Core Studies

Curriculum Implementation

Pupils experience a broad curriculum which supports their spiritual, moral, social and cultural development through regular timetabled sessions. Our Core Studies curriculum provides pupils with the knowledge and skills to make informed choices about their own well being and future.

Our spiral based delivery of the curriculum provides all pupils with the opportunity to learn new skills and apply these to real-life situations. We intend to enable all our pupils to reach their own, unique potential; giving them the skills, confidence and aptitude to transition successfully into Post 16 and potential employment.

Pupils are encouraged to take part in discussions, debates and open conversations about their role and the role of others within society. Cross-curricular links are made wherever possible to encourage pupils to apply these vital skills within everyday life.

PSHE & RSHE

The delivery of PSHE includes a wide range of key topics including but not limited to self-awareness, self-care, support and safety, anti-bullying and mental health. Relationships and Sex Education is taught within the PSHE curriculum at a level appropriate to pupil need. RSHE focuses on giving young people the information they need to help them develop healthy, nurturing relationships of all kinds. Biological aspects of RSHE are taught within the Science curriculum and developmental aspects such as personal hygiene is also addressed within the Life Skills. Opportunities to revisit key learning across different areas of the curriculum are sought to allow pupils to embed knowledge and skills. Pupils study PSHE and RSHE using the following model:

Trees (Years 7 and 8 pupils) : Key Stage 1 and 2.

Hills/ Rivers (Years 9, 10 and 11 pupils): Key Stage 3 and 4.

This model is fluid and flexible, and teachers are encouraged to use their professional discretion when delivering the RSHE and PSHE content across phases.

British Values

Pupils are taught British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those of different faiths and beliefs. Special days, school trips and visits that have links to themes related to British Values are celebrated throughout the year.

Religious Studies

Intent 

It is vital that young people today are able to understand themselves within the context of a diverse society so that they are equipped to be active citizens with the confidence to participate with peers whose background can often be different to their own. Religious Education gives students the confidence to learn about people different from themselves.  

Religious Education has a very important role in the education of every young person. Religion and belief is highly visible in public life. Without some knowledge of religion, understanding the world can be very difficult. Religion deals with social and moral issues. It also addresses values and purpose. Religious Education allows pupils to learn from different beliefs and cultures by allowing students to reflect on, consider and express their views. It allows them to reflect on the ideas that our beliefs and values are based upon.  

Implementation

At Sutton School we follow the agreed syllabus for Religious Education 2013, as agreed within the Dudley Local Authority. 

Religious Education aims to be relevant to the lives of young people of all faiths and none, and the syllabus draws on the experience of the local faith communities within the borough of Dudley.  

The syllabus aims to build a community within Dudley that is capable of absorbing tensions and developing more positive aspects of community life, increasing harmony between people from different backgrounds and improving the profile of young people within the community.  

Students learn about their own religious traditions and those of other beliefs as well. It raises pupil awareness of religious beliefs, teaching, practices and expression. It encourages pupils to understand the influence religion has on individuals from different cultures.  Some of the main concepts covered are belief, faith, beliefs about God, the purpose of life, issues of right and wrong and what it means to be a human being. 

Impact

Religious Education enables pupils to develop a respect for and sensitivity for others especially people from other faiths.  It enables pupils to combat prejudice.  

The agreed syllabus states that the teaching of Religious Education should reflect the main religion: namely Christianity, while other religions: namely Buddhism, Hinduism, Islam, Judaism and Sikhism should also be represented. Christianity should be taught throughout the phases, a second religion should be focussed for attention and the opportunity should be given to become acquainted with the other four religions.  

At Sutton School we currently focus on the following topics: 

Trees Phase: 

In Year 7 the following topics are covered: Stories, Artefacts and Symbols, Places of Worship, Festivals, Prayer and Beliefs  

In Year 8 the following topics are covered: Stories, Moses, Jesus of Nazareth, Leaders of Religion, Holy Books and People of Faith 

The Rivers and Hills Phases: 

Pupils follow the AQA Unit Award Scheme studying topics such as: An Introduction to the Six Main Religions of the World and Comparing Three Religions.   

Citizenship

Pupils are encouraged to consider what it means to make a positive contribution to society. They are given regular opportunities across the curriculum to demonstrate their ability to take and share responsibility, work as part of a team, give their opinions and consider consequences.

Curriculum Impact

• Pupils are able to demonstrate understanding of core values and apply these to their daily life both in and outside of the classroom.

• Pupils are aware of the needs of those around them, the importance of diversity within society and demonstrate trust, tolerance and respect.

• Pupil’s individual efforts and achievements are recognised and celebrated at all levels.