Ethics, Philosophy and Citizenship

We believe that students deserve a broad and ambitious Ethics, Philosophy and Citizenship curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Our Ethics, Philosophy and Citizenship curriculum will give students the opportunity to:

•Explore different cultures, beliefs and opinions to develop students understanding of the world and to help the to create their own views about relevant issues;

•Enhance students reading ability through the delivery of carefully chosen texts to support reciprocal reading;

•Enjoy a wide range of topic areas that include ethics, philosophy, economical wellbeing and issues relating to modern life;

•Develop cultural capital that will help remove barriers to achievement in school, future learning and the world of work;

•Experience learning that is ‘outside the academic’ throughout the year;

•Develop an understanding of Relationship and Sexual Education including healthy relationships and LGBTQ+ relationships;

•Produce ‘meaningful work’ of which they can be proud;

•Articulate and express their ideas, views and opinions about a wide range of topics clearly, confidently and respectfully;

•Develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment.

PSHE education reflects the fact that students are moving towards an independent role in adult life, taking on greater responsibility for themselves and others.

About one third of EPC curriculum follows the locally agreed Syllabus for Religious Education (SACRE). The programme of study will help students to understand the role of religion in a person’s life, compare different faiths and recognise how personal beliefs and faith play an important part in political, environmental and social affairs.

The knowledge and skills the students will learn and develop through the EPC curriculum will benefit them for the rest of their lives. It will widen their knowledge and understanding of different cultures around the world, be able to recognise and appreciate a range of viewpoints different to their own and help them to be an active citizen in British society. In addition, the EPC curriculum will equip students with a range of personal and employability skills which will benefit them greatly when they move on to the next stage of their life.

Impact

The direct impact of PSHE lessons is often difficult to prove, as many factors which contribute to pupils’ well-being and behaviour lie outside of the school environment. While there are many studies which have shown that interventions within the realm of PSHE education can result in short- and/or long-term benefits for pupils.​

Personal, social, health and economic (PSHE) education is a planned programme of school-based learning opportunities and experiences that deal with the real life issues children and young people face as they grow up. ​

It comprises two strands: personal wellbeing and economic well-being.

The personal well-being strand covers issues such as: 

• sex and relationships education; ​

• drug and alcohol education; ​

• emotional health and well-being; ​

• diet and healthy lifestyle; and ​

• safety education. ​

The economic well-being strand covers issues such as: 

• careers education; 

• work-related learning; ​

• enterprise education; and ​

• financial capability.​

RSE has been shown to reduce unwanted pregnancies and there is limited evidence that it can increase the likelihood of pupils using contraception during sex.​

There is some evidence which suggests that good quality RSE can have a protective function such as delaying initiation of sex, reducing frequency of sex or the number of sexual partners and increasing the use of condoms or other contraceptive measures (Kirby & Laris, 2009; UNESCO, 2009; NICE, 2010). An international review of sex education programmes concluded that curriculum-based programmes did not have harmful effects and did not hasten the initiation of sexual activity or increase sexual activity (UNESCO, 2009). The Teenage Pregnancy Independent Advisory Group (TPIAG) stated that, ‘Good RSE taught by trained professionals gives children and young people the knowledge and life skills to resist peer, partner and media pressures and to understand issues such as sexual consent and responsibility’ (TPIAG, 2010).​

Drugs and alcohol education can enable young people to make healthy choices and have evidenced impacts on smoking, drug use and alcohol intake.​

Emotional health and well-being A report by the chief medical officer of England stated that promoting physical and mental health in schools can reinforce children’s attainment and achievement that, in turn, can improve their well-being (Brooks, 2012). The evidence shows that effective emotional health and well-being programmes can have positive effects for pupils​

Careers education, information, advice and guidance interventions can make a difference to pupils, including increased self-confidence and enhanced decision-making skills which can act as precursors to longer-term socio-economic outcomes (Hughes & Gration, 2009).

Curriculum Overview

The EPC curriculum at JWA places social and personal development at the heart of its design, with group discussion, self-expression and the promotion of tolerance & respect towards the opinions of others assessed in each unit of work. Providing opportunities for students to develop confidence, resilience and knowledge to stay mentally and physically healthy are also included and developed in topics such as ‘Physical health and fitness’ and ‘Healthy relationships’.
 
Religious StudiesReligious Studies is also embedded throughout Key Stage 3, as students are able to explore religious practices and core beliefs of the 6 main religions. This also looks at developing understanding, respect and tolerance of other faiths and beliefs.

Religious quotes are woven into schemes of learning such as Evil and Suffering and life after death.
 
CareersThe EPC curriculum supports the education of key skills and understanding of different career paths, options at post 16 and hitting all 8 of the Gatsby Benchmarks so as to set up the students for a successful life moving forward.
 
RSEOur RSE curriculum provision gives due regard to the DfE’s statutory guidance on sex and relationship education as well as focussing in more detail on issues most relevant to students in our local context. Specific needs, as they arise are responded to and incorporated into our planning, plus curriculum content is once again ‘stepped’ to ensure that key issues are revisited in later years and in greater depth. 

At JWA we use ’BIG TALK’ to deliver the RSE curriculum which offers age appropriate and bespoke training for all year groups. From Sex and the Law, pregnancy, conception to FGM, arranged marriages and relationships.
 
Key ThemesEnabling our students to experience a wider curriculum is extremely important to our mission.  Not only do we offer a rich curriculum, but all subjects ensure they are linking their content to our key themes for each half term.  These key themes link directly to our Life curriculum and allow our students to develop as young adults as they prepare for their futures.  They are:

· Relationships
· Living in the Wider World / CEIAG
· Health & Wellbeing / Active Citizenship.
 
British Values and SMSCThe Spiritual, Moral, Social and Cultural (SMSC) development of our students has always been at the heart of the education offered in  Delta Academies.  The Academy’s approach to SMSC is embedded in the Delta ethos of mutual respect, partnership working and  collaboration; an approach that we believe is fundamental to a full and positive participation in life in modern Britain.