At All Saints Academy students develop a passion for learning and work hard to develop as aspirational, collaborative, creative, independent, reflective and resilient learners. We are committed to demonstrating the love that God has for each person and we believe firmly that ‘Every Child Matters to God’. We value the uniqueness of each individual and the positive contribution that each student can make by putting Christian values into practice. We have been inspired by the Five Marks of Mission set out by the Church of England and have seen personal growth in students who have become Tell, Tend, Treasure, Teach and Transform Leaders in the Academy. Through practising our House Values, we help students to discover what Jesus Christ’s promise of ‘life in all its fullness’ might look like. We are committed to the spiritual, physical, intellectual, emotional, moral and social development of all our students and how this also develops heart felt courageous advocacy.
In a changing educational landscape, the Church of England has a clear vision for the future of its schools. It believes human flourishing is found in these four main ingredients:
- seeking wisdom, knowledge and truth;
- instilling a sense of hope and aspiration in pupils;
- learning how to live in community and living well with others;
- recognising the ultimate worth of every human being and our God-given dignity.
Worship is at the heart of our community and our Chaplaincy Team supports and encourages our students to explore Christian ideals so that they are well prepared for life in the world today. Our curriculum delivers crucial subject knowledge and skills which are complemented by plethora of enriching personal development and cultural capital activities that broaden and extend our students’ experience.
Our plans are always evolving to ensure we reflect and review the relevant challenges and aspirations of our students in our school and community. We see the power of self-evaluation and take that seriously. We listen to our staff, the wider community, our students and parents to ensure that personal development is central to the students’ curriculum journey.
Personal Development permeates every part of our day at All Saints Academy. Students can identify all the parts of the day that impact their personal development and the importance of discussion and also action.
Please click on the areas to take you to the respective pages for further information.
- PSHCE – PDE days
- Cultural Capital Programme and our extra-curricular offer
- SIAMS and Worship with tutors and Hall Worship
- Student leadership:
- Anti-Bullying Team
- Anti-Racism Team
- LGBTQ+ Support
- Cultural Ambassadors
- Prefects for Equality and Inclusion
- Prefect for Anti-Racism
- Prefect for PSHCE
- Safeguarding and interleaving through the curriculum Science/RE/History/Geography/Media/English
PERSONAL DEVELOPMENT EDUCATION (PDE) DAYS
Following an audit of current PDE day practice and also how citizenship and PSHCE are covered across the curriculum, the following changes have been made to the core themes. The 5 key themes will ensure that all statutory requirements are covered, support our Academy’s Christian values and embed our Teaching and Learning sequence. These changes will ensure PSHCE is covered holistically across the curriculum and in our tailored days over the course of an academic year. The progression through our core intentions will secure progression and ensure our intent is realised. To ensure the PDE programme is fit for purpose in 2020/21, national and regional data have been used alongside student and staff voice and lesson observations. These areas have all helped to inform the changes for this year’s study.
Teaching and Learning
Every session during the PDE Days supports our whole Academy Teaching and Learning sequence. The structure of each session is applied consistently and is also shared with any external presenters. Students recognise that the 5 lessons on a PDE day will have a similar format and they feel that they represent, develop and value their learner dispositions.
Assessment of PSHCE
Assessment in PSHE and Citizenship is a complicated and controversial issue. It is also one of the main areas where PSHE differs from other subjects as it cannot be assessed in the same way. Although there is a crucial knowledge base to the PSHCE programme, the assessment suggested in this program is more focused on the skill development and showing the progress that students make in terms of their personal, social, economic and political wellbeing.
Personal attributes, so central to PSHCE education, are arguably the hardest aspects of learning to assess. It is difficult for teachers to accurately assess a students’ self-confidence or sense of their own identity and values. However, students themselves will be able to judge, for instance, whether they feel more confident, or have a firmer sense of their own beliefs and opinions than they did before a particular series of lessons. Such personal reflection in PSHCE education lessons is essential, so ensuring students have time and space within the lessons to reflect on this, either privately or through discussion, is a vital part of the assessment process. Assessing learning in PSHCE education must therefore use a combination of teacher assessment and student self- and peer assessment.
Assessment is 4 fold:
1. Baseline assessment PSHCE education covers issues and areas of life which young people will be affected by in different ways and at different times. As such we cannot make any assumptions based on students’ age or year group about their existing knowledge, understanding, attributes, skills, strategies, beliefs and attitudes. So to assess learning and progress effectively, it is important to carry out a baseline assessment before teaching anything new. As students’ learning in topics such as healthy eating, online safety, relationships and so on will come from a number of sources, we can only see whether they have made progress in their learning if we have established the knowledge, understanding, attributes, skills, strategies, beliefs and attitudes they had before any new teaching took place. The learning we wish to assess will relate to the students’ attributes and skills, as well as their knowledge and understanding related to the topic. Students’ existing knowledge and understanding is often the easiest learning to assess but whilst gauging students’ existing skills, strategies, attitudes, beliefs and attributes can never be an exact science, there are activities that provide an insight into their starting point.
Baseline assessments can then be revisited as part of the AFL journey.
2. AFL during the lesson: teachers use questioning as a tool to assess students’ application of the learner dispositions in relation to acquiring crucial knowledge.
3. Peer and self-assessment may form part of the learning journey over the course of the PDE day. For example:
4. Summative Assessment at the end of the day. This will include a Microsoft Form to reflect and consider:
- What have you learnt today?
- What new skills have you developed? How do you think you will use them in future?
- What have you considered today?
- Do you think differently about anything now? Will you do anything differently now?
- What else do you need to know or think about?
- What did you find most difficult or challenging?
In addition to this, students will reflect upon their learner dispositions at the end of the academic year when all the topics are complete. They will consider if their skills are Emerging, Developing, Secure or Mastered. This will be saved in their assignment section on Teams and will store their PSHCE progress evidence each year.
Assessment of crucial knowledge is also under discussion with the curriculum team and how this will look for September whole school.
Evaluation of PSHCE
The PDE days will also be evaluated by all students with regard to: the crucial knowledge they have gained and how it meets the intentions of PDE days to ‘Develop an understanding of themselves, empathy and the ability to work with others; to form and maintain good relationships; develop the essential skills for future employability and better enjoy and manage their lives as a citizen of today and the future. This Microsoft Forms evaluation will be used by the PDE leads to forward plan and improve any areas for the next PDE days.
The PDE leads will also ensure that they complete a SWOT analysis based on student voice and their team’s experience. This will again help staff to reflect on their pedagogy and practice and prepare for the next planning session.
We also have a Year 11 Student prefect who accompanies the DHT to visit lessons on the PDE day and evaluate the students’ experiences. A focus on the teaching sequence ensures feedback is tailored to the consistent practice seen across the teams. The Student prefect also works with the PDE leads prior to the delivery sharing the team’s plans to ensure they are fit for purpose.
Mapping: Skills and Knowledge
The schemes of learning which are included in this programme are not only mapped to the National Curriculum programmes of study but also to the Every Child Matters Agenda, Our Whole School Learner Dispositions, SIAMs Strands (2,3,4,5) Wisdom, Knowledge and Skills; Character Development- Hope, Aspiration and Courageous Advocacy; Community and Living Well Together; Dignity and Respect. The programme for 21/22 has been developed in conjunction with the Worship programme. In addition, each learning phase will show how the programme helps to develop the students’ numeracy, literacy and ICT. There has been a focus upon both metacognition and vocabulary through CPL in 21/22.
Click here to see:
PSHCE and Worship Mapping 22/23
In addition to our PDE days, Personal Development is mapped alongside Worship. Worship happens in class three mornings a week for Years 7-11 (3x 20 minutes); these sessions are written and delivered by the tutor. Every Friday morning in staff briefing materials are shared with staff for delivery the following week. Also the main hall is used for collective worship and also for any additional assemblies following key issues that might have arisen both locally and nationally.
Images taken from PDE Days:
Year 10 Learning First Aid
Year 9 trying Yoga on their mental health and wellbeing lesson
Year 8 building bridges with engineers
No More Knives
Students took part in a no more knives session by ‘Respect Me’. Students joined a very powerful debate about knife crime and its consequences.