Ethics, philosophy and Citizenship– The Vale Academy

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 PSHE, Citizenship, and British Values lessons are embedded naturally and discretely into every subject area, and key areas of the curriculum are contextualised in the E.P.C Programme.

The E.P.C Programme is delivered as a 5 Year curriculum, allowing for content to be aged related and suitable for all our students.  Our E.P.C programme allows for these more specialist topics to be taught across the whole Academy within a tutor setting. 

Spiritual, Moral, Social and Cultural development of students, including PSHCE and British Values.  

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.

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, have been actively promoted across the Academy include:

  • Academy ethos;
  • Quality, Partnership, Aspiration and Responsibility.
  • The Vale Way:
  • Principle 1: Education and academic success
    • Values: hard work; resilience; ambition; achievement
  • Principle 2: Join in, join in
    • Values: involvement; team work; personal development; democracy
    • Weekly year band assemblies led by SLT or guest speakers
    • Student Voice activities
    • Student Council
    • Personal, Social, Health and Citizenship Education (PSHCE) lessons.
    • Religious Education;
    • Healthy schools initiatives
    • Cross curricular initiatives
    • After school clubs and enrichment activities
  • Principle 3: Community
    • Strong links with other schools
    • Charity work
    • Links with the wider community and joint project work
    • Educational trips and visits and other opportunities for learning outside the classroom.
  • 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 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.

E.P.C across the Curriculum

  • English o 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 o 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 o 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 o 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 team
  • work. 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 o 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 o 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 o In PE health and wellbeing is our priority topic. Diet, Nutrition, team work, resilience and mental health feature heavily in both Key Stages. We also cover drugs misuse, personal risk and managing safety and healthy lifestyles.
  • Music o 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 o 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 o 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 o 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.

RSE Curriculum provision

Academies and free schools – Funding Agreements require these schools to have regard to DfE’s statutory guidance on sex and relationship education.
What is Sex and Relationship Education?
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, LGBT and sexual health.
Delivered through Years 7 – 11 we cover the statutory requirements and other issues which are of concern with in the local area. These are delivered through the E.P.C Science and professional provider Big Talk Education.
We are aware of the sensitive nature of some topics and will aim, where possible, to bring in outside companies/agencies to deliver tailored sessions suited to the specific needs of our students.

Organisation and Methods of Teaching

RSE is delivered in class, as appropriate, by class staff or outside professionals. 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 RSE, 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.

Confidentiality
Students will be informed that 100% confidentiality cannot be assured. For any suspected Child Protection concerns the school will follow Academy referral policy.

Careers Education, Information, Advice & Guidance

Our planned programme supports students and ensure they receive the relevant careers education, information, advice and guidance that is suitable for their age and ability by implementation of the 8 Gatsby Career Benchmarks, written by Sir John Holman, a former Head teacher and founder of the National STEM Learning Centre.


Sir John wrote the Good Career Guidance Report after carrying out extensive research.
The fast-changing world of work puts an ever-greater demand on all of us to support students in making a successful transition from education to employment, helping them to identify and choose career opportunities that are right for them.


The government’s new careers strategy set out a plan for building a high-quality careers system that will help young people to achieve. The Gatsby Benchmarks are a key measure of the effectiveness of career guidance and provision – Delta Academies Trust is committed to achieving all eight benchmarks;

  1. A stable careers programme
  2. Learning from career and labour market information
  3. Addressing the needs of each pupil
  4. Linking curriculum learning to careers
  5. Encounters with employers and employees
  6. Experiences of workplaces
  7. Encounters with further and higher education
  8. Personal guidance

For an overview of how we and our CEIAG partners embed the 8 benchmarks into our Careers Programme available on our website.