How we support our students

The pastoral curriculum at City Heights Academy aims to support and complement the academic curricula, taking a holistic approach to education. As a school, our aim is for our young people to leave school as confident individuals, successful learners, problem solvers and responsible citizens.

Confident IndividualsSuccessful LearnersProblem SolversResponsible Citizens

Students are exposed to a range of activities that are undertaken across the timetable designed to celebrate success, build community spirit and enhance learning. Social, Moral, Spiritual and Cultural aspects of learning are taught across a range of subject areas and allow students to develop critical thinking skills. More explicitly, we incorporate our commitment to mental wellbeing, SMSC, safeguarding, leadership development, cultural capital and celebration of success into our pastoral, PSHE and RSE curricula and across our subjects beyond the academic teaching.

We are committed to providing learning opportunities for our students to explore issues such as:

  • Active citizenship
  • Sex education
  • Literacy and numeracy
  • Prevent agenda
  • Healthy relationships
  • Online safety
  • CEIAG
  • Mental health and well-being
  • Peer on Peer abuse
  • Health education
  • Financial capability
  • Character development
  • Equal opportunities

Further information is available from the Children’s Society – Advice for young people from young people

Children’s Society Information

 

A sense of community is a fundamental aspect of our pastoral curriculum. We have a team of student leaders whose role it is to be the voice of the students and all our young people are encouraged to play an active role in their assemblies.

Our pastoral curriculum frames the learning opportunities and activities through four aspects:

  • Subject curriculum
  • Tutor time programme
  • Assembly programme
  • Calendared events

 

Our Result

Students experience high quality, structured pastoral curriculum tutorials, providing explicit and implicit learning opportunities beyond the main academic curriculum offer. Tutorials are designed to encourage students to make connections between their development as a learner and their growth towards becoming a better version of themselves.

Subject Curriculum

Our subjects create opportunities for personal development that extend beyond the academic requirements of the subject (e.g. skills and subject related careers education and healthy attitudes towards sexual relationships). These opportunities are both implicit and explicit and aim to address our Developing the Whole Child agenda.

Tutor Time Programme

Our Tutor programme runs on a weekly timetable. Activities vary for the different year groups with Year eleven having a greater focus on exam work, revision skills and wellbeing. Students in all years discuss topical themes and reflect on world events as well as developing literacy and numeracy skills.
We also use our Tutor Time to support and work with our students on encouraging success, upholding standards of including uniform and improving attendance.

Assemblies

Assemblies run weekly, in year groups, and aim to support the pastoral curriculum through rich and engaging opportunities to explore the key aspects above and are led by: Senior Leaders, Pastoral Support Managers, External visitors, IAG coordinators, student leaders and the students themselves.
Assemblies are also aimed to celebrate achievements, support the school strategy for improving attendance and embed the sense of community amongst our students.

Calendared Events

These are scheduled throughout the year to complement the tutor and assembly programmes, often using external partners and different year groups. They comprise of workshops, presentations, on/off site activities and challenges. In addition to the above, these events also aim to help stimulate Growth Mindset and instill a greater sense of personal achievement.

 

At Key Stage 3 – What will this look like for my child?

Year 7

Year 8

Year 9

Getting to know you
This year is spent with our students getting to know how to be a part of CHEA. As we get to know the students, learn their strengths and help them develop, we want for our Year 7 students to embed themselves in the CHEA community and embody the school values.
Knowing myself
As our students move through the school, we want for them to develop greater self-awareness – acting as ambassadors for the school, demonstrating the school and wider values and acting as role models for younger students.
Making choices
In a year where students are beginning to think more about potential career choices and selecting GCSE options, we want for them to be able to make informed decisions in their learning and through demonstrating the school values as student leaders.
Autumn Term 1Transition / Settling in
Getting to know you
Making new friends
Embodying the school valuesEmbodying the school and British Value
PSHE & RPE
Settling in
Mental health & anger management
Drugs
Understanding RSE
PSHE & RSE
Self management
Personal development and self-confidence
Identity – who are we?
PSHE & RSE
Self management
Stress & Anxiety
God – Does God make sense in modern Britain?
Autumn Term 2Embodying the school values
Student leadership
Becoming leaders
Student leadership
Exploring future careers
Student leadership
PSHE & RSE
Energy drinks & Drugs
What is a society?
PSHE & SPE
Mindfulness & self awareness
Emotional literacy
Judaism
PSHE & RSE
Growth mindset
Drugs
Relationships & religion
Reflections: Review Term 1
Spring Term 1Respecting others’ opinions
Representing BVGCSE option choices
PSHE & RSE
Careers
Building resilience
Prejudice & Discrimination
Heroes & faith

PSHE & RSE
Careers
Prejudice & Discrimination
Internet safety
Good & evil

PSHE & RSE
Careers
Knife crime / youth offending

Spring Term 2Representing BV
Becoming leaders
Taking responsibility for your learning
Knowing myself
PSHE & RSE
Identity and wellbeing
Social media and privacy
Jesus – an ordinary man?
PSHE & RSE
Finance
Peace, justice & war

PSHE & RSE
Finance & employability
Consumer rights

Reflections: Review Term 2
Summer Term 1Managing your own feelings
Building CourageRepresenting BV
PSHE & RSE
Puberty and menstruation
Love and relationships
Buddhism


PSHE & RSE
Contraception & STI
Consent & healthy relationships
Being a young philosopher


PSHE & RSE
Domestic violence
Child exploitation
Diversity & LGBTIAQ+
Islamophobia


Summer Term 2Supporting Y6 transition
Helping others
Enterprise
PSHE & RSE
Keeping safe
Healthy relationships
Personal identity and British Values
Sikhism

PSHE & RSE
Healthy relationships
Parenting (Incl. teenage pregnancy)
Life & Death – afterlife?


PSHE & RSE
Body image


Reflections: Review Term 3

 

At Key Stage 4 – What will this look like for my child?

Year 10
Standing out from the crowd

Year 11
Moving on


As part of the ‘older generation’ of the CHEA Community, our students should be using their leadership roles across the school to support our younger students whilst focusing on what makes them ‘them’: being a successful and confident individual, as well as a responsible citizen.As our students prepare for their exams and leaving school, we aim to support them through this preparation and transition. As well as an academic focus, this includes taking a more senior role across the school and modelling the school and British Values at every opportunity.
Autumn Term 1Embodying the school and British Values
Student leadership

Careers and post 16
Student leadership
PSHE & RSE
Self management & leadership
Study skills & time management

PSHE & RSE
Self management
Importance of sleep / self-care
Risk taking

Autumn Term 2Being Kind and respectful to othersCareers and post 16
Managing exam stress
PSHE & RSE
Social media, online usage
Alcohol

PSHE & RSE
Personal safety
Body positivity
Reflections: Review Term 1
Spring Term 1Taking responsibility for your learningIntervention rotation / revision skills
PSHE & RSE
Careers
Anti-social behaviour, gangs & county lines
Managing social anxiety

PSHE & RSE
Careers
Extremism
Internet safety / cyber crime

Spring Term 2Taking responsibility for your learning
Intervention rotation / wellbeing
PSHE & RSE
Extremism & Racism
Work Experience

PSHE & RSE
Revision and study skills
Interview preparation
Multiculturalism
Reflections: Review Term 2
Summer Term 1Building Courage
Study skills
Wellbeing / revision time / exams
PSHE & RSE
Personal identity incl gender and transgender & relationships
Cultures incl. arranged/forced marriages
PSHE & RSE
Identity & Diversity
Relationships


Summer Term 2Looking Ahead
Senior student leadership


PSHE & RSE
Keeping safe
Healthy relationships
Personal identity and British Values
Sikhism

PSHE & RSE
Body image
Safe sex
Consent & abuse

Reflections: Review Term 3
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