Curriculum Intent

At Vision Academy Learning Trust, we provide a relevant knowledge rich curriculum of personal, health, social and economic education which includes RSHE, careers and citizenship.

The aim of this curriculum is to equip students to live healthy, safe, productive, responsible and balanced lives through core themes of staying safe, health and wellbeing, relationships, British values, celebrating diversity and equality, and life in the wider world.

Our intent is to provide an academic PSHE curriculum that provides opportunities for students to reflect on and clarify their own values and attitudes, exploring complex and sometimes conflicting range of values and attitudes they encounter now and in the future. PSHE acknowledges and addresses the changes that young people are experiencing, beginning with the transition to secondary school, the challenges of adolescence and their increasing independence. It teaches the skills which will equip them for the opportunities and challenges of life, and allows them to be more confident in addressing the challenges of effective learning and making a full and active contribution to society.

At Key Stage 4, students extend and rehearse the skills, further explore attitudes and values, and deepen knowledge and understanding acquired during Key Stage 3. PSHE reflects the fact that students are moving towards an independent role in adult life, taking on greater responsibility for themselves and others. There is a significant contribution in PSHE, to students’ SMSC development, their behaviour and attitudes and it promotes students’ wellbeing. PSHE promotes personal development by helping students to build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions.

Programmes of study, for PSHE have a clear plan for what students should know and be able to do in PSHE by the end of KS4. The PSHE programme supports the students to thrive in a time of rapid change, with new and unpredictable opportunities and challenges constantly emerging. It takes the ‘learning opportunities’ outlined within the five core themes and helps develop the students’ concepts, skills and attributes and engage in respectful discussions about these issues. PSHE aims to help students to:

  • Identify their personal qualities, attitudes, skills, attributes and achievements and what influences these.
  • Explore their attitudes, values and beliefs about them and develop the skills, language and strategies needed to manage any issues should they encounter them in their lives.
  • Apply academic skills such as critical thinking and resilience, to their approach to the study of PSHE.
  • Promote students’ spiritual, moral, social and cultural development.
  • Equip all students with the knowledge and skills they need to stay safe and be able to communicate when they do not feel safe
  • Provide expert independent, up-to-date careers guidance that gives our students the best information and opportunities available and helps them progress into further education, training and employment

Tutor Time Programme

Be Ready and Respectful/ Attendance Focus

Key messages/ priorities are shared from Mrs Juckes for each year group individually
‘Thought for the day’ provokes reflection on a key theme linked to the PSHE curriculum.
Attendance information is shared for every student and per year group Attendance League will be weekly for all year groups.
All students will receive an up-to-date, individual attendance figure each week, which they will be required to make a note of and will also spend time reflecting on their attendance at the end of every half term.
Celebration of forms with best attendance

 Skills developed:

  • Develop Core Values/ Ethos
  • Unify and enhance a team ethos as a year group
  • Build on the personal development of our students
  • Reinforce importance of regular attendance
  • Learn Social Discipline
  • Reflect on the relevant thought for the week

Time to Talk Tuesday Sessions:

Time to talk sessions are a chance for students and staff to have an informal chat about mental health and wellbeing issues and how young people may experience different feelings and how to deal with them. This is not about discussing personal situations or solving/diagnosing mental health issues. It is commonly known that discussing issues, without pressure or judgement, help students to process their thoughts and feelings. Staff deliver a discussion-based presentation on key themes linked to mental well being e.g. stress/ anxiety/ sadness.

Skills developed:

  • Develop Core Values/ Ethos
  • Unify and enhance a team ethos as form
  • Build on the personal development of our students
  • Raise awareness of mental health issues and strategies to help deal with them
  • Encourage a willingness to discuss and reflect on wellbeing

Votes for Schools:

This raises a moral question which prompts impartial discussion on a challenging current issue within form time. Students vote and comment and we ensure that their voices are heard. The voting platform enables our school to see how our students have voted compared to the national picture which provides a real insight into what our students think and feel about a range of diverse issues.

Skills Developed:

  • Raise awareness of current issues impacting on society
  • Provide an opportunity to be reflective about their own beliefs/ opinions
  • Use personal experience to reflect on their own lives
  • Develop a holistic/ tolerant approach in discussing topics/ considering other’s points of view.
  • Have an opportunity to regularly vote and participate in the democratic process.

Assembly:

Assemblies are key in enabling year groups to come together as one and creates a sense of belonging and identity as a cohort. A range of staff and students lead assembly as well as inviting external visitors including inspirational speakers; the fire brigade; the rotary club; the PCSOs. Students are afforded the opportunity to listen to messages which will further develop their character. The 2022 Assembly Programme specifically dealt with mental health and well-being dealing with topics such as: peer on peer bullying; overcoming adversity; take time to talk; mental health and wellbeing, managing negative emotions; developing resilience; the benefits of sleep. We also place an emphasis on celebrating the achievements of our students with half termly reward assemblies to raise self-confidence and self- esteem.  In 2022 23 Our Assembly themes directly link to our PSHE curriculum across the trust and nationally recognised key events. Opportunities for motivational speakers to present/ promote charity raising events/ advertise enrichment opportunities etc. will continue

Skills developed:

  • Develop Core Values/ Ethos
  • Unify and enhance a team ethos as a year group
  • Promote interest in Extra Curricular Activities/ Enrichment
  • Build on the personal development of our students
  • Learn Social Discipline
  • Celebrate success/ achievements

Literacy in Form Time

Skills developed:

  • Morphemic analysis of important vocabulary that will support students’ fluency development for reading and comprehension.

Personal Development Recall Quiz

Skills developed:

  • The ability to articulate and recall the key knowledge required for bespoke year groups for the L4L curriculum.

Feel Good Friday

Celebrations across the school and per year group:

Attendance
Positive Points – celebrate those demonstrating our Core values and developing our key desirable characteristics.
Learners of the Week

Skills developed:

  • Develop Core Values/ Ethos
  • Unify and enhance a team ethos as a year group/ form
  • Raise aspirations for all our students
  • Learn Social Discipline
  • Celebrate success/ achievements

BRITISH VALUES:

Laurence Jackson School is committed to embedding and promoting British Values through its broad, balanced, inclusive and unprejudiced curriculum. The five key British Values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

Our students are expected to treat each other with respect on a daily basis, in line with the School’s vision, ethos and Behaviour policy.

Democracy: In Laurence Jackson School, students have numerous opportunities to have their voices heard. The school has an effective student leadership group which consists of students from years 7-10 who aim to initiate change within school.

Form Time: Pupils need to learn to respect democracy and how citizens can influence decision making through the democratic process. In addition to the PSHE formal curriculum our Form Tutor Programme includes a fortnightly ‘Votes for Schools’ element which raises a moral question which prompts impartial discussion on a challenging current issue within form time. Students vote and comment and we ensure that their voices are heard. The voting platform enables our school to see how our students have voted compared to the national picture which provides a real insight into what our students think and feel about a range of diverse issues.

In 2022 every student participated in the democratic process of appointing a member of Youth Parliament for Redcar and Cleveland. Our Local MYP is a student at LJS and regularly collates student voice regarding issues close to student’s hearts e.g. mental well-being and then is able to raise these issues locally and nationally.

Assembly Links:  Themes are linked with many elements of British Values

Enrichment: Our Student Leadership Team includes groups who specially lead/ raise awareness regarding LGBTQ+ and ‘Diversity and Equality’. Our Anti bullying Ambassadors also raise the profile of respect and equality in school and organised a ‘Colour Run’ in 2022 which will be repeated in 2023.

In 2022 our School Drama Group produced an evening of entertainment for students/ parents/ staff and governors of improvised/ scripted scenes from a variety of plays linked by the theme of ‘Our Precious British Values’

While the above outlines some of the specific ways in which pupils at LJS are taught about fundamental British values, it is important to note that a strong school ethos of respect, kindness and inclusion make sure pupils feel valued

The Rule of Law: Throughout the school day the importance of Laws, whether they be those that govern the class, the school, the local community or the country, are consistently reinforced through the school’s behaviour policy, our Assembly programme as well as when dealing with issues of behaviour and conduct when students are expected to accept responsibility for their actions.

Through the Learning for Life curriculum students are taught the value and reasons behind laws and the consequences if these are broken.

Individual Liberty: At Laurence Jackson School we value and strive to consistently create a safe, supportive and positive culture where students are actively encouraged to make choices based on their interests and aspirations to inspire excellence. In lessons children are encouraged to rise to challenges and develop a positive Growth Mindset to become resilient and reflective learners. The school offers a range of extra-curricular opportunities together with year group competitions for students to opt into. Within the PSHE/Citizenship, RE and E-safety programme students learn about their rights and personal freedoms and are encouraged and advised on how to exercise these freedoms safely.

Mutual Respect: Mutual respect is at the heart of our ethos which is built upon positive and trusting relationships. All members of our school community treat each other with respect. This can be seen in the professional relationships formed between our students, our staff, parents, carers, local businesses and other education and training providers. Throughout the year students support local charities with fundraising and each of the student leadership groups have a nominated charity which it supports throughout the year.

Tolerance of those with Different Faiths and Beliefs: The curriculum in Laurence Jackson School is culturally diverse. Our RE, PSHE, SMSC and Assembly programme strive to demonstrate tolerance and respect of others. Our curriculum and school daily routines develop our pupil’s knowledge and understanding of cultural diversity and embed it into the work of the school.

Much of this work is done through our contemporary and relevant PSHE programme that is delivered to all students as part of their curriculum entitlement. We have units in each year group entitled ‘Rights, Responsibilities, British Values’ and ‘Celebrating Diversity and Equality’ which covers all forms of bullying, tackling racism, tolerance of diversity and human rights. Pupils are explicitly taught to regard people of all faiths, races and cultures with respect and tolerance as part of the ‘Moral Question Unit’.

The following lessons are delivered in each year group:

Y7: Why is politics important? / Campaigning and Big Debates/ The Equality Act/ Multicultural Britain/ Prejudice and Discrimination/ Challenging Islamophobia

Y8: How are laws made/ criminal law and society/ transphobia/ prison reform and punishment/ LGBTQ+/ Sexual identity/ Homophobia in Society

Y9: Extremism in all its forms/ Terrorism/ Far right and Islamic/ Proud to be British/ The radicalisation process/ How does counter terrorism work/ Ant Semitism/ White privilege

Y10/11: What is a Cult/ Exploring British values/ LGBTQ+ and British values/ LGBTQ+ Rights around the World/ Human rights and their importance/ Balancing Human Rights/ The Moral Question

The full PSHE programme can be viewed on the school website PSHE tab

Online and Offline Safety

New technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. The internet and other digital and information technologies including social media are powerful tools which open up new opportunities for everyone. New technologies help teachers and students learn from each other. They can stimulate discussion, promote creativity and effective learning. Children and young people should have an entitlement to safe internet access at all times. The requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound. The school online safety policy should help to ensure safe and appropriate use. The use of these exciting and innovative tools in school and at home has been shown to raise educational standards and promote student achievement.

Additionally, students to be equipped with the skills needed to identify risks or warning signs off line, to be able to resist internal or external pressures, make informed decisions, given exit strategies for unsafe situations and to know how and when to whom to ask for help, including reporting concerns.

Elements of ensuring awareness of on and offline safety is covered within our PSHE/ Learning for Life Curriculum in every year group in the units entitled ‘Staying Safe and Online and Offline’.

Y7: Staying safe on line/ gaming safely/ e cigs and vaping/ nicotine/ alcohol/ why not join a gang?

Y8: County Lines/ CEOP/ Grooming/ Substance Misuse/ Alcohol and society/ Cyber bullying and on-line safety

Y9: Introduction to Drugs Education/ Different types of addiction/ Cannabis production/ Drugs and their classifications/ Party Drugs/ Class A and B Drugs/ Volatile Substances

Y10:  Honour based violence/ online gambling/ social media violation/ keeping your data safe/ causes of knife crime/ modern day slavery/ fake news/ screen time and the safe use of mobile phones/ sexting nudes

Y11: Online reputation and digital footprint/ substance addiction/ new psychotic substances/ festivals and nitrous oxide/ drugs and the war on drugs/ cosmetic and aesthetic procedures/ virtual reality/ live streaming/ gaming on line

Careers

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SCHOOL ETHOS AND CHARACTER EDUCATION

We believe that Laurence Jackson School provides an excellent educational experience through high academic standards, a supportive pastoral ethos and a wealth of enrichment opportunities which develops the whole child.  At Laurence Jackson School we strive to inspire excellence by all and for all in learning and in life through a curriculum designed to inspire personalised academic excellence for students of all abilities.

We aim to develop lively, enquiring minds, encouraging our students to have a thirst for learning. We work closely with our students, building their self-confidence so they can become more independent in their learning. This enables our students to view education as a lifelong process. In addition to this, students are supported and guided through the key transition points of their education to ensure they make the right choices for their future.

Our ethos has five key elements. We know that positive relationships need to be at the centre of everything we do and students need to be able to demonstrate that they can be ready, respectful, resilient and reflective in their behaviour choices and in their attitudes to learning. The skills and characteristics that are developed by these strands are;

  • good organisation to ensure students are self-motivated and self-confident
  • good manners to ensure kindness and fairness to all
  • good physical and emotional health to ensure good self esteem
  • resilience to develop self-regulation and courage
  • reflectiveness to develop independence, self-awareness and high aspirations.

We believe that supporting students to develop these skills and attributes leads to students who are equipped to be excellent both academically and socially.

At Laurence Jackson School, our character education encompasses everything within our personal development curriculum and more. The students’ development of their character fundamentally centres around our ethos of ‘Inspiring Excellence’ to be ‘the best you can be’ which is promoted on a day-to-day basis through our 5 Rs: ready/ respect/ reflective/ resilient underpinned by trusting and positive relationships. Additionally, we have identified the desirable characteristics we want students to develop habitually in both their conduct and learning: kindness/ fairness/ self-motivation / confidence/ self-awareness/ independence/ self-regulation/ courage.

HEALTH AND WELLBEING:

We support our students with their mental and physical health and well-being within our PSHE/ Learning for Life Curriculum in every year group in the units entitled ‘Staying Safe and Online and Offline’ and ‘Health and Wellbeing’

Y7: Gaming safely/ energy drinks and caffeine/ e cigs and vaping/ nicotine/ alcohol/ why not join a gang? / assertiveness and consent/ Consent and boundaries/ sleep and relaxation

Y8: County Lines/ CEOP/ Grooming/ Substance Misuse/ Alcohol and society/ What is mental health/ positive body image/ eating disorders/ healthy eating and cholesterol/ stress/ Child abuse.

Y9: Introduction to Drugs Education/ Different types of addiction/ Cannabis production/ Drugs and their classifications/ Party Drugs/ Class A and B Drugs/ Volatile Substances/ HBT bullying/ dealing with grief and loss/ unrealistic body image/ self-esteem/ self-harm/ Cancer prevention and healthy lifestyles

Y10:  Honour based violence/ online gambling/ causes of knife crime/ modern day slavery/ fake news/ screen time and the safe use of mobile phones/ sexting nudes/ Common types of mental health/ promoting emotional wellbeing/ suicide/ child sexual abuse.

Y11: Online reputation and digital footprint/ substance addiction/ new psychotic substances/ festivals and nitrous oxide/ drugs and the war on drugs/ cosmetic and aesthetic procedures/ virtual reality/ live streaming/ gaming on line/ testicular cancer/ cervical and breast cancer/ organ donation and blood donation/ teenage pregnancy choices/ abortion law/ gambling awareness

Form Time Support: Time to talk sessions are a chance for students and staff to have an informal chat about mental health and wellbeing issues and how young people may experience different feelings and how to deal with them. This is not about discussing personal situations or solving/diagnosing mental health issues. It is commonly known that discussing issues, without pressure or judgement, help students to process their thoughts and feelings. Staff deliver a discussion-based presentation on key themes linked to mental well-being e.g. stress/ anxiety/ sadness.

Assembly themes directly link to health and wellbeing and many extra-curricular and enrichment opportunities enhance student wellbeing e.g. bike safety courses/ first aid courses etc.

RSE:

We cover a unit entitled ‘Relationships and Sex Education’ and a unit entitled ‘Health and Well Being’ in every year group as part of our Learning for Life Curriculum. We also employ a charity named ‘Brook’ who deliver sensitive elements of our RSE curriculum with well-trained experts and counsellors.
Year 7:
Consent and boundaries/ What it means to be a man in 2022/ Managing friendships and relationships/ What makes a good friend/
Respect and relationships/ Being positive and self-esteem/ Peer pressure and influence/ Puberty/ Personal Hygiene/ Growing Up/ Assertiveness, consent and hormones/Self esteem and empowerment
Year 8:
What is RSE?/ Introduction to contraception/ Dealing with conflict/ Healthy respectful relationships
Year 9:
FGM and the law/ Sexual Consent and the law/ Delaying sexual activity/ Why have sex?/ Relationships and partners/Sexual harassment/ HIV and Aids/ HIV: Discrimination and prejudice
Year 10:
Sexting nudes/ Unhealthy relationships, sexual assault and rape/ Sexualisation by the media/ Domestic abuse and domestic violence.
Year 11:
Alcohol, parties and bad choices/Respect, love and relationships/ Fertility

Enrichment:
Enrichment activities are designed to give students the opportunity to try new things and explore and develop interests and their character outside the classroom walls.
Laurence Jackson School has a busy programme of enrichment activities designed to introduce students to new experiences, develop personal skills, build confidence and complement learning in the classroom. These opportunities are designed to meet each individual’s unique interests, needs and abilities.
Enrichment activities are available in the following areas:

  • Drama Opportunities
  • Sporting Opportunities
  • The Scholars Award
  • Music – enrichment via choir/instrumental/musical concerts
  • Student Leaders/Ambassadors
  • Anti-Bullying Ambassadors
  • Duke of Edinburgh Award
  • National Citizenship Award
  • Healthy Life style Ambassadors
  • Careers trips and visits/ Career Ambassadors
  • CSSP Leadership Academy Ambassadors
  • Bike Ability Safety Course.

Extra-Curricular Activities 

The extra-curricular provision at Laurence Jackson School is extensive. We offer a plethora of different extra-curricular provisions that are inclusive to all learners; resulting in outstanding drama productions and sporting disciplines to extensive academic support. The breadth of offer is significant and every student has the opportunity to choose to participate in this.
We feel it is important that students have access to as many opportunities as possible and we often have outside speakers coming into school, external school trips and events to ensure that all learners can develop their knowledge and understanding of the wider community and life beyond the walls of Laurence Jackson School. We respond to student feedback

CO-CURRICULAR PROGRAMME 2022

Available here

Developing the Whole Child:

Relationships

We cover a unit entitled ‘Relationships and Sex Education’ and a unit entitled ‘Health and Well Being’ in every year group as part of our Learning for Life Curriculum. We also employ a charity named ‘Brook’ who deliver sensitive elements of our RSE curriculum with well-trained experts and counsellors.

Year 7:

Consent and boundaries/ What it means to be a man in 2022/ Managing friendships and relationships/ What makes a good friend/

Respect and relationships/ Being positive and self-esteem/ Peer pressure and influence/ Puberty/ Personal Hygiene/ Growing Up/ Assertiveness, consent and hormones/Self-esteem and empowerment

Year 8:

What is RSE? / Introduction to contraception/ Dealing with conflict/ Healthy respectful relationships

Year 9:

FGM and the law/ Sexual Consent and the law/ Delaying sexual activity/ Why have sex? / Relationships and partners/Sexual harassment/ HIV and Aids/ HIV: Discrimination and prejudice

Year 10:

Sexting nudes/ Unhealthy relationships, sexual assault and rape/ Sexualisation by the media/ Domestic abuse and domestic violence.

Year 11:

Alcohol, parties and bad choices/Respect, love and relationships/ Fertility

ON AND OFF-LINE SAFETY

New technologies have become integral to the lives of children and young people in today’s society, both within schools and in their lives outside school. The internet and other digital and information technologies including social media are powerful tools which open up new opportunities for everyone. New technologies help teachers and students learn from each other. They can stimulate discussion, promote creativity and effective learning. Children and young people should have an entitlement to safe internet access at all times. The requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound. The school online safety policy should help to ensure safe and appropriate use. The use of these exciting and innovative tools in school and at home has been shown to raise educational standards and promote student achievement.

Additionally, students to be equipped with the skills needed to identify risks or warning signs off line, to be able to resist internal or external pressures, make informed decisions, given exit strategies for unsafe situations and to know how and when to whom to ask for help, including reporting concerns.

Elements of ensuring awareness of on and offline safety is covered within our PSHE/ Learning for Life Curriculum in every year group in the units entitled ‘Staying Safe and Online and Offline’.

Y7: Staying safe on line/ gaming safely/ e cigs and vaping/ nicotine/ alcohol/ why not join a gang?

Y8: County Lines/ CEOP/ Grooming/ Substance Misuse/ Alcohol and society/ Cyber bullying and on-line safety

Y9: Introduction to Drugs Education/ Different types of addiction/ Cannabis production/ Drugs and their classifications/ Party Drugs/ Class A and B Drugs/ Volatile Substances

Y10:  Honour based violence/ online gambling/ social media violation/ keeping your data safe/ causes of knife crime/ modern day slavery/ fake news/ screen time and the safe use of mobile phones/ sexting nudes

Y11: Online reputation and digital footprint/ substance addiction/ new psychotic substances/ festivals and nitrous oxide/ drugs and the war on drugs/ cosmetic and aesthetic procedures/ virtual reality/ live streaming/ gaming on line

Life In the Wider World

We cover a unit entitled ‘Life beyond School’ in every year group as part of our Learning for Life Curriculum. This is accompanied by our careers provision which provides support and guidance for life beyond Laurence Jackson School. 

Y7: Transition points in life/ Careers and the Future/ Financial Education/ What is community/ Sleep and relaxation

Y8: What are enterprise skills/ Proud to be me/ Careers and jobs/ Boosting self-esteem/ The labour market/ Exploring careers

Y9: Failure to succeed/ Social media and FOMO/ Importance of happiness/ Anger management/ Employment and financial management/ Importance of saving/ Importance of volunteering

Y10: Targeted advertising/ Instagram generation/ Marriage – what is it? Consumer rights and protection/ Rights and responsibilities/ Employment rights/ Understanding a pay slip

Y11: Insta v Real Life/ Time Management/ Dealing with exam stress and anxiety

Cultural Capital/ SMSC:

Spiritual, Moral, Social and Cultural education is crucial to the development of our students. It is achieved through a strong school ethos, supported by effective relationships throughout the school. SMSC allows students to develop their self-knowledge, self-esteem and self-confidence enabling them to contribute positively to society while at school but also preparing them for life beyond school.

Spiritual development will allow students to be reflective about their own beliefs, religious or otherwise and respect different faiths, feelings and values to their own.

Moral development will allow students to recognise the difference between right and wrong and to gain knowledge of legal boundaries. They will understand the consequence of their behaviour and actions and learn to take responsibility for these. Moral development education will encourage students to offer reasoned viewpoint on ethical issues and appreciate that others may have different viewpoints.

Social development is shown by a pupil’s ability to work with a range of students perhaps from different ethnic or socio- economic backgrounds. Students will be encouraged to take part in volunteer activities and participate in a range of social settings. Social development also demonstrates engagement with fundamental British values such as democracy, mutual tolerance and respect for others.

Health and Well Being

We support our students with their mental and physical health and well-being within our PSHE/ Learning for Life Curriculum in every year group in the units entitled ‘Staying Safe and Online and Offline’ and ‘Health and Wellbeing’

Y7: Gaming safely/ energy drinks and caffeine/ e cigs and vaping/ nicotine/ alcohol/ why not join a gang? / assertiveness and consent/ Consent and boundaries/ sleep and relaxation

Y8: County Lines/ CEOP/ Grooming/ Substance Misuse/ Alcohol and society/ What is mental health/ positive body image/ eating disorders/ healthy eating and cholesterol/ stress/ Child abuse.

Y9: Introduction to Drugs Education/ Different types of addiction/ Cannabis production/ Drugs and their classifications/ Party Drugs/ Class A and B Drugs/ Volatile Substances/ HBT bullying/ dealing with grief and loss/ unrealistic body image/ self-esteem/ self-harm/ Cancer prevention and healthy lifestyles

Y10:  Honour based violence/ online gambling/ causes of knife crime/ modern day slavery/ fake news/ screen time and the safe use of mobile phones/ sexting nudes/ Common types of mental health/ promoting emotional wellbeing/ suicide/ child sexual abuse.

Y11: Online reputation and digital footprint/ substance addiction/ new psychotic substances/ festivals and nitrous oxide/ drugs and the war on drugs/ cosmetic and aesthetic procedures/ virtual reality/ live streaming/ gaming on line/ testicular cancer/ cervical and breast cancer/ organ donation and blood donation/ teenage pregnancy choices/ abortion law/ gambling awareness

Form Time Support: Time to talk sessions are a chance for students and staff to have an informal chat about mental health and wellbeing issues and how young people may experience different feelings and how to deal with them. This is not about discussing personal situations or solving/diagnosing mental health issues. It is commonly known that discussing issues, without pressure or judgement, help students to process their thoughts and feelings. Staff deliver a discussion-based presentation on key themes linked to mental well-being e.g. stress/ anxiety/ sadness.

Assembly themes directly link to health and wellbeing and many extra-curricular and enrichment opportunities enhance student wellbeing e.g. bike safety courses/ first aid courses etc.

British Values:

Laurence Jackson School is committed to embedding and promoting British Values through its broad, balanced, inclusive and unprejudiced curriculum. The five key British Values are:

  • Democracy
  • The rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of different faiths and beliefs

Our students are expected to treat each other with respect on a daily basis, in line with the School’s vision, ethos and Behaviour policy.

Democracy: In Laurence Jackson School, students have numerous opportunities to have their voices heard. The school has an effective student leadership group which consists of students from years 7-10 who aim to initiate change within school and is coordinated by Year 10 leaders focusing on the following area: Diversity and Equality; Climate Change; Careers and Enterprise; Community Connectors and our Anti Bullying Ambassadors.

Form Time: Pupils need to learn to respect democracy and how citizens can influence decision making through the democratic process. In addition to the PSHE formal curriculum our Form Tutor Programme includes a fortnightly ‘Votes for Schools’ element which raises a moral question which prompts impartial discussion on a challenging current issue within form time. Students vote and comment and we ensure that their voices are heard. The voting platform enables our school to see how our students have voted compared to the national picture which provides a real insight into what our students think and feel about a range of diverse issues.

In 2022 every student participated in the democratic process of appointing a member of Youth Parliament for Redcar and Cleveland. Our Local MYP is a student at LJS and regularly collates student voice regarding issues close to student’s hearts e.g. mental well-being and then is able to raise these issues locally and nationally.

Assembly Links:  Themes are linked with many elements of British Values

Enrichment: Our Student Leadership Team includes groups who specially lead/ raise awareness regarding LGBTQ+ and ‘Diversity and Equality’.

In 2022 our School Drama Group produced an evening of entertainment for students/ parents/ staff and governors of improvised/ scripted scenes from a variety of plays linked by the theme of ‘Our Precious British Values’

While the above outlines some of the specific ways in which pupils at LJS are taught about fundamental British values, it is important to note that a strong school ethos of respect, kindness and inclusion make sure pupils feel valued

The Rule of Law: Throughout the school day the importance of Laws, whether they be those that govern the class, the school, the local community or the country, are consistently reinforced through the school’s behaviour policy, our Assembly programme as well as when dealing with issues of behaviour and conduct when students are expected to accept responsibility for their actions.

Through the Learning for Life curriculum students are taught the value and reasons behind laws and the consequences if these are broken.

Individual Liberty: At Laurence Jackson School we value and strive to consistently create a safe, supportive and positive culture where students are actively encouraged to make choices based on their interests and aspirations to inspire excellence. In lessons children are encouraged to rise to challenges and develop a positive Growth Mindset to become resilient and reflective learners. The school offers a range of extra-curricular opportunities together with year group competitions for students to opt into. Within the PSHE/Citizenship, RE and E-safety programme students learn about their rights and personal freedoms and are encouraged and advised on how to exercise these freedoms safely.

Mutual Respect: Mutual respect is at the heart of our ethos which is built upon positive and trusting relationships. All members of our school community treat each other with respect. This can be seen in the professional relationships formed between our students, our staff, parents, carers, local businesses and other education and training providers. Throughout the year students support local charities with fundraising and each of the student leadership groups have a nominated charity which it supports throughout the year.

Tolerance of those with Different Faiths and Beliefs: The curriculum in Laurence Jackson School is culturally diverse. Our RE, PSHE, SMSC and Assembly programme strive to demonstrate tolerance and respect of others. Our curriculum and school daily routines develop our pupil’s knowledge and understanding of cultural diversity and embed it into the work of the school.

Much of this work is done through our contemporary and relevant PSHE programme that is delivered to all students as part of their curriculum entitlement. We have units in each year group entitled ‘Rights, Responsibilities, British Values’ and ‘Celebrating Diversity and Equality’ which covers all forms of bullying, tackling racism, tolerance of diversity and human rights. Pupils are explicitly taught to regard people of all faiths, races and cultures with respect and tolerance as part of the ‘Moral Question Unit’.

The following lessons are delivered in each year group:

Y7: Why is politics important? / Campaigning and Big Debates/ The Equality Act/ Multicultural Britain/ Prejudice and Discrimination/ Challenging Islamophobia

Y8: How are laws made/ criminal law and society/ transphobia/ prison reform and punishment/ LGBTQ+/ Sexual identity/ Homophobia in Society

Y9: Extremism in all its forms/ Terrorism/ Far right and Islamic/ Proud to be British/ The radicalisation process/ How does counter terrorism work/ Ant Semitism/ White privilege

Y10/11: What is a Cult/ Exploring British values/ LGBTQ+ and British values/ LGBTQ+ Rights around the World/ Human rights and their importance/ Balancing Human Rights/ The Moral Question

The full PSHE programme can be viewed on the school website PSHE tab

Celebrating Diversity

Laurence Jackson School is committed to embedding and promoting diversity within its school community through its broad, balanced, inclusive and unprejudiced curriculum. Our students are expected to treat each other with respect on a daily basis, in line with the school’s vision, ethos and Behaviour policy.

Enrichment: Our Student Leadership Team includes groups who specially lead/ raise awareness regarding LGBTQ+ and ‘Diversity and Equality’. Our Anti bullying Ambassadors also raise the profile of respect for diversity and equality in school and organised a ‘Colour Run’ in 2022 which will be repeated in 2023.  While the above outlines some of the specific ways in which pupils at LJS are taught about celebrating diversity in school, it is important to note that a strong school ethos of respect, kindness and inclusion make sure pupils feel valued

Our regular Jackson Club celebrates our SEN students and their diverse skills and interests both within and outside school.

Much of this work is done through our contemporary and relevant PSHE programme that is delivered to all students as part of their curriculum entitlement. We have units in each year group entitled ‘Rights, Responsibilities, British Values’ and ‘Celebrating Diversity and Equality’ which covers all forms of bullying, tackling racism, tolerance of diversity and human rights. Pupils are explicitly taught to regard people of all faiths, races and cultures with respect and tolerance as part of the ‘Moral Question Unit’.

The following lessons are delivered in each year group:

Y7: The Equality Act/ Multicultural Britain/ Prejudice and Discrimination/ Challenging Islamophobia

Y8: Transphobia/ LGBTQ+/ Sexual identity/ Homophobia in Society

Y9: Extremism in all its forms/ Terrorism/ Far right and Islamic/ / The radicalisation process/ How does counter terrorism work/ Anti-Semitism/ White privilege

Y10/11: LGBTQ+ and British values/ LGBTQ+ Rights around the World/ Human rights and their importance/ The Moral Question

Leadership Opportunities

The Student Leadership Programme provides students from KS3 to KS4 the opportunity to make a positive impact within their school community. In a tiered approach to leadership responsibilities depending on age, students identify the areas requiring change and plan how to achieve this. During this process, students receive professional training and extend a range of skills, from budgeting to liaising with external agencies, enhancing their holistic skill set.

  • The Scholars Award
  • Student Leaders/Ambassadors- including the following student led groups: Diversity and Equality / Climate Control/ Business and Enterprise/ Anti-bullying Ambassadors
  • Healthy Life style Ambassadors
  • Career Ambassadors
  • CSSP Leadership Academy Ambassadors
  • Reading Ambassadors