reference – e.g. asking ‘why’, ‘how’ and ‘where’ as well as ‘what’? on debate and the ability for pupils to ask and answer questions both amongst themselves, with staff or in a reflective and independent manner. SOW KS3 (OPD), KS4 (Throughout) The philosophy section of KS4 is heavily synoptic, and encourages links between previous learning as well as key teachings and ideas. SOW KS4 (Philosophy 1, Philosophy 2) Exam technique resources for Philosophy and key teachings resources Pupils are pushed to identify causation and deeper ideas within all key stages. This is particularly effective in the philosophy elements of the course. SoW KS3 (OPD), KS4 (Philosophy 2), KS5 (Unit 1) English (CR) - We encourage open and frank discussion in a safe and supportive classroom environment. Pupils creating questions is an integral part of all SOWs. Art (JS)- Recently through the outreach of the OTIP programme within the school (disseminated within the art dept. from JS, with impact being felt.) Business (JC) - Varied lessons, Use of exam question structure sheet to enhance evaluation skills. Business and the wider environment studied both small and local businesses investigated a well s worldwide and global and their impact as well as what impacts on them. DT KS5 (SW)- A range of learning styles are used in lessons to engaged students. Students always encouraged to use questioning and thinking time is implemented. Specific thinking skills and questioning techniques are taught. Students are encouraged to explore questioning through different task enquiry and research student and teacher. Increased focus on “selecting and applying” an appropriate method, rather than simply following an algorithm. MFL (SS): Differentiation of materials RE(HM): The philosophy section of KS4 is heavily synoptic, and The topic Religion and community cohesion encourages links between previous learning as well as key teachings and ideas. - SoW KS4 (Philosophy 1, Philosophy) - Exam technique resources for Philosophy and key teachings resources. Iii) Pupils are pushed to identify causation and deeper ideas within all key stages. This is particularly effective in the philosophy elements Believing in God unit of the course. SoW KS3 (OPD), KS4 (Philosophy 2 Believing in God), KS5 (Unit 1) Business (JC): Use of writing frames for exam questioning Use of starter where students write their own questions to ask others
promote the use of this throughout a wide variety of our schemes of work for each year group. ICT (AM) - We look at cyber-bullying in years 7 and 8.We look at why it happens and what to do when cyber-bullying is witnessed. We teach pupils about the systems the school has in place, as well as the systems that exist to protect them (CEoP for example) Do we reward expressions of moral insights and good behaviour? Yes Science (NS) - Discussion surrounding genetics including STEM cell research. The impact of developed nations on the environment. RE (HM) - Moral insights improve the marks allotted for part e) questions, and house points might be given for insight in discussion. Insight into these is required to a certain extent in Unit 4 at KS5. Assessment Criteria, part e), Ethics 1 and Ethics 2, KS4 Assessment Criteria, Unit 4, KS5 (Implications of philosophy for morality and human behaviour) English (CR) - Praise is used well in English – lesson observations tell us this. PE (JH) – This is done in varying forms, selecting school leaders at GCSE helps to promote good behaviour and reward students. Reward trips Praise calls Praise postcards DoY 7 (SF) - Reward trip linked to house points DoY 6th form (JP) - Assembly – weekly awards (Good Egg of the Week) House System (DB) - With the house and rewards system students were awarded house points and are now awarded ‘Vivos’. We award for the following; Attitude to learning Behaviour Being helpful Positive attitude toward learning Helping peers Progress DOY (SDS) - House points system, awards evening, achievement certificates, assembly announcements Vivos given in all lessons for good behaviour or work. MFL (SS): Vivos, awards evenings, rewards trips, letters home & post cards sent RE(HM): Moral insights improve the marks allotted for part e) part d) questions, and house points vivos might be given for insight in discussion. Insight into these is required to a certain extent in Unit 4 at KS5. Assessment Criteria, part e) part d) Ethics 1 and Ethics 2, KS4 DOY (GS): Top 10 behaviour calls weekly. Big 5 reviewed for behaviour
Do we discuss and deal with breaches of agreed moral codes where they arise - for example, in the press, on television and the internet as well as in school? Yes RE (HM) - Pupils at KS4 study a unit on the media, and consider the moral issues that might arise from the presentation of certain things in the media, such as things that may affect or influence the behaviour of others or might be considered to be morally reprehensible. SoW KS4 (Religion and the Media) English (CR) - Media units often discuss the ethics of responsible journalism. Business (JC) - is up to date and current, we use current affairs and how they impact on the business when looking at the external environment. The media is good source of reference material for us. We do a lot of this in A level where large corporations are investigated so background knowledge is necessary. We also teach about fraud and the impact of fraud on small business at KS4. ICT (AM) - In year 12 pupils on the Applied ICT course look at the effects technology has on our lives, and we consider topics such as the Great Firewall of China, as well as the effect P2P file sharing has on society. When we consider e-safety we discuss the predatory nature of some elements of society, and relate it to current or recent news events, illustrating the need for caution and care when using technology connected to the internet. Bullying (JPB) - Learning mentors etc. follow up incidents, including incidents of cyber bullying (JPB has some evidence for this – the DoY will have more) (GP) - Discussions of news in form time DoY 7 (SF) - Pastoral follow up after incidents Life Skills (KG) - Range of resources; Media and Bias in Society units; Prevent As Sociology (PG): several controversial issues covered during the year including; domestic violence, sexual crime, role of the media and theoretical approaches. Lifeskills (KG): Unicef RRSS Award starting June 2014 onwards
protect what remains. In year 8 we create an interactive presentation about issues in Africa, as part of this pupils will need to explore the causes of conflict. Are pupils encouraged to develop and express views on ethical issues? Yes Science (NS) - Discussion surrounding genetics including STEM cell research. The impact of developed nations on the environment. RE (HM) - Pupils are faced with a variety of ethical issues, from poverty to war. They are encouraged to consider their views on these both through the delivery of lessons as well as the assessment criteria at KS4 and KS5. SoW KS3 (Should Doctors Play God?), KS4 (Ethics 1 and Ethics 2), KS5 (Units 1-3, Ethics). Assessment criteria, part e), KS4 – Unit 2 KS5 English (CR) - As above through discussion. Unique text studied in English (cloning) Business (JC) - Yes – stakeholders debate in year 12. Ethics of business taught and discussed across all key stages. DT KS5 (SW)- Students explore moral issues in design. They look at inequalities in different countries and the relative impacts of the product in question. Evidence: 2a, 2b Sheets used a prompts to get students started. Media (P. Gibson) - Media DoY 6th form (JP) - Road Safety Presentation – Year 12 Life skills (KG) - Abortion; euthanasia; Family relationships (Year 11) DOY (SDS) - Assembly – sexism, racism History debates in multiple lessons across Key Stages Cooking and Nutrition (CP) : Pupils are encouraged to consider the environmental impact of their food choices and develop a pattern of ethically based shopping decisions. RE(HM): KS4 (Ethics 1 and Ethics 2 Environmental and medical issues, peace and conflict, crime and punishment, Matters of life and death, Marriage and the family), KS5 (Units 1-3, Ethics) Assessment criteria, part e) part d) at KS4, English (CR): The SOW ‘Unique’ (KS3) explores the ethics of cloning while at KS4 ‘Frankenstein’ explores the ethics surrounding the creation of Lifeskills (KG): Human Rights; CPS LGBT units; Unicef RRSA award (PG)-
are always actively encouraged to reflect on their own work and that of others. Self and peer assessment if used regularly and it supports students in learning from this reflection. They demonstrate respect for each other’s feelings through conscientious feedback. Evidence 1b Peer assessment task. Evidence 1c Self- assessment task. DT (SW) - Students create design briefs and specifications when designing new products specifically for their chosen target user. PE (JH) – Pupils in all lessons are encouraged to show respect for each other and staff. They are expected to respect the needs of their class. ICT (AM) - In peer evaluation lessons pupils are encouraged to provide constructive, critical feedback, whilst being mindful of the effects their words will have. G and T (PB) - with the Wellingborough Schools quiz the year 7 and year 8 G&T pupils are mixed to support working with different year groups and abilities. Pupil Voice (WM) - School council discussion SEN (SL) - Breakfast and Lunch club – daily: observation and records of attendance. SEAL interventions DOY (SDS) – Assembly - respect Do we encourage pupils to explore their own and others’ views, and to understand the need to review and re-assess their values, codes and principles in the light of Yes Science (NS) - STEM cell research, Genetic, engineering, use of Vaccines, Intensive farming. RE (PB) - Pupils are encouraged throughout their study of RE to look at the views of others, including religious and groups, and use this information to reflect on their own values, codes and principles. At KS5, pupils are required to consider the G and T (PB) - in the Unlocking AA*DI Potential CPD sessions delivered by DP there is a large part of the pack dedicated to effective debating skills and its delivery SEN (SL) - Social Story Work with students with SEND: BW and records of social stories used. Life Skills (KG) - Range of opportunities including through Drugs Education and SRE; Chelsea’s Choice; The History debates in multiple lessons across Key Stages. Moral dilemmas discussed e.g. poverty (Y12) RE(HM): Part D completed only Business (JC): Debate work (stakeholders) – year 12 BTEC (PG)-
Teaching and curriculum materials in all subjects have positive images of disabled people; of gay and lesbian people; of both women and men in non-gender stereotypical roles; and of people from a wide range of ethnic, religious and cultural background) PE: focus on the Olympic games to provide disabled role models esp.in Year 13 English (CR):Positive images of gay and lesbian characters are explored in Y12 with Oranges are not the Fruit and Bent. Images of women are discussed during various KS4 units and further into A Level study. A wide range of ethnicities can be covered during the Poetry from Other Cultures unit. IGCSE coursework argument coursework offers tasks on attitudes to race; disability and gender. Work related learning: All sources of information, whether electronic or hard copy contain positive images and are from a wide range of backgrounds. Business Studies (JC) – WE look at entrepreneurs and famous business people. Rather than the people we consider the skills needed to be a business person, to perform certain job roles and to work well in the business (AP) LGBT sections and resources available within the library Anti-bullying (JB): We have a Stonewall champion (Plant). Two staff (Barker and Plant) and three students (Harrison Sanders /9, Jayesh Patel/11 and Emily Steele/11) have attended the Education for all conference (Stonewall). We use stonewall, CPS and TaMHS materials during training, assemblies and form activities Lifeskills (KG): Materials reflect a range of cultures and a wide range of backgrounds; new CPS resources on LGBT include a unit on positive role models of gay and lesbian people; careers units explore issues of stereotyping as do lessons on social media and bias. Unit on Mental Health in year 10 explores positive images of people with mental health. EAL (TA): All teaching materials used in EAL lessons and around the EAL room should positive images of people from a wide range of ethnic, religious and cultural backgrounds. DOY (GS): Journey to
activities that encourage students to work cooperatively. DT (SW) - Students often undertake practical work in pairs in Food Technology KS3. Peer assessment at all key stages, PE (JH) – This forms a significant part of all PE lessons where students are taught and expected to work together in a positive manner both within the sport itself and setting up and putting equipment away. Students work together and with staff in order to promote collaboration. This is reflected in students’ high values of the PE department and staff. Media (P. Gibson) - Media and film production work is a collaborative process and pupils are encouraged to work in supportive, cohesive groups Drama (NB) - Pupils are work in groups that are both chosen by the teacher but they also get the opportunity to choose their own groups. Within these groups it is imperative that all members strive to work well with others in order to reach a common goal. ICT (AM) - Pupils do peer evaluation at the end of each unit. Life Skills (KG) - Group Activities; Active Citizenship Units; Charity Fundraiser House System (DB) - The house system encourages all pupils to work together with the common theme of gaining house points towards the House cup, awarded at the end of each term. The importance of co-operation and working as a team is reinforced and encouraged at every House assembly. EAL (TA) - EAL pupils are given a buddy and have a peer mentor assigned to them to help with their transition into a new school and a new language. Do we help pupils to recognise and respect social differences and similarities? Yes Music (CJ) - World music topics require pupils to link similar and different techniques to world music, and how socio-economic differences affect the music produced in different countries, and areas of different countries English (CR) - Autobiography Life Skills (KG) - Human Rights; Equality; Diversity; SRE; EAL (TA) - EAL pupils are given an induction to help them understand social differences within a new country. MFL (SS): Videos shown of real life scenarios in TL in LEDCs at KS3 and 4 so that students can appreciate the chances they have been given and also empathise with the situation of others . (WM) Send My Friend To School helps students to develop their long term and worldwide empathy skills. DoE (WM): We have acquired a range of equipment specifically for loan bullying
with the help of students and tide agencies. Year 11 and 13 – outside agency coming in to run a whole day of setting up your own business. Year 12 and 13 Business and Economics attend conferences – 2 a year. Year 10 go to Cadburys world to learn about production and functional areas. Year 12 going to boots to investigate communication Planned trip to Silverstone to look at promoting a brand Enterprise degree unit completed with 4 most able business and economics students. Fund raising activities done as part of enrichment including Hatton’s got talent. Summer Transition with Getting Your Goal for new Y7 has taken place for the past 4 years in school. A week of activities to support literacy and numeracy in school alongside building confidence and resilience in readiness to join the Academy. Evidence Field Trips – Liverpool, Hunstanton, West Lodge Farm 3 Reward Days and Year 7 Frontier Camp Plus visits to Theatre, Career Workshops, Maths, Science, Business, Enterprise, Mental Health, PE, Humanities, and Art workshops. Quizzes and Competitions with local schools. Teachers are proactive in seeking out opportunities for students within their departments. WRL (AP) - Through year 12 work experience. Evidence: work experience booklets Careers Day year 9 World of Work workshops with employers. Evidence: programme for the day/student and employer feedback forms Careers Day year 10 Developing Students’ Employability Skills & Careers Choices/interview skills/mock job interviews workshops with employers. Evidence: programme for the day/student and employer feedback forms Careers Day year 12 - Getting that job including employer led workshops on Job Interview Skills/Having the right CV to get the right job/Dress to Impress (how to present yourselves at job interviews). Evidence: programme for the day/student and employer feedback forms Taking year 10 Business students to the Wellingborough Careers Fair to help them complete a recruitment unit, March 2013. Evidence: trip booking form Year 13 Competitive Edge programme where students not applying for university for one lesson per week attend a Connexions programme in school,
observation. Life Skills (KG) - Via PSHEE Curriculum and Citizenship Curriculum Extended Schools (VF) - The school council attended the Later Life Matters event for older people and helped them with their event – IT, helping and reception. Poster and information. The school band and choir has visited local older people’s homes and other community settings taking Christmas Hampers with them. We have supported the homeless shelter Day Light Centre, Hope Centre Food Bank, Children’s Centre for families in need and Sheltered homes on the local estates. This has raised awareness of those visiting these settings that life can be quite different for some compared to their own. EAL (TA) - EAL pupils develop and are taught these values in their morning booster sessions. Buddies and peer mentors develop these qualities through their work with EAL pupils. Do we support pupils to challenge, when necessary and in appropriate ways, the values of a group or wider community? Yes RE (HM) - Pupils are encouraged to challenge prevailing social views where they do not fit with the ideas of respect and tolerance, and consider critically views that do not fit with the ethos that they hold individually or we hold as a school community. SoW KS4 (Homophobia, Religion and the Media) Business (JC) - Stakeholders and their views taught. History (PG) – Year 8 slavery (SOW). Students discuss the global slave trade and the collective responsibility of nations. Y10 students discuss G AND T (PB) - AG&T stress and anxiety issues are sometimes dealt with via dedicated AG&T mentoring with pupils and when required parents also. RE(HM): Pupils are encouraged to challenge prevailing social views where they do not fit with the ideas of respect and tolerance, and consider critically views that do not fit with the ethos that they hold individually or we hold as a school community. SoW KS4 (Homophobia, Religion and the Media) DoE (WM): Teambuilding and moral issues are discussed and developed along with a sense of fair play utilising the DofE’s 20 conditions and remotely supervised assessments. DOY (GS): Assemblies with messages of concern from local residents
school drama production, arts festival, music within the community (especially around Christmas period) Pupil Voice (WM) - Collect money and fund raise. Helping OAPs and giving information at a local hall DoY 11 (BB) - We have participated with a charity that operates locally, working on a Community Centre Project Life skills (KG) - SRE; Aspects of SEAL; Relationships education; Diversity Resources; anti-bullying Do we support pupils with advice offered by those in authority or with counselling roles? Yes G and T (PB) - Counselling is offered via AG&T mentoring where required for SEN (SL) - Key-working records. (GP) - CAF-service 6, Educational psychologist etc. DoY 6th form (JP) - VI Form participation in the school council Life Skills (KG) - School Nurse drop in clinic; signposting to other agencies. Peer buddies (JPB)– Quit peer mentoring training EAL (TA) - EAL pupils are given an induction where they are introduced to key staff to see for advice (TA, AI and YJ). They are also shown the EAL room (C15) where they can also go to. DOY(SDS): Referral to CAMHS or Service 6 Are pupils encouraged to appreciate the rights and of individuals within the wider social setting? Yes Maths/Science/ICT - PBL lesson crime rates in the local community Business (JC) - Laws, regulations and ethics in business taught. DT (SW) - In GCSE Graphics students develop an understanding of the responsibility of designers when designing a product (lesson plan) DoE (WM) - Volunteering offers access to a range of activities and experiences such as working in a primary school, peer buddying or supporting youth events which enable students to gain a greater appreciation of the diversity of our culture and community. These areas also allow the development of skills which students can use to help them grow as individuals. G and T (PB) - Positive ethos is a A2 Sociology (PG): power and politics studied in Y13 in addition to crime and deviance. RE(HM): This is covered in the KS4 unit Rights and responsibilities English (CR): As mentioned above with An Inspector Pupil Voice (WM) - Community events include: Late Life Matters. Other methods of understanding events and societies include Send My Friend and supporting wider participation in global events
Do pupils show respect for people, living things, property and the environment? Yes MFL (SS) - Year 9 & 10 SOW look at the topic of the environment. Why it is important to be environmentally friendly. Year 13 German SOW has 2 topics on the environment – what the individual can do and what society can do in general. RE (HM) - Pupils are educated on the environment and animals in various parts of KS4, and how best to show respect and develop a harmonious relationship with them using the ideas of different groups. SoW KS3 (OPD), KS4 (Religion and Science (Focus: Environment and Animals), Medical Ethics (Animal Testing), Peace and Justice (Crime), Good and Evil). Business (JC) - Year 8 and 9 - We work alongside the police and the fire service and we tackle an issue every year, we do it business dragons den style. We have covered issues such as bin fires, low level violence, hate crime and the impact of ach on students, the community and crime rates. This is done in year 8 and 9 by an opt in group. Assemblies and awareness campaigns for this are run whole school with the help of students and outside agencies. Teach social responsibility and why and how business can be and should be green and socially responsible and the impact on profits. DT KS5 (SW) - Students are taught about the 6 R’s (Recycle, repair, refuse, rethink, reduce, reuse), within DoE (WM) - Students undertaking their DoE awards are given basic training in interpreting the countryside code to aid in their understanding of living things and their environments Pupil Voice (WM) - Eco village work for ISA / Connecting class room work SEN (SL) - Breakfast and Lunch Club: attendance records and observation. Life Skills (KG) - Units of Improving the environment and awareness High expectations across the school and lesson obs (History RE (HM): SoW KS3 (OPD), KS4 (Religion and Science Environmental and medical issues (Focus: Environment and Animals), Medical Ethics (Animal Testing), Peace and Justice Crime and punishment (Crime), Good and Evil). English (CR): Many our texts show the consequences of a lack of respect for people and possessions Pupil Voice (WM) - HAV Council have campaigned and spent their budget on improving the school environment through new bins and benches.
this there are taught about sustainable issues and respect for the environment. Evidence 3a PPT on Sustainability. DT (SW)- Students are abide by the H&S rules in the workshop, this includes proper and appropriate use of tools, equipment and materials. Evidence: See H& S rules PE (JH) – Practical PE lesson foster respect for others and department equipment. Are pupils encouraged to share views and opinions with others, and work towards consensus? Yes MFL (SS) - Peer assessment in all SOW and year groups. Specifically in year KS 4 & KS5, where pupils can peer assess each other based on GCSE and A level mark schemes. RE (HM) - Pupils are encouraged during lessons to debate ethical issues amongst themselves and reach a consensus as a class that takes into account the views of others. SoW KS4 (Ethics 1 and Ethics 2) Art (JS) - Through discussion and feedback, although pupils are allowed their own personal opinion of art work – interpretation base on personal understanding and experiences DT KS5 (SW) - Students are always actively encouraged to form opinions on their work and the work of others including commercial design. This often involves making final decision and justifying the consensus. DT (SW) - Production planning and quality control exercise in A561 and A531 controlled assessment where students work as a group to generate a DoE (WM) - Through Duke of Edinburgh Award expeditions students are encouraged to use teamwork to find solutions to problems that they come across both in the classroom during planning and during the expedition phase of their assessment. Life skills (KG) - Discussion and debate are part of the CZ assessment units History debates RE(HM): SoW KS4 (Ethics 1 and Ethics 2 Rights and responsibilities, Environmental issues, crime and punishment, Matters of life and death) English (CR): All discussions and debates Pupil Voice (WM) - HAV Council discussions help to encourage these on a regular basis.
production plan with quality control checks. Modelling exercise in the A561 controlled assessment where students work in groups to develop a modelled design idea. Evidence: Production plan exercise PE (JH) – Planning in games / BTEC Drama (NB) - In the majority of Drama lessons at SCHA, pupils are encouraged to not only work in groups but to also share their ideas and opinions about the topics that we are covering and to find a resolution in order to continue with performance work. This is most common in devising work, something that is covered by all year groups. The GCSE course requires the pupils to create a piece of theatre from a given stimulus. This means that each group has to come up with ideas for a performance based on the stimulus. They are required to discuss ideas and to find some common ground between these ideas in order to create a successful performance. (WJEC exam board). Do we show educate pupils in their knowledge and understanding of drugs Yes Science (NS)- Study of the effects of drugs in module B1 year 10 MFL (SS) - Year 12 German SOW – unit on healthy life style. Drug taking and the dangers it entails are included. PE (JH) – Performing enhancing drugs are discussed in the A level specification. (GP) - Circle time in nurture after drugs presentation DoY 11 (BB) - We have had the Police visit students to work with small vulnerable groups and also whole school assemblies Life skills (KG) - Drugs and alcohol education mapped across years 7 – 13 Healthy Schools (VF) – Health Fair CAN attended Nurture (GS): Circle time to discuss issues RE(HM): The KS4 unit Crime and punishment covers drugs, the law and their impact DOY(SDS): assembly on Drugs
Assessment for room. DT (SW) - Health and Safety contract found in student’s booklets or folders. Students are taught about ‘risk assessment’ in the workshop and COSHH (control of substances hazardous to health in RM and Graphics GCSE. Classroom expectations discussed in lessons, displayed via PPT. Evidence: Core knowledge and revision. Drama (NB) - When lighting equipment is being used, pupils are aware of how they should behave Do students understand the health and safety procedures in place in school e.g. during a fire? Yes Business (JC) - Health and safety in business taught including RSI and how to safe when using a computer / searching the web / sitting at a work station. DT KS5 (SW) - Students follow the Departmental Health and Safety policy, including behaviour in the workshop guidance. They are taught how to use equipment and use risk assessment cards. Evidence 4a Student Risk Assessment Card, 4b Risk Assessment for room. Media (P. Gibson) - Safe use of equipment is explicitly taught as part of practical units DoE (WM) - Students undertaking their DoE awards are given St John Ambulance Accredited First Aid Training. They are also taught how to respond to an emergency whilst walking and being remotely supervised. Students carry out mock fire drills during the year as directed by C. Hinds (business manager) where they practice the routine of fire safety. C. Hinds gives talks to year groups in order to reinforce good safety procedures. Form tutors play a crucial role in delivering information to students. In addition each department has fire marshals who are responsible for ensure the dept. is evacuated as safely as possible
Do students take care to look after themselves in activities outdoor? Are students aware of safety procedures for outdoor activities? Yes PE (JH) – This is demonstrated on lesson plans and SoW and in the PE KIT policy. Staff follow department guidance on instructing students and ensuring student safety is paramount when both indoors and outdoors. Geography (CP) - Students are told of any safety procedures appropriate for certain trips and are informed of how to look after their belongings and themselves. DoE (WM) - Students undertaking their DoE awards are given St John Ambulance Accredited First Aid Training. They are also taught how to respond to an emergency whilst walking and being remotely supervised. They build and select their routes for expeditions based on the premise of risk management and avoiding the likes of A roads and railways. These risks are therefore considered and students are able to manage and respond to these effectively. They are also shown how to minimise fire risks etc. when cooking with gas stoves etc. DoY 7 (SF) - Residential trip – yr. 7 Feb DoY 11 (BB) - We have a Behaviour Policy for students to read and parents to sign on how to behave when out of school. Trips and Visits (KC/VF) - Behaviour code of conduct Are students aware of who to contact during work experience if they need any support or assistance? Yes MFL (SS) - Year 12 German work experience in Frankfurt. Pupils were very clearly directed about who to talk to if there were problems. PE (JH) – Work experience; BTEC year 12; WRL (AP/SP) – Expectations are given to students and guidance is given on who to contact at school if there are any concerns. Staff are assigned students to visit and check that they are okay.
Do students understand how their attitude and behaviour on work experience may influence others? MFL (SS) - Year 12 German work experience in Frankfurt. Pupils were very clearly directed as to how to behave, and if they deviated from this, they were aware that we would be in contact with Robert Half. WRL (AP) - Year 12 work experience. Evidence: work experience handbooks; assembly notes DoY 6th form (JP) - Work experience code of conduct Are students aware of the dangers of online chat rooms? Internet? Cyber bullying? Yes Business (JC) - Discussed in length in 6th form BTEC unit – ethical and operational issues when using computers and telecommunications Media (P. Gibson) - Media encourages pupils to have balanced, well-informed opinions about the ‘dangers’ of the internet ICT (AM) - We have a unit in year 7 and a unit in year 8 on the topic of cyber-bullying. Bullying (JPB) - Delivered as part of ICT (you will need to check with them), acceptable use etc. (AW) CEOP awareness in nurture Lifeskills (KG) - Cyber bullying; cyber safety - year 7/8 Chelsea’s Choice - year 9 CEOPS training also Parent training on Ceops DOY (GS): E-safety assemblies DOY have assemblies of bullying Lifeskills (KG): Cyber safety new Lessons in place For 14/15 Do students know where they can get support and help if they feel in danger online? Yes ICT (AM) - They are taught what to do, and where to go if they feel unsafe, they are taught about school systems in place to protect them as well as CEoP and other reporting mechanisms. CEOP awareness in nurture Life skills (KG) - Cyber safety and cyber bullying resources; Lifeskills (KG): Cyber safety new Lessons in place For 14/15
Do students know who to talk to if they feel in danger or come into danger with a violent group? E.g. domestically in the home or within their peers? Yes Bullying (JPB) - Planner entries so students know where to go for help, peer buddy system DoY 11 (BB) - We have educated our students well in this aspect of safety by using the Police in a ‘Keep yourself safe’ assembly Life skills (KG) - Expect Respect - year 8 - Domestic Violence; Personal Safety Day information; regular visits from Safer community Team; Students know they can discuss concerns with their form tutors, DOY which they are told cannot be kept confidential if they are at risk and this information is given to KAB. 6th Form (JP): Lifeskills module – Prevent – Keeping Young People Safe – Year 13 Lifeskills (KG): Unicef RRSS Award starting June 2014 onwards Do we encourage students to recognise the dangers of extremism in a variety of contexts?” PE: unit 26 (work experience) affords pupils the opportunity to evaluate strengths and weaknesses of their work based placements English: Issue of racism explored within text such as “Of Mice and Men”; IGCSE coursework ICT/Computing (AM): In ICT at we look at social networking as part of their investigation into the role of the internet in modernity. We mention the use of social networking as a tool to propagate a message (“going viral”). We do not go much further than this, but is Work related learning (AP): students do realise that there are norms and conventions when applying for college, training, jobs and conducting themselves during interviews, and that extremist views and behaviours will impair their chances of success whether applying for or in a role. Lifeskills (KG): Prevent units: In Lifeskills Year 9: Prevent 1 covers personal safety and community cohesion (using the Watch Over Me 1 Pack which was issued as part of the original Prevent strategy. 4 week unit
goes without saying that if anything is said that were to raise concerns, these would be flagged up to the relevant school representative. Performing Arts (PG): A2 Film Studies – Fight Club – Fascism, Misogyny RE(HM): At KS5 Ethics (unit 1 at AS and unit 3 at A2) looks at the link between religion and morality. Both explore extremism and whether they can be called ‘truly religious’ looking at arguments from the religions (Muslim and Christian fundamentalists) and Richard Dawkins a renowned atheist. Science (NS): This is not covered in any depth in the science curriculum. Geography (CP): Year 8 – Crime unit looks at differing crime and the locations of this. How crime has changed and the growth of terrorism. Year 10 – looks at the actions of extremism on the tourism industry. Year 10: Keeping Young People safe in Northamptonshire - anti-extremism and terrorism awareness unit (Resources were put together under the Prevent strategy in County in 2011/12) (4 week unit – replaced original Prevent 2) Year 11: Prevent 3 (3 week unit) - personal safety and cohesion using the Watch Over Me 3 resources) Year 12/13 - James Pinkney and I are in the process of finalising a date for a 3 hour presentation to year 12/13 in the Autumn term (hopefully Nov 13th )as outlined here by DC Jason Farmer: This is being run by Northants Police team and is funded through Prevent. I am writing to invite your school to take part in the pilot of the Prevent Schools Programme. Our aim is to raise awareness of the Home Office
Situation Ethics, Natural Moral Law, Virtue Ethics and Deontology). Science (NS): We have had guest speakers in that have discussed career choices. Students are encouraged in lessons and through teaching to make the choices that are relevant. Science curriculum has numerous opportunities where problem solving techniques are learnt and taught at all Key stages. Students are encouraged to review and reflect how they have benefited from career and work related learning activities and experiences. Work related learning (AP): Year 12 have two week work experience in the summer term. They have a debrief on this and a review section in their work experience handbook. They also have feedback reports from employers All students complete evaluation sheets at the end of Careers Day Business Studies (JC) - In year 9, 10 and 13 we complete an evaluative piece to explain how well the students performed in interview. Students Work related learning (AP): All students as part of Lifeskills complete an evaluation form at the end of the academic year Anti-bullying (JB): We link participation in peer mentoring to UCAS and job applications as part of the advertising for the peer team Lifeskills (KG): Preparation for Working Life qualification in Years 10 and 11. Progress booklets; Careers Day events. EAL (TA): During EAL lessons, students are asked
also assess the suitability to the job role in their skills audit and identify development activities to enhance their skills to make them more job specific. We research courses and colleges and other routes to careers. In year 13 students also make and assess the suitability of their recruitment documents. At AS and A2 students assess the suitability of Human resources strategies for case study businesses. D/T (SW): There are some opportunities to reflect after competition entries. Geography (CP): Throughout AS/A2 course – pupils are encouraged to discuss stake holder opinions. Also pupils are encouraged to complete decision making exercises in topics throughout GCSE about their careers aspirations and are encouraged and helped with organising work experience to help them achieved these. DOY (GS): Careers workshops run by connexions (took boys and girls) DoE (WM): DofE volunteering section can aid in gaining these experiences. DOY (SDS): Citizenship and Lifeskills – work skills coursework Lacking work experience in year 10. Sixth form (JP): UCAS Edge scheme (Apprenticeship and job seeking guidance)
extension work. PE (JH) – Students are encouraged to represent both the school and county as appropriate, students are nurtured and assisted through extra-curricular sport.] ICT (AM) - We have an oversubscribed computer enrichment session. Are we providing opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance? Yes Maths (AM) - UK Maths Challenge and Team Maths Challenge Music (CJ) - Music Ensembles; String Group, Orchestra, Woodwind Group, Wind Band, Guitar Group, Choir, Brass Groups, Jazz ensemble, School show. English (CR) - Visiting authors come each year and we try to organise a theatre company to come into KS3. Theatre trips are organised for KS5. Reflection is implicit in the following lessons. Media (P. Gibson) - Hatton film awards forming part of the revamped Arts Festival Drama (NB) - All pupils are given the opportunity to take part in the school production and we also have a theatre group as an Enrichment offer. Humanities/ English PBL World Fair Extended Schools (VF) - We have attended holocaust remembrance events, Bollywood event raising awareness of Asian culture. Taken part in the Wellingborough carnival being part of the community celebrations. The Berlin visit, raising awareness of the significant importance of consequences of world war and its devastating impact on others. Christmas celebrations – carol concert and local visits out in the community. DoE (WM)- Volunteering and skills sections offers access to a range of activities and experiences such as working in a primary school, peer buddying or supporting youth events which enable students to gain a greater appreciation of the diversity of our culture and community. These areas also allow the development of skills which students can use to help them grow as individuals. G and T (PB) - We try to develop pupil that have talents and celebrate it – e.g. arts festival, sporting events, annual drama production…. Pupil Voice - Connecting class room project work building villages DoY 6th form (JP) - School Pupil Voice (WM) - Meeting with the MP and visits to the likes of the Later Life Matters event encourages this. Similarly the send my friend campaign encourages the spread of cultural awareness. DOY (SDS): Enrichment choices/sessions
Media (P. Gibson) - Fm4 Japanese cinema, FM1 Hollywood vs. UK cinema Are pupils open to new ideas and willing to modify cultural values in the light of experience? Yes RE (HM) - Pupils are open to ideas from other cultures and integrate them into their thought process on cultural and moral issues. Assessment KS4 (part e) English (CR) - SOWs such as those mentioned above, often begin with a discussion which explores pupils’ attitudes, the end of the SOW has a similar discussion where we consider if, how and why our views may have changed. Nepal exchange Life skills (KG) - Diversity resources; Prevent; challenging racial and other stereotypes DOY (SDS) - Assemblies – slavery, holocaust MFL (SS): Extension work RE(HM): Part E now removed Pupil Voice (WM) - Nepalese discussions and send my friend to school events have both facilitated this. Do we accord dignity and respect to other people’s values and beliefs, thereby challenging racism and valuing race equality? Yes MFL (SS) - The teaching of MFL should negate some xenophobic attitudes. RE (HM) - Religions and cultures are looked at in a culturally sensitive and tolerant way that promotes students being respectful. In particular, different ideas regarding equality and treating others fairly are discussed and have an impact on their views to racism. SOW KS3 (Christian Ways of Life) Assessment (KS4 Equality) Geography (CP) – In watching videos on some cultures and places such as migration from Eastern Europe to Poland in year 10 and year 12 students are encouraged to challenge the diversity and the prejudice discussed. Teachers ensure students gain a balanced view of migration as on SoW, Lesson plans. DOY (SDS) - Assemblies – slavery, holocaust History (PG) - SOW Empire and Slavery. Lesson obs (legacy of empire). RE(HM): (KS4 Equality Religion and community cohesion)
Geography (CP) - Students are encouraged to feel a sense of place by watching videos on cultural traditions as appropriate to SOW, Spec. such as Bruce Parry and the Matize for year 9 rainforest,. Students are also encouraged to carry out independent project work on place with their own investigations in year 7 World Geography and year 8 in tourism. Drama (NB) - I use a short scheme based on pantomime with my Year 7 classes around the Christmas period. Do we encourage a regard for the heights of human achievement in all cultures and societies; and an appreciation of the diversity and interdependence of cultures? Yes RE (HM) - The significance of figures from other cultures is looked at in KS3. In particular, Gandhi and the Jewish patriarchs are considered, as well as how they inspire cultures other than their own. SOW KS3 (Judaism, Hinduism) English (CR) - KS4 poetry explores poetry of other cultures – the starting point of the SOW is our own culture. DT KS5 (SW) - Students explore different cultures through their Product Study and explore the impact of design. They are actively encouraged to research existing designers and their relative successes, these are drawn from around the world and students are required to explore different influences. Geography (CP) – In all key stages here are topics which explore place some explicitly like Kenya and the British Isles at KS3 and at KS4/5 through themes. This allows students to explore global diversity, scale and spatial awareness of people particularly at KS4 with DOY (SDS) - Assemblies – slavery, racism, drugs, self-harming MFL (SS): Through the teaching of MFL DoeE (WM): One of our campsites in Lyvedon New Bield a major National Trust site. Whilst camping students are encouraged by staff to discuss the cultural heritage of Northamptonshire in these stunning surroundings. The iconography of this cross shaped catholic building and it’s decorations are obvious as are the scars on the building after being used as target practice by puritanical protestants during the civil war. DOY (SDS): Assemblies – slavery, racism, drugs, bullying,
deforestation in the Amazon rainforest. At KS5 this is further discussed in hazards and how these affect people and their culture in different places. The use of appropriate technology to tackle climate change is also explored at KS5 and allows students to learn about the strategies used particularly in less economically developed countries such as the Pumpkin tank. Media (P. Gibson) - Throughout the study of a range of media and film texts self-harming Do we encourage students to recognise the importance of shared British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs?” English (CR): Law and liberty is discussed and written about with Stone Cold in Y8 while tolerance and respect is covered with the Poetry from Other Cultures unit. Work related learning (AParsons): In terms of recruitment and opportunities at work/college/beyond school students are aware that discriminatory behaviours are not to be tolerated and we are to respect others regardless of gender, race, creed and/or colour. Business and computing (JC, AM): In enterprise we do the county schools challenge – we look at the laws based around alcohol and the impact of alcohol abuse – students create an awareness campaign to promote the impact of PE: We always encourage tolerance within PE Pupil Voice (WM) - HAV Council is based on democratic principles and is run on a basis of nomination, selection and election. The process of this encouragement of democratic British values is aided and encouraged through meetings with elected representatives such as the Mayor and MP. Anti-bullying (JB): The team have to show complete tolerance and respect for their mentees.
alcohol abuse. Business Studies – We cover laws based around recruitment and selection at KS5 (BTEC and A level) as well as Marketing and advertising laws at KS5 (BTEC and A level) and also we look at legal, ethical and operational laws and issues for business at KS5 (BTEC). At KS4 we look at induction training and health and safety law. At KS4 we create business plans where students have to research laws that will impact upon the opening of a new business. ICT – In year 7 we do an e safety unit, Year 9 look at up cycling and its importance (practice controlled assessment)…. Year 10 - creating a music festival – we consider trademarks (when naming the festival) Year 11 – ocr – look at laws and regulations surrounding health and safety and RSI Design and technology (SW): It is addressed informally in lessons if required. Lifeskills (KG): Citizenship curriculum includes lessons on political literacy; democracy; new order for 2014 – “Our Precious values”; Prevent units EAL (TA): EAL students learn about the British democratic system and law during their intervention sessions; this is especially important for those that are new to the country. Throughout every EAL lesson, students are encouraged to respect and have tolerance for those with different beliefs and faiths as our students who with others from a variety of different backgrounds. DOY (GS): Citizen unit in lifeskills DOY(SDS): Assembly held on recession and democracy in Oct 2013