Life : Curriculum Intent

Life is tailored specifically to meet the needs of the school’s local context whilst at the same time equipping pupils with the knowledge, skills and understanding needed to play their full part in an ever changing world of the 21st century.  Our programme includes the delivery of RE, RSE, PSHE, SMSC and fundamental British Values. Life is delivered through a combination of discrete timetabled lessons, our curriculum for VMG time and assembly programme, plus emphasising various cross curricular links across a wide range of subjects. 

Life 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 pupils to develop confidence, resilience and knowledge to stay mentally and physically healthy are also included and developed on cross curricular level.

At Key Stage 3, pupils explore an array of pertinent issues such as gangs, radicalisation, displacement and extremism through half-termly topics such as Boy87, War & Conflict, Animal Rights and Wealth & Poverty.  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 VMG time and assembly programme,  promoting for example national ‘Safer Internet Day’ across the academy and key stages.

Religious Studies is also embedded throughout Key Stage 3, as pupils are able to explore the 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. A key question approach, as referenced in the Doncaster locally-agreed SACRE, is also adopted where possible to allow pupils to engage in an enquiry-based approach to learning; appraising varied responses to key questions such as, ‘Does God create evil?’, ‘Why is there suffering?’ ‘Is death the end?’ and ‘What is good and challenging about being a teenage Sikh/Buddhist/Muslim in Britain today? This enables pupils to develop responses of their own and to develop their own views across a range of enquiry areas.

Our 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 pupils 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 pupils in Year 10 and Year 11.

The Spiritual, Moral, Social and Cultural (SMSC) development of our pupils 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. 

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 a wide variety of lesson and extra-curricular events and experiences.

Curriculum Intent Statement

We believe that students deserve a broad and ambitious Life curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Our Life 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.
PedagogyEnrichmentOther general principles
Our pedagogy is underpinned by:·A rigorous and systematic approach when delivering content so that it enables students to recall and retrieve information regularly through low stake and high frequency testing;·A range of strategies to deepen knowledge so that it is committed to long term memory;·The integration of reciprocal reading to enhance and support cross curricular literacy;·A need to ‘normalise error’ so that teachers can pre-empt error as part of their planning to address gaps swiftly, and students see error as a learning opportunity;·The opportunity to experience and learn different culture and beliefs throughout lessons with ‘awe and wonder’.We will enrich our curriculum by:·Establishing cross-curricular links;·Providing regular on and off-site subject or topic related experiences;·Offering opportunities for children to learn outdoors where appropriate;·Holding year group sessions with aspirational and diverse outside speakers;·Encouraging students to contribute to the life of the school and the community, including charity work;·Developing partnerships with external providers that extend children’s opportunities for learning.Our curriculum will enable students to:·Develop new skills through a variety of interesting contexts to foster enjoyment;·Develop a rich and deep subject knowledge;·Understand what they are doing well and how they need to improve;·Explore the breadth and depth of the PHSE, RE and RSE frameworks;·Build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty and tolerance and respect;·Improve their spiritual, social, moral and cultural understanding to develop holistic learners that have varied experience of difference.