Life
Overview:
We believe that students deserve a broad and ambitious EPC curriculum, rich in skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Our EPC 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;
- 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.
- Bring together elements of other subjects and give real life context so students can understand how what they learn across the academy can be applied to their lives now and into the future.
EPC Curriculum
The Academy aims to provide inclusive and diverse curriculum with opportunities for all students to learn and to achieve their potential. Students will engage in a broad and balanced curriculum that is flexible enough to enable students to make guided choices to enhance the prospect of success. We aim to prepare all students for the opportunities, responsibilities, and challenges of life in the 21st century.
Part of the RSHE, PSHE, Citizenship, RE and British Values lessons are embedded naturally and discretely into every subject area, and key areas of the curriculum are contextualised in the EPC Programme.
The EPC Programme is very much delivered as a 5 Year curriculum. Our programme of studies allows for the specialist subject to enhance the teaching of their subject, by embedding the RE, RSHE, PSHE, SMSC, CEIAG, Citizenship and BV programmes of study into their learning and also allows for these topics to be covered within the discrete timetabled lesson, our Curriculum for EPC, tutorial programme and a series of Step-Up Days over the year.
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 Academies’ 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.
We support the spiritual development of our students to enable them to develop their:
- ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values;
- sense of enjoyment and fascination in learning about themselves, others and the world around them;
- use of imagination and creativity in their learning; and willingness to reflect on their experiences.
We support the moral development of our students to enable them to develop their:
- ability to recognise the difference between right and wrong, and to apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England;
- understanding of the consequences of their behaviour and actions; and interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.
We support the social development of our students to enable them to develop their:
- use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds;
- willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively;
- acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs;
We support the cultural development of our students to enable them to develop their:
- understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others;
- understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain;
- knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain;
- willingness to participate in and respond positively to artistic, sporting and cultural opportunities;
- interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity, tolerance towards different religious, ethnic and socio-economic groups in the local, national and global communities.
Through the range of activities offered we aim to enable our students to develop their:
- self-knowledge, self-esteem and self-confidence;
- their acceptance of responsibility for their behaviour;
- their understanding of how they can contribute positively to the lives of those living and working in the locality in with the Academy is situated and to society more widely;
- respect for their own and other cultures;
- respect for other people, with particular regard to the protected characteristics set out in the Equality Act 2010; and
- respect for democracy and support for participation in the democratic process.
These are the skills and attitudes we believe will allow our students to participate fully in and contribute positively to life in modern Britain.
EPC Learning Journey
Y7 – Y11 Curriculum Content
| Subject | Year 7 | Year 8 | Year 9 | Year 10 | Year 11 | |
| EPC, RE, PSHE, SMSC, CEIAG, Citizenship, RSHE, BV | GLH | 1 | 1 | 1 | 1 | 1 |
| Lesson | Curriculum for EPC & Tutorial Programme | |||||
EPC across the curriculum:
- English
- During English lessons we aspire to expose all our pupils to opportunities where they can develop self-efficacy, increase their self-confidence, resilience, independence, and teamwork. In particular with the choice of language we use and the range of literature we study.
- Maths
- In Mathematics we do talk about aspects of financial life, especially when teaching percentages and interest rates etc. but we don’t teach about the emotional/moral aspects of those topics. We are planning on writing a financial maths unit/project to try and embed some of these objectives into the teaching of Mathematics
- Science
- In Science we address the scientific impact of smoking, drugs, diet, mental health, and fitness on the body. We also learn about reproduction, fertility and illness and infectious diseases. We also look at the world of work in Science and the safety requirements in the labs and industry.
- MFL
- The subject content of both GCSE French and GCSE Spanish support the KS4 Core Life Themes in the following ways:
- Health and Wellbeing: Pupils compare healthy and unhealthy lifestyles in countries where French and Spanish are spoken. Smoking, alcohol, the use of drugs and their impact on the individual and society are also briefly considered.
- Diversity and Tolerance: Pupils develop their empathy towards people of different backgrounds and cultures through their study of customs and festivals in the country of the language they are studying.
- Relationships: Pupils discuss relationships within their family and with their friends as well as their thoughts on future partnerships and the advantages and disadvantages of marriage.
- Global issues: Pupils consider problems facing the environment, look at simple solutions and discuss the accessible aspects of homelessness and poverty.
- Living in the Wider World: Pupils explore the topics of post-16 education, jobs, career choices and ambitions.
- During all language lessons at KS3 and KS4, we aspire to expose all our pupils to opportunities where they can develop self-efficacy, increase their self-confidence, resilience, independence, and teamwork. They build on their understanding of the importance of British values, including democracy, the rule of law, individual liberty, tolerance, and respect. The receptive and productive skills are developed to allow each pupil to achieve their own potential.
- History
- In History we compare and contrast the world historical situations on current day situations such as Health (Black Death), seeking a variety of perspectives (The British Empire) and the issues this can bring (Rise of Fascism) and the impact of government intervention (Medicine through time).
- Geography
- In Geography we address concepts on Development, Globalisation, Climate Change and Sustainability. This includes respecting and evaluating opinions, being able to show empathy and think from other people’s perspectives. We look at inequalities of wealth when learning about Urban Challenges, the Economic World, and developing continents like Asia and Africa.
- PE
- In PE health and wellbeing is our priority topic. Diet, Nutrition, teamwork, resilience and mental health feature heavily in both Key Stages. We also cover drugs misuse, personal risk and managing safety and healthy lifestyles.
- Music
- In Music we embed the topics of teamwork, world music and culture and to further develop the skills of active listening, clear communication, negotiation, and compromise. This includes the impact of social media and the music industry as a whole.
- Drama
- In Drama we embed the topics of self-esteem, resilience, communication, and mental health. Including boosting wellbeing and maintaining healthy and positive relationships and dealing with social norms and misconceptions
- Design & Technology
- In Design and Technology, we address the areas of the world of work, health & safety, business influence and advertising. We also address the topics of nutrition, diet, and health lifestyles.
- Computing & ICT
- In Computing and ICT, we focus on the topics of E-safety, Digital literacy, and the role of Social Media. We also cover topics of the social, environments and ethical impacts IT has had on individuals and society.
Relationships and Sex Education
What is Sex and Relationship Education?
The RSHE (Relationships, Sex, and Health Education) policy in Ash Hill Academy is designed to meet statutory requirements set by the UK government. These requirements ensure that all children receive age-appropriate education in relationships, health, and (at secondary level) sex education. Leaders are expected to be fully aware of these obligations to implement the policy effectively and comply with legal standards. Here’s how the RSHE policy aligns with statutory requirements and how leaders can ensure awareness and compliance. It is lifelong learning about physical, moral, and emotional development. It is about the understanding and importance of stable and loving relationships, respect, love, and care. It is also about the teaching of sex, sexuality, and sexual health.
Statutory Requirements for RSHE
The statutory guidance for RSHE, introduced in September 2020, applies to all maintained schools, academies, and free schools in England. Key requirements include:
- Relationships and Sex Education (RSE): Must include topics such as respectful relationships, sexual health, consent, contraception, and the risks of online interactions.
- Health Education: Covers topics like mental health, puberty, drugs and alcohol education, and physical well-being.
Organisation and Methods of Teaching
RSE is delivered in class, as appropriate, by class staff. Staff endeavour to answer questions as and when they arise as simply as possible with the relevant information to hand. Students are taught in mixed sex groups. For certain elements of the programme single sex and individual tuition may be necessary.
The Academy works within a curriculum covering different areas of RSHE, such as managing your emotions and feelings, keeping safe and saying no and acceptable public and private behaviour. This will be implemented to students at the time it is most appropriate to do so. Specific needs will be responded to and incorporated into our planning.
Parental Rights:
- Parents have the right to request their child be withdrawn from some or all of the sex education delivered as part of RSE (up to three terms before the child turns 16).
- No withdrawal is allowed from Relationships Education or Health Education.
Inclusivity:
- The policy must be inclusive, reflecting the needs of all students, including those with SEND (Special Educational Needs and Disabilities) and those from diverse cultural or faith backgrounds.
Safeguarding:
- All content must be delivered with regard to safeguarding policies, promoting a safe environment for sensitive discussions.
Confidentiality
Students will be informed that 100% confidentiality cannot be assured. For any suspected Child Protection concerns the school will follow Academy referral policy.
EPC Key Themes
| KS3 | KS4 |
| CORE THEME 1: HEALTH AND WELLBEING | CORE THEME 1: HEALTH AND WELLBEING |
| KS3 Learning opportunities in Health and Wellbeing Students learn… | KS4 Learning opportunities in Health and Wellbeing Students learn… |
| Self-concept | Self-concept |
| Mental health and emotional wellbeing | Mental health and emotional wellbeing |
| Healthy lifestyles | Health-related decisions |
| Drugs, alcohol and tobacco | Drugs, alcohol and tobacco |
| Managing risk and personal safety | Managing risk and personal safety |
| Puberty and sexual health | Sexual health and fertility |
| CORE THEME 2: RELATIONSHIPS | CORE THEME 2: RELATIONSHIPS |
| KS3 Learning opportunities in Relationships and Sex Education Students learn… | KS4 Learning opportunities in Relationships and Sex Education Students learn… |
| Positive relationships | Positive relationships |
| Relationship values | Relationship values |
| Forming and maintaining respectful relationships | Forming and maintaining respectful relationships |
| Consent | Consent |
| Contraception and parenthood | Contraception and parenthood |
| Bullying, abuse and discrimination | Bullying, abuse and discrimination |
| Social influences | Social influences |
| CORE THEME 3: LIVING IN THE WIDER WORLD | CORE THEME 3: LIVING IN THE WIDER WORLD |
| KS3 Learning opportunities in Living in the Wider World Students learn… | KS4 Learning opportunities in Living in the Wider World Students learn… |
| Learning skills | Learning skills |
| Choices and pathways | Choices and pathways |
| Work and career | Work and career |
| Employment rights and responsibilities | Employment rights and responsibilities |
| Financial choices | Financial choices |
| Media literacy and digital resilience | Media literacy and digital resilience |