English

Through the selection of literature texts students see the consequences of actions through key characters and the relevance in society today of an awareness of the differences between right and wrong.

Use of speaking and listening tasks embedded within the curriculum to enable students to explore and express their viewpoints to their peers and debate each other’s point of view in a safe, constructive way.

Opportunities for students to develop understanding of personal finance. Y9 students study a series of lessons on borrowing, saving and budgeting.

Students are taught certain concepts in a real-life context such as compound measures, constructions, plans & elevations and proportion.

Wider curriculum opportunities for students to work in teams and competitive environments, including the UKMT individual and team maths challenge.

Mensuration links to trades are exploited, including real-life examples regarding painting, materials and capacity.

Science

- In science the look at ethical issues and come up balanced arguments as why things may be right or wrong. (e.g Stem cells etc)

- Student look at the consequences of actions such as global warming, fossil fuels, Farming, Drugs etc.

Art and design

Art helps students to gain the ability to apply understanding of right and wrong to their own lives, GCSE students can explore art that has moral or ethical meaning. Students must have an open mind when observing work allowing them to appreciate others viewpoint. They are encouraged to give appropriate feedback to peers in a variety of ways, giving justification for their views. Students can apply this to their daily lives ensuring that they are able to voice opinions in the appropriate way. Behaviour expectations are high to ensure the Health and Safety of the students within a practical subject. Within the department clear consistent department rules will be enforced.

Citizenship

KS3: All students have Citizenship lessons fortnightly. They follow the Votes4Schools topics and the oracy debate model. Students consider moral issues e.g how do you compensate for injustice/should the legal age of mobile phone ownership be raised. They listen to other students’ viewpoints and present their own in oral debates.

KS4: All students sit AQA GCSE Citizenship in Y10. As part of the course, they learn to:

know and understand the role of the law in society, how laws are shaped and enforced and how the justice system works in England and Wales

Digital Communications

KS3 explores e-safety in all projects and look at the moral implications of both being the victim and the instigator of online issues. Students learn the consequences of being involved in cyber-bullying and other e-safety issues.

KS4 explores the role of the BBFC, PEGI and other morla code systems within the media.

Design and technology

 Learners are faced with numerous moral decisions throughout the design process.  This includes selecting materials and methods of manufacture, working for specific clients and meeting the needs of specific users. Understand the sustainability of products and how they impact the environment.  They also begin to understand the of new technologies and how these can often be used to solve existing problems but often create their own moral dilemmas.  The 6R’s are routinely discussed and referred to throughout the design process. Within the learning environment and wider D&T community pupils are expected to show respect to others and take responsibility for their own actions, especially during dangerous manufacturing activities.

Geography

In Geography we see it as important that students understand the issues faced by people in different parts of the world and develop an opinion towards them. Year 8 recently looked at how people in parts of Africa face tougher working and living conditions due to decisions made in more economically developed countries.

KS3 Geographers discuss the impact of climate change on fragile landscapes such as Antarctica and the Arctic.

GCSE students question the likelihood of impacts such as global temperature change and how we would adapt our lives to survive, especially as our demand for resources is ever growing.

GCSE students also discuss how the UK copes with extreme weather events and the impact that has on people.

We have a knowledge-based curriculum covering a range of different cultures and backgrounds. 

History teaches the changes in attitudes and social mores throughout the centuries. We discuss moral issues relating to authoritarianism and human rights abuses such as the Trans-Atlantic Slave Trade and the Holocaust. We study the cultural legacy of the British Empire.  

Students learn how religion has shaped attitudes from the medieval period through the Reformation and into the 20th century with American Civil Rights. 

Modern foreign languages

Y10 French: debating whether French schools should allow students to wear religious signs e.g headscarves and the morality of violence towards French Headteachers upholding this law

KS4 French: learning to discuss reasons why people smoke/drink alcohol/take illegal drugs and the consequences of these vices

Performing Arts (Music/Drama)

Valuing own work and having critical discussions about this and the work of others’.

Promotion of “right and wrong” through team work.

Experiencing the morality around war (Y8 Drama)

PE encourages students to develop values such as fairness, respect, and integrity through participation in team sports, adherence to rules, and consideration for others. Teachers often put an emphasis on the importance of sportsmanship, ethical conduct, and fair play, reinforcing moral principles both on and off the field.

Ethical Discussions: The curriculum includes discussions on values, attitudes, and beliefs regarding ethical and social issues. Students explore concepts of equality, diversity, rights, and protected characteristics, learning about discriminatory practices and methods to combat them.

National Initiatives: Students gain knowledge about national policies promoting anti-discriminatory practices in health and social care settings, reinforcing the importance of ethical behaviour in professional environments. For example, looking at the 6 Cs of Care and how these are demonstrated through various job roles within the Health and Social Care field.

Health Promotion Campaigns: Students engage in health promotion projects, applying ethical considerations to real-world scenarios, particularly when addressing younger audiences.

By developing individual skills, confidence, independence and creativity through practical cooking lessons. Pupils learn and make decisions about food safety and hygiene.

Promoting participation and teamwork in practical cooking lessons – encouraging pupils to work co-operatively.

Reflecting on the ethical issues around food such as price, income, fair trade, food miles and sustainability. Opportunities are provided to appreciate the views of others.

Reflecting on the moral issues concerning food production in other countries of the world.

Lessons and extra-curricular activities are offered so that pupils have enjoyment and a fascination to learn about the food they eat

English

Through the diverse, rich, ambitious curriculum, students experience a range of opportunities to participate in authentic discussions including external speakers who share their life experiences enabling the students to consider the wider world we live in and their role as active, responsible citizens.

Key units of work within each year group enable students to explore and build their understanding of British values giving them the necessary social skills necessary beyond the classroom and their local communities

Mathematics lessons use a range of teaching and learning strategies.  Sometimes independent study is required, other times pair work or group work essential.  All students are encouraged to verbalise their reasoning to others and indeed their thought processes.

There are many ‘real life’ applications of maths which have implications for students' further study or indeed careers, or use of maths in their life outside of school. These include Percentages, Trigonometry, Compound Measures and Constructions. Estimation is a great method for checking calculations when in shops, equally checking whether something is good value for money.

We develop understanding in statistics to a depth which should equip them with the ability to tell when statistics are meaningful or being used inappropriately (eg in newspapers or on social media).  We encourage pupils to consider sample size, bias, methodology and overall meaning.  Correlation does not necessarily imply causation – many correlations are totally spurious.

Science

- Students often work in teams for practical work.

- Students often work in pairs to discuss ideas and thoughts in lessons.

- The effect of things considered social activities in adults For example smoking, vaping, drug use, Alcohol intake

- Look at British law. E.g. Drink driving and reaction time, genetically modified food, food colouring.

Art and design

Pupils are encouraged to communicate with each other. Through their investigations and research work students are encouraged to consider the impact of art and design on society. In all years, through group critiques students are encouraged to discuss their ideas; share thoughts are provide constructive advice within group discussions as a way for students to improve their own work and move forward with their ideas. Student’s work is celebrated through an end of year exhibition, where parents and friends can experience and appreciate the hard work of our talented students.

In all year's students are encouraged to work and tidy up in cooperation with others, either in pairs or within larger groups.

Citizenship

All students sit AQA GCSE Citizenship in Y10. Students learn to:

know and understand what democracy is, how parliamentary democracy operates within the constituent parts of the UK, how government works and how democratic and non-democratic systems of government are different beyond the UK

know and understand the relationship between the state and citizens, the rights, responsibilities and duties of citizens living and working in the UK and how people participate in democracy

know and understand the role of the law in society, how laws are shaped and enforced and how the justice system works in England and Wales

Design and technology

Learners are often asked to design and make products to meet the needs of users or clients by receiving valuable feedback from others.  Learners must show mutual respect when working collaboratively with others. Peer evaluation of designed and made items is a vital mechanism for individual progress. Learners learn to articulate their own thoughts and feelings about their own and other’s work.  To do this they need to take constructive criticism without offence and provide constructive feedback with is carefully considered.

Geography

Students work in groups regularly to discuss and debate ideas which develops their interpersonal and communication skills.

Students explore multiple different countries and cultures throughout KS3 and KS4 including Nigeria, India, Russia, Africa, Middle East to name a few.

Learners must show mutual respect when working collaboratively with others.

Tolerance and respect are taught throughout debate and opinion based questions which underpin a lot of what Geography is about in KS3 and KS4.

We have a knowledge-based curriculum covering a range of different cultures and backgrounds. 

History teaches the changes in attitudes and social mores throughout the centuries. We discuss moral issues relating to authoritarianism and human rights abuses such as the Trans-Atlantic Slave Trade and the Holocaust. We study the cultural legacy of the British Empire.  

Students learn how religion has shaped attitudes from the medieval period through the Reformation and into the 20th century with American Civil Rights. 

Modern foreign languages

Language leaders volunteer their time to support departmental activities e.g Dia de los Muertos celebrations

All MFL students participate in speaking activities in pairs/small groups at least every other lesson. These develop their interpersonal and communication skills.

All French students work with Malou, our French Language Assistant several times throughout the year.

Performing Arts (Music/Drama)

Working with others and developing communication skills.

Developing patience and resilience.

Learning how to be an appreciative audience member.

PE promotes social interaction, cooperation, and teamwork among students through group activities, team sports, and collaborative challenges. By working together towards common goals, students learn valuable interpersonal skills, communication techniques, and conflict resolution strategies, fostering positive relationships and mutual respect.

Digital Communications

Many projects throughout the KS3 IT curriculum are based around peer support and Team work, including activities based around group reading.

At KS4 in iMedia, the role of British media companies is explored and leading British projects such as London 2012, Bulletproof Designs collab with Cadbury’s and artists such as Drew Millward are explored to showcase the best of British design.

Group Work: Students are encouraged to work in various group settings, fostering teamwork, acceptance, and collaborative skills. This exposure helps students appreciate diverse perspectives and roles within different societies and cultures. When working collaboratively students are expected to utilise various employability skills to stay on task to meet their end goal and deadlines, this helps students to build their interpersonal skills.

Cultural Sensitivity: Lessons emphasise understanding and respecting diverse cultural and societal values and needs, preparing students to navigate and respect diversity in their professional practice. The curriculum is designed to encompass British values which are embedded throughout Y9 – Y11 learning journeys, with focus on how these contribute positively to the wider community.

Positive and effective links are made with the world of work and wider community through Baking Club at KS3.

Speaker visitors.

Student Leadership opportunities at KS4.

English

A range of rich texts within the English and wider curriculum help pupils to explore different cultures and backgrounds

Students are then able to understand, accept and respect diversity within the school and wider communities

To bring teaching units to life, where possible, author/poet visits support the curriculum alongside theatre experiences both on and off the school site

All mathematics has a rich history and a cultural context in which it was first discovered or used.  The most ancient of our knowledge we owe to the Babylonians, Egyptians, Greeks and Arab and Vedic mathematicians.  The opportunity to consider the lives of specific mathematicians is linked with, Pythagoras, Fibonacci and Venn.

Links to art are exploited when teaching tessellation and ratio. The golden ratio is evident in most portraiture for drawing faces.

Science

- Students look at the impact of costs of processes. e.g electrolysis, extracting metals electricity production

- Students look at the historical context of science and how things can change over time. E.g model of the atom, big bang theory,

- Cultural difference about what Scientific thoerys and ideas are accepted. E.g Contraception, Use of animal tissues for transplant, deforrestation,

Art and design

In Art we incorporate a range of critical and contextual influences and inspirations, covering a variety of cultures, belief and ideas. Students are encouraged to appreciate that all cultures have expression, purpose and artistic worth.

Pupils research the work of famous artists as contextual reference for their own development in each project.

Pupils review and reflect work: assessment for Learning activities are undertaken, thereby allowing pupils to assess each other’s work, considering feelings and empathising with others

Pupils are encouraged to visit a range of galleries to broaden pupils’ cultural experience

Students will participate in workshops with visiting artists.

Students can attend art clubs and intervention sessions weekly.

Students are encouraged to become an Art Ambassador for the department. The role of an art ambassador is to assist the department in creating artwork for and helping to set up the Creative arts evening at the end of each year, to assist in KS3 art club sessions, to help fairly judge art competitions which take place throughout the year.

Design and technology

Learners are taught that all their design work should be sensitive to the needs and beliefs of different backgrounds and that their choice of imagery, text and products do not offend others.  Learners must consider how their ideas and products can impact the world and community around them.  Learners are encouraged to use the work of artists and iconic designers from a wide range of cultures and historical contexts to influence and support the sensitive development of their work.

Geography

All students explore different cultures and ways of lives within the following areas of the curriculum

Year 7-Siberia- how people adapt their way of life

Year 8-  Exploring different communities within Africa

Year 9- Evaluating how indigenous communities use and adapt their customs and culture to life in the Amazon Rainforest

Year 10/11- Exploring different cultures within the context of Nigeria and Mumbai.

Modern foreign languages

All French students: regularly working with Malou, our French Language Assistant, in small groups. This allows them to discuss differences in French and British culture in detail and ask questions of a native speaker, rather than MFL teachers.

Y7 French: current topic based on Paris Olympics 2024

Y8 French learning about French food and drink e.g hot chocolate from a bowl, tea without milk, diabolo menthe etc.

KS4 Paris Trip

KS4 Madrid Trip

Y9 French Food Tasting experience May 2024

All French students: Madame Crêpe

Spanish students: La Fiesta restaurant trip

Performing Arts (Music/Drama)

Showing respect for, and appreciation of, different cultures through plays/musical genres studied.

Exploring the social, cultural, and historical context of specific plays/pieces of music

Understanding different job roles within the performing arts industry.  Watching and analysing existing performances in preparation for their own

PE exposes students to a diverse range of sporting activities, games, and traditions from different cultures and backgrounds, promoting cultural awareness, appreciation, and understanding. Learning about the history, customs, and significance of various sports and physical activities helps students develop respect for cultural diversity and global perspectives.

Discovery lessons focus on emerging sports from different countries such as Tchoukball, Ultimate frisbee, futsal. 

Digital Communications

Throughout KS3 and 4, students are exposed to the trend of demographics and how audience can influence media texts.  Students learn about cultural diversity, ethnicity and economic factors that affect how people across the world interact and explore the media and use ICT.

At KS4, British graphic designer, the influence of WW1 and 2 on cultural changes and the BBFC/ PEGI are investigated as part of the iMedia exam project.

Grpahics students are encouraged to showcase their own creative work at the annual Creative arts evening and show an appreciation for the other arts (music, fine art, drama) that are participating in the event.  Students are given the opportunity to photograph the event in support of other students.

Religious education

Y8 Curriculum Focus Day 1 – learning about Islam

Y8 Curriculum Focus Day 2 – learning about Buddhism, with a visit from a Buddhist leader

Y8 Curriculum Focus Day 3 – learning about Sikhism

Y9 Faith Tour – all Y9 students visit 3 places of worship (Christian, Muslim and Hindu), allowing them to meet the religious leaders for Q and A sessions and have a 1^st hand experience of religious builidngs and artefacts.

Understanding Diverse Needs: The coursework includes studies on how diverse cultural backgrounds impact health and wellbeing. This understanding is integrated into evaluations of health and social care provision, ensuring culturally competent care.

Faith and Health Behaviours: Students examine how various cultures and faiths influence health behaviours and access to services, promoting respect and effective care for diverse populations.

Gender and Sexuality: Student explore how gender norms within society have evolved over time and the positive impact this has had within society. A series of lessons explore gender stereotypes, gender-based expectations and gender roles within society.

Food Technology

Giving pupils the opportunity to explore cultural differences in food and diet.

Pupils are encouraged to recognise and respect cultural and social differences of other pupils within food lessons.

Pupils learn to cook a variety of recipes including traditional British foods and world foods.

Pupils learn about Government guidance given on Healthy Eating and the concern for the health of the British population.