celebration

Civic Engagement

School Council elections
Class charter creation
Harvest community collection and reflection
Anti-bullying focus and pupil voice activities

Arts & Culture

Whole-school musical performance or concert preparation
Visiting theatre or live performance experience
Cultural storytelling and literature focus
Class assemblies start

Nature & Outdoors

Seasonal change walks (autumn exploration)
Gardening activities
Eco Council launch and planning
Outdoor learning linked to science topics
Residential

Sport & Physical Activity

Inter school competitions
Sports clubs launch
Active playtime routines embedded

Wider Life Skills

Online safety focus (early Autumn)
Careers “people who help us” focus (EYFS/KS1)
STEM enrichment activities begin

Spring Term

Core Themes:

Aspiration, Challenge, Diversity, Innovation

Civic Engagement

Charity fundraising projects
Community support initiatives
Debates linked to current affairs or curriculum topics
Continued School Council and Eco Council work

Arts & Culture

Visiting artist/musician workshops
Museum or gallery visit cycle
Class or year group performance opportunities
World Book Day

Nature & Outdoors

Seasonal investigation
Sustainability and climate change learning focus
Outdoor fieldwork
Eco Council action projects

Sport & Physical Activity

Competitive fixtures and tournaments (borough level where applicable)
Sports leadership development (KS2)

Wider Life Skills

Safer Internet Day
Enterprise (upper KS2)
Coding and STEM challenges
Careers week and aspiration activities
Financial education (budgeting and saving focus)

Summer Term

Core Themes:

Leadership, Achievement, Transition, Celebration

Civic Engagement

School-wide community project or charity focus
Pupil voice evaluation and reflection
Reading buddies

Arts & Culture

Arts Week (whole-school celebration)
Summer production / end-of-year performance
Dance Afternoon
Celebration of cultural diversity events (international day)

Nature & Outdoors

Outdoor learning (fieldwork, trips)
Beach / zoo / farm visits (as appropriate to year group planning)
Environmental action projects
outdoor adventure experience

Sport & Physical Activity

Sports Day (whole school celebration)
Inter-school competitions and finals
Swimming development and celebration
Sports leadership

Wider Life Skills

Enterprise pupil-led business activities
Transition programme to secondary school

Leadership & Pupil Voice

Developing Agency, Responsibility and Influence Across the School - Curriculum Intent

Our Leadership and Pupil Voice activities ensures that every child develops the confidence, language and opportunity to express their views, influence decisions and take on meaningful responsibility. We see leadership not as a role reserved for a few, but as a progression of responsibility that every child can access.

Through structured pupil voice systems, leadership roles and opportunities to contribute to school improvement, pupils learn that their ideas matter and that they can make a positive difference to their community.

Leadership is explicitly taught, modelled and progressively developed from Nursery to Year 6, with increasing independence, accountability and impact.

By the end of Year 6, pupils leave as confident, articulate and responsible young leaders who understand how to contribute positively to a community.

Leadership Structure within school

Leadership opportunities are carefully structured to ensure progression, inclusion and impact.

Whole School Leadership Roles:

School Council Representatives
Eco Council Representatives
Reading Ambassadors
Play Leaders
Librarians

Classroom Leadership Roles:

Equipment monitors
Register monitors

These roles ensure that leadership begins in the classroom and builds gradually over time.

Pupil Voice

Pupil voice operates at two levels:

1. Class Level

Daily discussions and reflection
Class charters created and reviewed
Shared classroom decisions
Regular circle time or reflection time
School Council representatives

Eco Council representatives
Pupil Surveys
Feedback on learning and environment

2. Whole School Level

School Council meetings with leadership team
Eco Council environmental action planning
Governor visits
Whole-school surveys and consultations
Leadership feedback influencing school improvement

Final Statement

The Personal Development Curriculum ensures that enrichment is not incidental but intentional, structured and progressive.

Through this framework, every child:

experiences a broad and ambitious curriculum beyond the classroom
develops leadership, resilience and independence
engages with culture, community and the natural world
builds the knowledge and skills needed for future success

This is not a collection of events.

It is a coherent journey of personal development from Nursery to Year 6.

Personal Development and Enrichment

Personal Development & Enrichment

What is Personal Development

Vision

Curriculum Intent

The Purpose of Personal Development

Key Areas of the Personal Development Curriculum:

Social, Moral, Spiritual and Cultural (SMSC) development

Spotting and honing exceptional talent

Personal development across school life

The Experiences Guarantee

The Five Enrichment Strands

Civic Engagement

Arts & Culture

Nature, Outdoors & Adventure

Sport & Physical Activity

Developing Wider Life & Future Skills

The Experiences Guarantee

Entitlement Map (Nursery–Year 6)

🟢 Civic Engagement

🎭 Arts & Culture

🌿 Nature, Outdoors & Adventure

🏃 Sport & Physical Activity

💡 Wider Life & Future Skills

Annual Enrichment Calendar

Autumn Term

Civic Engagement

Arts & Culture

Nature & Outdoors

Sport & Physical Activity

Wider Life Skills

Spring Term

Civic Engagement

Arts & Culture

Nature & Outdoors

Sport & Physical Activity

Wider Life Skills

Summer Term

Civic Engagement

Arts & Culture

Nature & Outdoors

Sport & Physical Activity

Wider Life Skills

Leadership & Pupil Voice

Leadership Structure within school

Final Statement