Personal Development

PSHE/RSE

At Dartford Primary Academy, we deliver a cohesive ‘whole school’ approach to our PSHE and RSE curriculum. This equips the children with the essential knowledge and skills needed for them to play an increasingly positive role in both their local community and the wider world. It is planned to give pupils the knowledge and skills which are set out in the National Curriculum and even goes beyond this by giving them the opportunities to reflect on real life scenarios they might face later in life. Our curriculum is designed so that, regardless of need or background, every child acquires the knowledge and skills to be successful in the wider world, becoming responsible and confident individuals. This is delivered through the PYP framework which allows the children to access PSHE through a cross curricular model as well as the six topics taught throughout the year. Through this, the children will be encouraged to develop their own self-worth and start to recognise their own roles as well as develop the characteristics of the International Baccalaureate Learner Profiles. The PSHE and RSE curriculums have been progressively and sequentially planned to ensure that the knowledge and skills build upon previous years as the children move through the school. Our children will gain an understanding into how they are developing personally and socially, whilst simultaneously taking into consideration the moral, social and cultural issues that they may face growing up. The curriculum addresses the local context of Dartford. For instance, we provide children with opportunities to learn about their rights and responsibilities and develop an appreciation of what it means to be a member of such a diverse community. The children will be prepared for life in modern Britain and will be taught the importance of mutual respect, tolerance and democracy. Our curriculum is taught through the International Baccalaureate philosophy and we will deliver this to a high standard, providing our children with essential life skills, which will help them to succeed later in life.

PSHE and RSE are taught across the school continuously during lessons, assemblies, school clubs, school events and break times. This all helps to ensure that knowledge and skills are embedded which the children can then draw on during school and throughout the rest of their lives. Our well-structured approach combines various sources, including that of the PSHE Association, Jigsaw, and the Christopher Winter Project, to enable a thorough model in delivering our curriculum. Teachers have sound knowledge and have CPD opportunities to improve their own knowledge of PSHE and RSE, to ensure that the children access our curriculum to the fullest. Both PSHE and RSE are planned and taught to ensure inclusivity, so that all pupils, including those with SEND will be able to access the content that is appropriate for them and their needs. The six topics which are taught and assessed throughout the year are: Dreams and Goals, Relationships, Keeping Healthy, Celebrating Difference, Keeping Safe and Change. Each class creates a journal that includes examples of work undertaken throughout the term. These provide evidence of learning and are a tool to promote discussion with the children about their learning. Each of these corresponds to a particular IB learner profile:

  • Dreams and Goals – Inquirer
  • Relationships – Caring
  • Keeping Healthy – Balanced
  • Celebrating Difference – Open-minded
  • Keeping Safe – Reflective
  • Change – Knowledgeable

In EYFS, the provision is planned to ensure development in Personal, Social and Emotional Development (PSED) which occurs daily. Within this provision, children will explore the ideas of relationships, feelings and appropriate behaviours, self-confidence and self-awareness, rules and routines, empathy and restorative justice. In KS1 and KS2, children will delve into our six outlined topics and each year the group builds on pupils’ previous knowledge. Throughout the year, children will be presented with a range of opportunities to explore the world and relationships relevant to their age group.

By the end of a child’s time at Dartford Primary Academy, they will be a happy, confident and responsible individual. The impact will be seen through their positive interactions with one another and their healthy outlook towards school and the wider community. They will have an understanding and acceptance of how people in a community can be different and celebrate this. Children will be aware of how their own actions, as well as the actions of others, matter and will confidently apply their understanding of the world to deal with situations responsibly. All pupils, including disadvantaged students and students with SEND, will acquire the cultural capital that they need to succeed later in life, as the curriculum ensures that they are ready for the next stage of education. This will be done through the various opportunities that arise from our lessons, assemblies, school clubs, school events and break times. Furthermore, through the RSE curriculum, our children should gain a deeper understanding of their own bodies and how they will change and develop as they grow up. When a child leaves us, the knowledge and skills learnt through PSHE/RSE will support them on their journey to becoming a well-rounded individual, capable of making well-informed decisions.

IB Learner Profile

The values of the IB Learner profile are embedded at Dartford Primary Academy through our practices, environment, and culture.  Staff model positive values, allowing pupils to develop a common vocabulary and reflective practices through the IB values.  Our ambition for all pupils to be determined, persistent achievers, aims to develop inquiring, knowledgeable and caring young people.  The impact of such values is clearly seen through our pupils’ behaviour, creativity, and desire to participate actively in our community.

What is the IB Learner Profile?

The aim of the learner profile is to develop internationally minded citizens who, recognise their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Through our curriculum design and teaching we explore every opportunity to embed the skills and attributes to be successful both in school and the world around us.  By strengthening these core values and attributes we help develop your child for the next stage of their learning and also for the future world before them.  Your child will be a responsible member of their local, national, and global community.

IB Learner values are taught through our structured assembly programme, allowing pupils the opportunity to explore and debate to strengthen their understanding.  Our curriculum is linked closely to these values and planned across all year groups.  All special events, led through our DPA inquiry days, promote the values of the IB Learner profile and allow pupils the opportunity to reflect on the values and their experiences.

Children also teach each other about the values through class assemblies to parents and pupil actions, whereby students take independent action based on their curriculum learning, to make a difference.

International Baccalaureate Learner Profile Values

Spiritual, Moral, Social & Cultural (SMSC)

SMSC plays a vital role in the holistic personal development of Key Stage 2 learners. By nurturing spiritual well-being, instilling moral values, fostering positive social interactions, and promoting cultural understanding, SMSC education lays the foundation for the Determined, Persistent Achiever. This comprehensive approach helps children develop a strong sense of identity, a moral compass, and the social skills needed to navigate a global world. Prioritising SMSC in education ensures that children not only excel academically but also grow into well-rounded individuals equipped to face the challenges and opportunities of the future.

Composer of the Month

In every module, we explore and celebrate the rich diversity of global music by highlighting a different composer from around the world.

Click here to view the presentation

Democratic Decision

In each module, we foster a dynamic learning environment through our unique democratic decision assemblies. Children actively engage in thoughtful debates on significant topics, exploring diverse perspectives before casting their votes. Witness the remarkable maturity, curiosity, and tolerance of our pupils as they navigate discussions, ensuring that every voice is heard and contributing to the development of well-informed, open-minded individuals.

Click here to view the presentation

British Values

As part of the broad and balanced curriculum we offer at Dartford Primary Academy, we have a commitment to promote fundamental British values as part of the spiritual, moral, social and cultural development of our children.

Children that come to Dartford Primary Academy will learn about British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs.

  • Through our transdisciplinary themes and national curriculum delivery, children learn about the advantages and disadvantages of democracy and how it works in Britain, in contrast to other forms of government in other countries.
  • All children within the Academy have a voice and are listened to; we actively promote democratic processes by holding school council and house captain elections, whose members are voted for by the children.
  • Organise visits to the local council and Parliament
  • Hold ‘mock elections’ to promote fundamental British values and provide children with the opportunity to learn how to argue and defend points of view.
  • Help pupils to express their views
  • Ensure Academy rules and expectations are clear and fair through our ‘Green to Go’ behaviour management system. This system encourages children to accept responsibility for their behaviour, show initiative and to understand how they can contribute positively to life at Dartford Primary Academy.
  • Help children to distinguish right from wrong.
  • Help children to respect the law and the basis on which it is made.
  • Help children to understand that living under the rule of law protects individuals.
  • Include visits from outside agencies in the curriculum to teach children about road safety and public services such as the Police.
  • Teach children aspects of both civil and criminal law and discuss how this might differ from some religious laws.
  • Support children to develop their self-knowledge, self-esteem and self-confidence.
  • Encourage children to take responsibility for their behaviour, as well as knowing their rights.
  • Children to have freedom of speech, challenge stereotypes and has built a strong anti-bullying culture at our Academy.
  • Promote respect for individual differences by discussing differences between people, such as differences of faith, ethnicity, disability and gender.
  • Help children to acquire an understanding of, and respect for, their own and other cultures and ways of life.
  • Challenge prejudicial or discriminatory behaviour.
  • Organise visits to places of worship.
A diagram showing the five British Values that are taught at Dartford Primary Academy, featuring examples of each one.

Equality & Diversity

Dartford Primary Academy is located in North West Kent in a diverse social, economic and cultural area. Students are therefore growing up in an increasingly multicultural society where they are subject to various attitudes towards different groups and certain images portrayed in the media and online.

At Dartford Primary Academy we are committed to the elimination of unlawful discrimination, to advance equality of opportunity and to foster good relations between all.

We aim to:

  • Actively close gaps in attainment and progress between all groups of students; especially students eligible for free-school meals, students with special educational needs and disabilities, looked after children and students from minority ethnic groups. 
  • Use the IB Primary Years Programme throughout the academy to place an emphasis on students being global citizens, part of their local communities and the wider global community. Provide the regular opportunity for discussion and debate learning how to respectfully put across the opinions and values of others.
  • Identify opportunities in the curriculum to look at other cultures/countries, study famous people from ethnic minorities and with a variety of abilities and to celebrate diversity. Ensuring that the curriculum across all subjects are culturally diverse to reflect modern Britain.
  • Provide learning environments that are welcoming, safe and respectful of learners from all communities. 
  • To promote cultural development and understanding through a rich range of experiences both in and beyond the curriculum.
  • Ensure that an inclusive environment is promoted that means every child regardless of gender, race, religion or belief, sex or sexual orientation, age or disability is accepted and valued.
  • Ensure children have an age-appropriate understanding of healthy relationships in RSE.