Certificate of Personal Effectiveness (COPE)

Level 2 and 3 CoPE (Certificate of Personal Effectiveness)

What is it?

COPE is a nationally recognised qualification outcome of the ASDAN programmes? The qualifications offer imaginative ways of accrediting adult learners’ activities. They promote, and allow Myton Community College ASDAN centre to record, a wide range of personal qualities, abilities and achievements of people, as well as introducing them to new activities and challenges.

CoPE has been allocated performance table points – Level 1 is worth 25 points (comparable to a GCSE Grade E/F) and Level 2 is worth 46 points (comparable to a GCSE Grade B).

CoPE at Level 3 has recognition from UCAS and is worth 70 UCAS points (comparable to an A grade at AS Level).  CoPE Level 3 can contribute to fulfilling entry requirements to a range of higher education courses and university admission, alongside other Level 3 qualifications:


CoPE aims to assess and develop a student’s personal skills. Through a series of projects, students will find themselves challenged in a variety of ways e.g. personal confidence, team working skills, learning how they learn, presenting skills, debating and researching. Students learn how to interact in an adult like manner and are encouraged to shoulder a high level of responsibility for their learning. Through this learner driven curriculum, learners experience projects that are beyond the normal experiences of a classroom, in doing so, enriching their CV and increasing their employability.

Students will have regular access to computers to produce quality portfolio evidence. At least two out of the three timetabled lessons will be based in a computer training  suite, which can be set up to adopt many different teaching and learning methods.
CoPE is an optional course for students entering Key Stage four; students can enter the course at level 2 or 3. Level 2 equates to a GCSE standard award at grade B GCSE. Level 3 equates to an A grade at AS level.
Students on this course are provided with structure and taught how to access the skill based assessment criteria. Lesson content is focused on the process and the assessment criteria rather than set topics. At all times, students are encouraged to choose their own topics whilst progressing through the skills based assessments.
Students participate fully in the introduction of each skill assessment but work predominantly independently for the remainder of these lessons, receiving 1:1 support regarding their challenge progress. When assessment criteria and portfolio development is being taught, level 3 students take part in these activities, they are taught how to access level 3 criteria which are expansions on level 2. Level 3 and level 2 students discuss challenges and progress together and the focus is on a supportive and equal atmosphere within the class. Lots of activities focus on evidence development, class ethics, peer assessment and support. A mature and responsible attitude is taught and expected.

Assessment at level 2

Students are assessed according to how they develop their personal skills rather than how much knowledge they have gained and how well they understand the topic.
Six personal skills are assessed through different challenges of varying length (5, 10 or 20 hours): Oral Presentation, Discussion, Research, Working with Others, Improving Own Learning and Performance and Problem Solving.
Topics for challenges need to adhere to guidelines but can be chosen by the students. Students need to complete 120 hours of course work (12 credits) in total.
There is no exam for this course. Students complete a detailed portfolio of their progress. Portfolio evidence needs to indicate a level of personal responsibility and learning that is worthy of a Grade B at GCSE.
Examples of level 2 challenges chosen by students and the assessment focus on the challenges:

·     Topic – produce a PowerPoint presentation on a topic of your choice; assessment – Oral presentation

·     Topic – Work as part of a group to raise money for charity; assessment – working with others

·     Topic – learn how to produce a photographic display; assessment – Improving Own Learning and performance

·     Topic – Find out whether teenage pregnancy rates have increased and why; assessment – research and discussion

·     Topic – produce a magic show as part of a group; assessment – working with others

Assessment at Level 3

The topic and length of each challenge are chosen by the students. The teacher supports students in choosing the skill assessments for the students’ chosen challenges.
Level 3 challenges can vary in length. They can constitute either 20, 30 or 50 hours. Students have to complete 150 hours (15 credits) in total.
Six personal skills are assessed: Oral Presentation, Discussion, and Research, Working with Others, Improving Own Learning and Performance, Problem Solving. The topics they choose for their challenges can be exceptionally broad but need to adhere to guidelines.
There is no exam for this course. Students complete a detailed portfolio of their progress Portfolio evidence needs to indicate a level of personal responsibility and learning that is worthy of a Grade A at AS level
Certain topics lend themselves more naturally to different skill assessments and different lengths of time. Please see the examples shown below of suitable level 3 challenges:

·     Topic – Problem Solving:  Decide which A levels to take; Assessment –20-30 hours

·     Topic – Working with others: Produce a Talent Show for Charity; Assessment – possibly discussion; 50 hours

·     Topic – Research, Discussion, Oral presentation:  Produce a detailed analysis addressing the question: Has bullying got worse over the past 20 years?; Assessment –; 20-30 hours

·     Topic – Improving own Learning and performance:  Learn how to be a coach with the aim of leading a 6 week football  training programme in a primary school; Assessment – possibly research; 50 hours

·     Topic – Improving Own Learning and Performance:  Learn Spanish and achieve a grade A; Assessment – 50 hours

·     Topic –– Research, Oral Presentation, and Discussion:  Answer the question: Is the War in War in Congo Just or Unjust?

·      Assessments; 30-50 hours.