Embedded Files
Curriculum Intent - we are committed to providing a curriculum with breadth that allows all of our students to be able to achieve the following:
Believe
in themselves growing in confidence and maturity
in the importance of self reflection
Achieve
emotional intelligence
empowerment seeking support and advice when necessary
Succeed
in being a responsible member of the academy and wider community
in making positive decisions in their own and others’ lives
Student participation in Curriculum for Life (CfL) is integral to the school’s vision and ethos; there are clear structures in place to capture students’ voice and students have a range of opportunities to influence curriculum decisions which affect them. Curriculum for Life lessons enable our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our students with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society.
Our students are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. The intent of our Curriculum for Life curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will become healthy, independent and responsible members of a society who understand how they are developing personally and socially, and give them confidence to tackle many of the moral, social and cultural issues that are part of growing up. Each theme in the curriculum incorporates activities to establish the starting point of learners and assess progress. The themes included are: Physical Health, Mental Wellbeing, Relationships and Sex Education, British Values and Citizenship, Living in the Wider World and Character. These lessons are divided in to half term units.
Our intent is to use Curriculum for Life to promote a forum for open dialogue in which students ask questions, sift arguments and explore alternatives and above all, they try to understand each other. It is an opportunity for philosophical thinking, which can be transferred in to any subject in the curriculum. Through these sessions we intend our students to be challenged to think independently in collaborative classroom communities. Students will demonstrate they have improved reasoning ability. Students will demonstrate that they can support their views with reasons and there will be improvements in student’s communication skills, confidence and concentration.
British Values
KS3
Building on from KS2 students will further develop their learning about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They continue to develop maturity, independence and self-confidence. They enhance further their sense of social justice and moral responsibility.
Teaching develops students’ understanding of democracy, government and the rights and responsibilities of citizens. Students use and apply their knowledge and understanding whilst developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.
KS4
Building on from the key stage 3 programme of study there is a deepening of students’ understanding of democracy, government and the rights and responsibilities of citizens. Students further develop their skills to be able to use a range of research strategies, weigh up evidence, make persuasive arguments and substantiate their conclusions. They experience and evaluate different ways that citizens can act together to solve problems and contribute to society.
RSE
KS3
Building on from KS2 RSE provides clear progression from what is taught in primary school in Relationships Education. Teachers build on the foundation of Relationships Education and, as students grow up, at the appropriate time extend teaching to include intimate relationships. Alongside being taught about intimate relationships, students are also be taught about family relationships, friendships and other kinds of relationships that are an equally important part of becoming a successful and happy adult. This teaching enables students to distinguish between content and experiences that exemplify healthy relationships and those that are distorted or harmful. This includes their online lives, and the increasing influence of peers and the media.
Teachers cover intimate sexual relationships including sexual health in an effective way that does not encourage early sexual experimentation. There will be a range of opinions regarding RSE. The starting principle when teaching each of these is that the applicable law is taught in a factual way.
KS4
At key stage 4, students deepen knowledge and understanding, extend and rehearse skills, and further explore attitudes, values and attributes acquired during key stage 3. RSE education reflects the fact that students are moving towards an independent role in adult life, taking on greater responsibility for themselves and others.
Mental Wellbeing and Physical Health
KS3
From KS2 these themes start by enabling students to make well informed positive choices for themselves. Teachers build on primary content enabling students to understand how their bodies are changing, how they are feeling and why. Teaching develops students’ language they use to talk about their bodies, health and emotions and to understand why terms associated with mental and physical health difficulties should not be used pejoratively. This knowledge enables students to understand where normal variations in emotions and physical complaints end and health and wellbeing issues begin. Students will also explore the links between mental wellbeing and physical health.
The new teaching about mental wellbeing and physical health will give students the knowledge and capability to take care of themselves and receive support if problems arise.
KS4
Following KS3 these themes reframe students’ language they use to talk about their bodies, health and emotions. Teaching helps students understand factors that challenge both mental wellbeing and physical health and understand that they may not always be in control of these factors. This knowledge further enables students to understand where and when health and wellbeing issues begin. Students continue to explore the links between mental wellbeing and physical health.
Careers
KS3
There is not a careers strategy for primary schools so learning begins in Year 7 building on work students have done on soft skills that are often useful in the world of work. Students develop this by learning about specific employability skills and financial issues students of this age are exposed to e.g. online purchasing.
KS4
Building on KS3 students learn about how to deal with aspects of independent life such as dealing with their own finances. Students begin to focus more on career decisions and actions needed to be successful in a career.
Character
From KS2 these themes develop further the work done in primary on personal attributes and character. These themes also build on teaching of resilience and character in the previous units. They include character traits such as believing in achieving goals and persevering with tasks, as well as personal attributes such as kindness, leadership, self-regulation and confidence. These traits and attributes are valuable in the world of work.
It is important to note that all themes taught throughout the year are underpinned by a wider, deliberate cultivation of resilience and character, reflected in the academy’s Circle of Character.
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