John Whitgift Academy offers a five-year curriculum which is tailored specifically to meet the needs of the school’s local context whilst at the same time equipping students with the knowledge, skills and understanding needed to play their full part in an ever-changing world. Our programme includes the delivery of RE, RSHE, PSHE, CEIAG and fundamental British Values, delivered through a combination of discrete timetabled lessons, our curriculum for life tutorial and assembly programme, plus a series of progressive “Step Up” days, as well as emphasising a number of cross curricular links across a wide range of subjects.
Life at John Whitgift Academy 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 and Sport.
In years 7 to 9, students explore an array of pertinent issues such as online and offline risks, including gangs, radicalisation and extremism through half-termly topics such as Me and My World, War, Conflict, Peace & Religion and Fitting In & Speaking Out. The inappropriate use of mobile technology and social media is also reinforced through the ICT curriculum as well as being emphasised and revisited in our tutor time and assembly programme, promoting for example national ‘Safer Internet Day’ across the academy.
Religious Studies is also embedded throughout years 7, 8 and 9, as students are able to explore the religions of Christianity, Islam and Hinduism through the lens of ‘What would a religious person do in this situation?’, in order to develop skills of reflection, respect and tolerance. Religious quotes are woven into schemes of learning such as Evil and Suffering and are interpreted alongside some religious practices and core beliefs. A key question approach, as referenced in the East Riding locally agreed SACRE, is also adopted, where possible, to allow students to engage in an enquiry-based approach to learning, appraising varied responses to key questions such as, ‘Why is there suffering?’, ‘Is death the end?’ and ‘What is good and challenging about being a teenage Sikh/Buddhist/Muslim in Britain today? As well as allowing students to develop responses of their own.
With income deprivation and unemployment levels in the local area significantly above national averages, we are fully committed to ensuring that our Life curriculum provides sufficient time to achieve all eight of The Gatsby Benchmarks, working alongside organisations such as The Prince’s Trust and The National Citizenship Service. A mixture of tutor time activities and progressive step up days provide opportunities for employer contact and Enterprise Education to allow the following targets to be met:
- A stable careers programme
- Learning from career and labour market information
- Addressing the needs of each pupil
- Linking curriculum learning to careers
- Encounters with employers and employees
- Experiences of workplaces
- Encounters with further and higher education
- Personal guidance
Our RSHE 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. Where possible we also aim to bring in outside companies/agencies to deliver bespoke sessions to meet the specific needs of our students. Money Matters scheme of learning such as financial risk taking, budgeting, interest rates and loan sharks as well as exploring religious studies topics rooted in Islam, Christianity, Relationships and War, Conflict, Peace & Religion.
The 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.
Themes are allocated throughout each academic year and revisited so that they can be reinforced and developed over the years:
- Half term 1: Relationships and Risk
- Half term 2 and 3: Diversity, Identity and Careers
- Half term 4 and 5: Rights & Responsibilities, Aspirations and Power
- Half term 6: Healthy Lifestyles and British Values
Examples of how fundamental British Values, including democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs are actively promoted across the Academy and include:
- Weekly year group assemblies led by academy leaders or guest speakers
- Student Voice activities
- Student Council
- Life lessons and Step up Days e.g. First Aid training.
- Religious Education through life topics
- Healthy schools initiatives
- Cross curricular initiatives
- After school clubs and enrichment activities
- Charity work
- Sporting events
- Links with the wider community including ‘Plastic Free Friday’
- Cultural Experiences and other opportunities for learning outside the classroom.
 NE Lincs unemployment rate is 10.4% compared with national average of 6.4% (2015) www.nelincs.gov.uk