Tutorial Programme

Our aim at Wilmington Academy is to prepare students for the increasingly complex world that we find ourselves in. Our curriculum helps to foster students’ physical and mental wellbeing, as well as developing their resilience. Students are given the opportunity to focus on preparing for life after school, either through the Numeracy program or Careers. Literacy is also embedded within the program, helping to improve literacy rates across the school. A key focus is on developing students’ cultural awareness, a key part of the IB philosophy.  As a consequence, students can go on to be happy and successful members of today’s society. 

The Relationships, health and sex education framework, delivered during Form, Weekly lessons and Action days, has been carefully produced and sequenced to take into account age appropriateness, providing pupils with the knowledge that will enable them to make educate decisions on aspects such as wellbeing, relationships and how to navigate the online world safely. A key focus is to provide guidance on how to seek advice and support. This knowledge will allow our students to make informed decisions regarding any complex situation they may face. The curriculum is aligned with the Government’s Statutory guidance on Relationships and Sex Education (RSE) (September 2020).

Year 7-9

Year 7-9 are focusing on the Relationships, Health and Sex education framework during their weekly Morals and Ethics lesson. 

Students will spend one session a week on Service Learning, as part of the IB MYP curriculum.  Students focus on an overarching theme during the lessons which addresses both local and global issues. Students then have to complete either a direct or indirect service to benefit the local/global community.

Each module students focus on a different theme. 

Students receive 4-5 lessons on content and then spend time creating a piece of work to reflect what they have learnt and how it can positively impact a local/global community. 

Students have freedom to create a piece of work in anyway they see fit and will have the most impact on the community. 

Work of a high quality will be shared with the community and therefore direct action.

What is the purpose?

  • Helps students develop a stronger sense of community 
  • Gives students the knowledge and skills to be responsible citizens and develop empathy 
  • Gives students the opportunity to engage in different social and cultural groups  
  • Feeds into the community project in Year 9 and begins to develop necessary skills

Key Points

  • Lessons needs to be posted on your forms google classroom
  • Students should be encouraged to complete work on their devices and hand in work on the classroom. 
  • Student should be awarded graduation stars for their work 
  • Any work of outstanding quality should be referred to Lucy Hawkins

Service as Action Year 7-9 Curriculum Plan

How can we be a fully inclusive school?

Students will explore how they can work in pairs or small groups to make the school community more inclusive. 

Activity

Students will work in pairs or small groups to tackle an obstacle to diversity that they have recognised within the school. Project examples include producing tactile maps, creating maps using different languages and writing to the School Council with an alternative dress code proposal.

How can we help people less fortunate than us?

Explore reasons why locally and globally people may be less fortunate.

Activity

Work as part of a form to collect supplies for the Rotary Shoe Box Appeal.

How can we support those impacted by the global refugee crisis? 

Students will explore the impact that the global refugee crisis is having on individuals and communities. 

Activity

Create resources to raise awareness of issues and funds for charities supporting refugees around the country and across Europe.

How can education be a force for good? 

Explore how education can be a positive force for social change, both locally and globally. 

Activity

Advocate for social change by contacting elected representatives; raise awareness of key issues surrounding access to education around the world.

How can I use my own skills and talents to support global development? 

Students will explore the Global Development Goals, and consider how they can use their own knowledge and skills in support. 

Activities

Coaching younger students, running reading or mentoring groups, raising awareness, creating infographics.

Why is water a critical global resource? 

Students will explore the importance of water in different circumstances and situations, with a particular focus on the Global South. 

Activity

Students will raise awareness and develop skills through participating in water based challenges, supported by WaterAid. There may also be an opportunity to complete some fundraising. 

These activities are subject to change, based on current affairs.

MYP Community Project – Year 9 Only

During module 4, Year 9 students take part in their MYP Community Project where they have to investigate a community of their choice and plan how they can assist with a need within that community. Part of their project requires them to take action independently whether that is completing parts of their process journal or doing the project itself. Within module 4 students can utilise the Service as Action sessions within tutor time to work on their projects independently to ensure they have made the expected level of progress. 

Year 10-11

In order to ensure that the Relationship, Health and Sex education curriculum is covered outside of KS3,students in Year 10 and 11 will focus on the curriculum twice a week during form. 

Students will have two, 20 minute lessons a week, focusing on key areas of the curriculum.

Students have to be assessed. At the end of each module, students will answer questions on a google form which explores their confidence/competency in addressing and managing the content discussed. This will be sorted by form groups and data will be analysed to tailor the curriculum further.

Key Points

  • It is a statutory requirement and a key focus of OFSTED. 
  • Spend some time looking over the resources in advance as some topics are of a sensitive nature.
  • Teacher notes are placed in the speaker notes section to help teachers. 
  • Lessons should be placed on google classroom for students to access, with students being given their own copy so that they can complete activities

Year 10 Curriculum Plan

Key Religious Beliefs

  • Christianity
  • Islam
  • Judaism
  • Hinduism
  • Buddhism
  • Sikhism

RSHE

  • Transition to Year 10
  • How exam stress affect our mental and physical well being
  • practical things can we do to reduce exam stress?
  • managing stress?
  • identifying when we are stressed in general?
  • develop problem solving skills to reduce stress in our lives.
  • World Mental Health day 10th October

Moral Dilemmas (1)

  • Breaking the Law
  • Drugs and Alcohol
  • Medical Transplants
  • Medical Donations
  • Medical: IVF
  • Medical: Contraception

RSHE

  • Resolving conflicts at home
  • Different communication styles? 
  • De-escalating arguments? 
  • Identify a healthy relationship
  • What does an abusive relationship look like?

Moral Dilemmas (2)

  • Abortion
  • Sanctity of Life
  • Women’s Rights
  • LGBTQ+ Rights
  • Poverty
  • Who should help with Natural Disasters?

RSHE

  • Impact of viewing explicit content 
  • Relationships and the different types of long term commitment.
  • Differences between arranged and forced marriages and how to seek assistance.
  • Different types of long term commitments, including civil partnerships, marriage and cohabitation. 
  • Knife crime and how to avoid these situations.
  • Manage friendships and unwanted situations.
  • Positive role models.

Has religion passed its time?

  • What religions exist today?
  • How prevalent are they in society?
  • Why are some religions seen as irrelevant?
  • Why are some religions seen as still relevant?

RSHE

  • Role social media and the media plays in developing community bonds 
  • How the media can affect the portrayal of groups,
  • Distinctions between protests.
  • Radicalisation

Existence of Gods

  • What is Philosophy?
  • Did God make the Universe?
  • Argument of Design
  • Argument of First Cause
  • Argument of Morality
  • Argument of Science

RSHE

  • Different types of discrimination? Students explore how people can be discriminated against. Students are then introduced to historical discrimination of LGBTQ+, with case study focus on Section 28
  • What do we mean by gender identities? ‘It is not just pink and blue’.  Students explore different gender identities, the use of pronouns and how to be a positive bystander. 
  • Homophobia? 
  • Historical and present day homophobia, 
  • Impacts of homophobia on individuals. 
  • How to be a positive bystander. 
  • Reduce discrimination for the wider LGBTQ+ community.

Is Sport a Religion?

  • Links between sport and religion
  • How is sport seen as a religion?
  • How is sport not seen as a religion?
  • Is it insensitive to compare sport to religion?

RSHE

  • Different types of contraception? 
  • What needs to be considered with an unplanned pregnancy? 
  • what life could be like with a child. 
  • Different STI’s? Where can I get treatment? 
  • Examine myself to check for Cancer? Students begin to explore what cancer is and how to check for cancer. 
  • How can I give CPR correctly? Students explore the importance of knowing how to give CPR and how to do this. 
  • Different allergies and what can be done to help

Year 11 Curriculum Plan

Key Religious Beliefs

  • Christianity
  • Islam
  • Judaism
  • Hinduism
  • Buddhism
  • Sikhism

RSHE

  • Intro to RHSE
  • Identify healthy and unhealthy relationships? 
  • Managing unwanted attention? 
  • What is sexual  consent? What does it look like? 
  • What consent means , both ethically and legally
  • Sexual image, inc., pornography and sexting? 
  • World Mental Health day 10th October 

Moral Dilemmas (1)

  • Breaking the Law
  • Drugs and Alcohol
  • Medical Transplants
  • Medical Donations
  • Medical: IVF
  • Medical: Contraception

RSHE

  • Reducing exam stress and every day  general life stresses 
  • What does self care look like? 
  • Sexually transmitted infections? 
  • Contraception?
  • How can we deal with unplanned pregnancy?

Moral Dilemmas (2)

  • Abortion
  • Sanctity of Life
  • Women’s Rights
  • LGBTQ+ Rights
  • Poverty
  • Who should help with Natural Disasters?

RSHE

  • Students explore what life is  like as a parent and the responsibilities you have at different life stages 
  • What the term fertility means, how fertility can be effected and the different routes into parenting. 
  • Unplanned pregnancy? 
  • Laws around abortion and how to access support and advice. 
  • Contrasting views around abortion, linking to both religious views, as well as ethical.

Has religion passed its time?

  • What religions exist today?
  • How prevalent are they in society?
  • Why are some religions seen as irrelevant?
  • Why are some religions seen as still relevant?

RSHE

  • The world of work 
  • Calculating pay the deductions finances  
  • How can I be in control of my money?
  • How can money affect our mental health?

Existence of Gods

  • What is Philosophy?
  • Did God make the Universe?
  • Argument of Design
  • Argument of First Cause
  • Argument of Morality
  • Argument of Science

RSHE

  • Reduce stress and anxieties around the exam period. 
  • Practical methods of reducing stress and anxiety, through 20 minute sessions during form. 
  • Mentoring from their tutors.
  • Creating exam calendars, revision schedules 
  • Exploring the best way to revise.

Is Sport a Religion?

  • Links between sport and religion
  • How is sport seen as a religion?
  • How is sport not seen as a religion?
  • Is it insensitive to compare sport to religion?

RSHE

  • Year 11 student sitting Exams  
  • Mentoring from their tutors.

Digital Literacy, Information Technology and Computer Science is embedded in Wilmington Academy at Key Stage 4 through the iDEA programme. The Inspiring Digital Enterprise Award, known as iDEA is an international award winning programme that helps you develop digital, enterprise and employability skills for free.

What’s the Purpose?

Our aim at Wilmington Academy is to prepare students for the increasingly digital world that we find ourselves in. Our curriculum helps to foster students’ digitality against the strands that interlink our everyday lives. Students are given the opportunity to complete challenges across a range of ICT and Digital elements. Literacy is also embedded within the program, helping to improve literacy rates across the school. A key focus is on developing students’ digital ability, creativity and safety.  As a consequence, students can go on to be happy and successful members of today’s digital society. 

Key points

iDEA helps you develop skills and showcase your achievements, regardless of your age or stage. 

  • Through our series of online challenges, you can win career-enhancing badges, unlock new opportunities and, ultimately, gain industry-recognised Awards that help you stand out from the crowd.
  • KS4- Students engage in the iDea framework twice a week during form time. This is taught by form tutors and subject teachers.
  • Assessment is taken Modularly  against completed badges using an online teacher platform
  • Feedback on engagement will be driven to build a culture of success and challenge. 
  • Students can download, print and share a portable Record of Achievement as you work towards unlocking Special Achievements and industry-recognised Awards.
  • iDEA aspires to be the digital and enterprise equivalent of The Duke of Edinburgh’s Award. Bronze is beginner, Silver intermediate and Gold advanced. The iDEA Bronze Award and iDEA Silver Award are available now, and Gold will be released in due course

The Post 16 students are all required to participate in the pastoral programme during their allocated tutorial time. The programme works on preparing students to manage their current lives and laying the foundations for managing future experiences. 

Students focus on the three core themes which form a comprehensive PSHE education programme. These include:

  • Health and Wellbeing
  • Relationships and Sex Education
  • Living in the Wider World

Key Points

  • All materials are uploaded onto Google Classroom for students to access outside of tutorial time. 
  • It is a statutory requirement and a key focus of Ofsted.
  • Post 16 students are involved in the creation of materials and delivery of assemblies.
  • Guest speakers are brought into the academy to deliver specialised topics.