Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for our pupils to make choices safely, through the provision of a safe environment and an empowering education. We support pupils to develop their self-knowledge, self-esteem and self-confidence.
In the Classroom
Religion and Social Science Faculty (RSS)
- KS3 and KS4 lessons cover consent, child exploitation, e-safety, contraception, features of positive and negative relationships.
- Lesson visits from Safe@last, HIV case study group and Money Matters.
- 2x KS4 lesson visits from the Amy Winehouse Foundation.
Regardless of the topic area, students are encouraged to express their own opinion, based on a balanced argument. At KS4 through component 1, students study Human Rights, and look at the balance between Freedom of Speech and Extremism.
Health & Social Care
Students learn about lifestyle choices and the factors that could impact on the choices they make as well as human rights and the responsibilities.
- Consideration of the 'free will - determinism' debate throughout KS4 and KS5.
- KS5 pupils study 'Humanism' as a key approach looking at how to improve self-esteem and reach self-actualisation.
- KS4 and KS5 pupils study social influence considering how others may influence our actions including majority and minority influence using examples from through history e.g. Suffragettes and Nazi Germany.
KS4 lessons on power relationships e.g. parents and children, teachers and pupils. Students explore how these are changing and reasons for the increase in children’s rights for example.
BTEC Applied Law
KS5 students gain an understanding on dispute solving e.g. Citizens Advice Bureau and alternative dispute resolution
Performing Arts Faculty
Development of self-confidence and performance skills are integral to almost every lesson taught. Schemes of Work cover topics such as bullying and the effects of this.
Primary school tour allows Year 10 students to go out into the community and perform pieces of Theatre in Education that have strong moral messages. Students model excellent behaviour and are treated as a professional touring theatre company for this block of work.
Factors affecting audiences' responses, including theories on audiences as active, critical consumers of media texts and what affects these choices, explored.
- Students are taught about the health and safety aspects of independent lab work and completion of practical or investigative activities.
- We develop self-confidence and self-esteem when presenting to their peers and through peer assessment of other students work.
- Increasing self-confidence and self-esteem by displaying examples of success, progress and exceptional effort through the visible examples of work.
- Through the entrance into external competitions allowing them to develop self-worth and self-knowledge by being aware of their position in comparison to others in the country.
- Learn how to be safe during practical work, to realise the importance of individual responsibility for their own safety and protection and that of others.
- Self-knowledge: independent learning.
- Group work to build self-esteem and self-confidence.
At KS3, students are encouraged, and praised, to have their own opinions - especially regarding Literature texts. Moral issues are often explored through texts, and classes discuss decisions made and opinions held.
At KS4 Students are encouraged to contribute own ideas and interpretations, and create pieces of transactional writing exploring issues of social and individual relevance.
Issues surrounding morality and interpretations of character and actions explored through all texts studied.
Art Design and Technology Faculty
Students are encouraged to make choices when design/developing a product and evaluate at each stage of the design and making stages then make a final evaluative decision about the product they have made.
The study of significant individuals is essential to the study of history, in particular their impact on changing the lives of others. Examples include Olaudah Equiano, philanthropists of the Industrial Revolution and Ghandi.
At KS5, the origins of the French Revolution are studied with reference to the Enlightenment influencing ideas about citizenship and individual liberty.
The whole A Level course has the theme of the influence of pressure groups. The role of the Supreme Courts in the UK and USA are studied in reference to how their rulings protect and influence the individual liberties of citizens.
Modern Foreign Languages Faculty
Throughout the 3 key stages, students consider making good options on current issues such as healthy living, online safety and looking after the environment. At KS4, students explore the issues of poverty and homelessness and volunteering.
At KS5, students consider and debate the impact of medical and scientific research and discuss ethical issues that may arise from scientific and technological progress, such as euthanasia and bioengineering.
Business ICT Faculty
Through discussion students are able to formulate opinions and justify their view points; both KS4 and KS5 look at pressure groups on businesses, these include stakeholders and unions and how they can influence a Business’ decision.
Students gain knowledge on the relative merits of consumer sovereignty and government intervention as methods of allocating (or influencing the allocation of) resources.
E-safety is covered at KS3 and KS4 students learn how to behave / keep safe online.
Across the School \ Extra-curricular
- Assemblies on e-safety and personal safety.
- Robust anti-bullying culture and consistent and fair behaviour policy which values self-worth and mutual respect.
- Guest speakers from local agencies and emergency services such as the Fire Brigade, British Transport Police, Safe@Last.
- Gideons Assembly for Y7.
- Safeguarding leaflets available to all in Reception.
- E-Safety Champions are our voice to students, staff and the wider community regarding best practice online.