EPC (Ethics,Philosophy and Citzenship) Curriculum Outline

 IMFS Academy aims to provide opportunities for all students to learn and to achieve their potential by promoting 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. The EPC Programme is very much delivered as a 5 Year curriculum.

Our EPC  programme allows for the specialist subjects to enhance the teaching of their subject, by embedding our programme which includes British Values,RSE (Relationships and Sex Education) Careers Information is also a part of this allowing for these topics to be covered within the discrete timetabled lessons, our Curriculum EPC is covered within our unique Wider Curriculum and EPC programme which develops the Wider World issues

 EPC and British Values.   

The EPC programme has always been at the heart of the education offered in Delta Academies.   IMFS’ Academy’s approach to EPC 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 statements;
  • Wider Curriculum programme in Years 7- 9
  • Weekly year band assemblies led by Pastoral Leaders, Senior Leaders or guest speakers
  • Student Voice activities;
  • Student Council;
  • EPC Delivery includes assemblies, and discrete lessons for all year groups
  • Religious Education; 
  • Healthy schools initiatives;
  • Cross curricular initiatives ;
  • After school clubs and enrichment activities;
  • Strong links with other schools;
  • Charity work;
  • Sporting events;
  • 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;
  • We also maintain strong links with Stockton on Tees Sacre
  • 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.
  • We further develop the enrichment of the students through our wider curriculum that is based in the years 7-9 and further enhances the cultural capital of the students.   

These are the skills and attitudes we believe will allow our students to participate fully in and contribute positively to life in modern Britain.

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 – see RSE guidance

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 and sexual health.

There is a POS delivered through Years 7 – 11 which covers the statutory requirements and other issues which are of concern with in the local area.

SRE Delivery by school staff and Outside agencies

Year 7 – 6 hours

Year 8 – 6 hours

Year 9 – 6 hours

Year 10 – 6 hours

Year 11 – 6 hours

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 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.

EPC is delivered throughout the year in 1hr lessons:

Our Scheme of work can be seen in EPC Road Map

Mr C.Rea  is the academy lead on the EPC curriculum and can be contacted for further information.

Careers Education, Information, Advice & Guidance

Our planned programmes support 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;

For an overview of how we and our CEIAG partners embed the 8 benchmarks into our Careers Programme available on our website. Mr.C.Rea is the academy lead on CEIAG and can be contacted for further information.