Curriculum at EWA

Belong   

In alignment with Altus Education Partnership’s vision, the Art and Photography curriculum provides an inclusive and cohesive education that improves lives through creativity, expression and connection. It advances education so that young people lead fulfilling lives and make positive contributions to their communities and society through artistic understanding and cultural awareness.   

The curriculum is designed to build knowledge and skill progressively, enabling students to master a wide range of artistic techniques and photographic processes. Learners explore formal elements such as line, colour, tone and composition while studying the work of artists, designers and photographers from diverse cultures and periods. The intent is to foster both discipline and freedom - teaching technical precision alongside imaginative exploration. Students are encouraged to reflect, evaluate and take creative risks, understanding that art is a process of continuous learning and discovery.   

Resilience is developed through experimentation and refinement; responsibility through independent project work; empathy through interpreting and representing diverse perspectives; and respect through valuing originality, critique and cultural diversity.   

Thrive 

Informed by the Science of Learning, Art and Photography teaching incorporates retrieval practice to reinforce key techniques, vocabulary and compositional principles. Schema-building helps students connect media, processes and contextual understanding across different units and years. Spaced practice supports long-term retention of practical and theoretical knowledge, while cognitive load theory informs the gradual introduction of complex techniques and creative concepts. Teachers model, scaffold and gradually release responsibility, enabling learners to develop independence and confidence in their artistic practice.   

Lessons balance exploration and rigour, combining observational drawing, experimentation and analytical study of contextual sources. Students engage in critique and reflection to refine their practice and articulate their creative intent. Assessment focuses on developing, refining, recording, and presenting ideas to communicate a personal artistic intention. Enrichment opportunities - such as gallery visits, workshops and competitions - extend learning beyond the classroom and promote cultural capital.   

Resilience is strengthened through iteration and critique; responsibility through independent portfolios; empathy through visual storytelling and collaboration; and respect through appreciation of artistic traditions and contemporary practice.   

Achieve 

Students leave Edgar Wood Academy as confident, reflective and skilled visual communicators. They demonstrate technical competence, creative thinking and critical awareness. Their work shows evidence of originality, refinement and contextual understanding. Assessment evidence confirms that students know more, remember more and can do more - applying artistic principles with increasing fluency and sophistication.   

The Art and Photography curriculum embodies the academy’s values of Resilience, Responsibility, Empathy and Respect, and reflects the Trust’s mission to advance education that empowers young people to lead fulfilling lives and contribute positively to society. It enables students to see, interpret and shape the world creatively - developing not only as artists and photographers but as thoughtful, expressive individuals.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Business Studies

Belong  

In alignment with Altus Education Partnership’s vision, the Business Studies curriculum creates an inclusive and cohesive education that improves lives through enterprise, innovation and critical thinking. It advances education so that students lead fulfilling lives and contribute positively to their communities and society through informed decision-making and leadership.   

The curriculum is designed to build business acumen progressively, developing students’ understanding of finance, marketing, operations, human resources and external influences. Through sequenced study, learners develop analytical thinking and problem-solving skills that prepare them for future opportunities. The curriculum encourages students to evaluate ethical and sustainable business practices, linking economic understanding to social and environmental responsibility.   

Resilience is fostered through complex analytical tasks; responsibility through decision-making and leadership; empathy through understanding stakeholder perspectives; and respect through engagement with diverse global business models.   

Thrive  

Business Studies teaching uses retrieval practice to consolidate terminology, models and frameworks such as the Marketing Mix. Schema-building connects ideas across different business functions and case studies. Spaced practice reinforces analytical writing and interpretation of data, while cognitive load theory ensures that students can process complex concepts and numerical information without overload.   

Teachers model analytical and evaluative writing, facilitate discussion of real-world case studies, and use questioning to deepen understanding. Assessment informs planning, ensuring that learning is responsive and challenging. Professional dialogue and CPD maintain coherence and rigour across the subject.   

Resilience is developed through strategic problem-solving; responsibility through evaluation of business ethics and sustainability; empathy through studying consumer and employee perspectives; and respect through critical engagement with global issues.   

Achieve   

Students leave Edgar Wood Academy with the knowledge and confidence to analyse and evaluate business behaviour in local, national and global contexts. They demonstrate logical thinking, numerical literacy and an awareness of ethical and sustainable practice. Students leave as independent thinkers ready to engage with the world of work and enterprise.   

The Business Studies curriculum embodies the academy’s values of Resilience, Responsibility, Empathy and Respect. It supports the Trust’s mission to advance education that empowers young people to make informed choices, lead with integrity, and contribute positively to society through enterprise and innovation.  

Computing

Beyond 

The Computer Science curriculum provides an inclusive and cohesive education that enriches lives and empowers young people to use technology responsibly and creatively. It advances education so that students lead fulfilling lives and make meaningful contributions to their communities and society through informed, ethical use of digital systems.   

The curriculum develops deep knowledge of computational principles through coherent sequencing and revisiting of key concepts. It aims to ensure all learners - regardless of background or prior attainment - can write, test and refine code, understand algorithms, and critically evaluate the impact of technology. The subject promotes logical reasoning, precision and curiosity, encouraging students to move from using technology to creating it.   

Resilience is cultivated through debugging and iterative problem-solving; responsibility through ethical computing and data security; empathy through teamwork and accessibility; and respect through safe, responsible engagement with digital environments.   

Thrive   

Teaching in Computer Science integrates retrieval practice to reinforce key concepts such as binary logic, algorithms and programming syntax. Schema-building connects understanding across topics - linking hardware, software and systems. Spaced practice supports long-term retention of computational knowledge, while cognitive load theory ensures new content is introduced in manageable, sequential steps.   

Teachers use diagnostic questioning, code analysis and peer feedback to address misconceptions. Practical programming, problem-based tasks and theory lessons work together to ensure knowledge and skills develop concurrently. Professional collaboration and CPD sustain high-quality instruction and consistency across key stages.   

Resilience is developed through debugging and perseverance; responsibility through digital ethics and cyber safety; empathy through designing inclusive digital systems; and respect through awareness of diversity in global technology use.   

Achieve 

Students leave Edgar Wood Academy as confident digital citizens who understand the principles of computing and its impact on society. They can analyse problems, design solutions, and evaluate outcomes critically. Students leave with an understanding in computational contexts, applying logic, creativity and responsibility in digital work.   

The Computer Science curriculum reflects Altus Education Partnership's mission to advance education that empowers young people to lead fulfilling lives and make positive contributions to society. It also embodies the school’s values of Resilience, Responsibility, Empathy and Respect through ethical, creative and collaborative practice. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Design & Technology (DT) empowers students to explore innovation through imagination and design thinking. Learners investigate how products are created, improved and adapted to meet the needs of society and the environment. 

Belong 

In line with Altus Education Partnership’s vision, the DT curriculum contributes to an inclusive and cohesive education system that improves lives through creativity and purposeful design. It advances education so that students can make meaningful contributions to their communities and the wider world.   

The curriculum is ambitious and inclusive, enabling all learners to develop the capacity to analyse problems, create design solutions and evaluate outcomes critically. Knowledge and skills are sequenced from basic materials, mechanisms and structures to complex design principles, electronics and sustainability. Students learn to think both creatively and analytically, drawing on Science, Mathematics and Art to inform design decisions.   

Resilience is built through iterative design challenges; responsibility is fostered through consideration of ethics and sustainability; empathy develops through designing for user needs; and respect underpins teamwork and craftsmanship. 

Thrive 

Informed by the Science of Learning, the DT curriculum incorporates retrieval practice to reinforce key processes such as measurement, materials knowledge and tool use. Schema-building helps students connect design concepts and apply them across contexts. Spaced repetition of design cycles strengthens long-term understanding, while cognitive load theory ensures that complex design thinking and making tasks are introduced in structured, manageable stages.   

Implementation is through clearly sequenced learning, adaptive teaching and reflective assessment. Formative assessment enables teachers to identify misconceptions, while summative project evaluations assess both process and product. Collaborative projects encourage creativity, critical thinking and communication.   

Resilience is cultivated through revision and refinement; responsibility through safe workshop practice; empathy through inclusive design; and respect through appreciation of materials, users and the environment. 

Achieve 

Students demonstrate deep understanding of design principles and technical skills, showing confidence in creating and evaluating products. Impact is measured through assessment, student voice and portfolio evidence to ensure that learners know more, remember more and can do more.   

The DT curriculum nurtures Resilience, Responsibility, Empathy and Respect. Students appreciate the impact of design on society and the environment, embodying the Trust’s mission to advance education that empowers young people to lead fulfilling lives and make positive differences to their communities.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Belong  

The Drama curriculum aims to provide an inclusive and cohesive education that enriches the lives of young people and strengthens their sense of belonging. It aims to ensure that students lead happy, fulfilling lives and contribute positively to their communities through creativity, expression and understanding the world around them.   

The curriculum is designed to develop students’ understanding of performance, theatre and communication through a wide range of styles, practitioners and texts. It nurtures imagination, curiosity and discipline while promoting cultural literacy and appreciation of diversity in dramatic expression. From foundational improvisation and characterisation in Key Stage 3 to advanced analysis and devised performance in Key Stage 4, students are supported to achieve excellence and creativity at every stage.   

Resilience is fostered through rehearsal, reflection and an encouragement for students to go beyond their comfort zone; responsibility through collaborative performance; empathy through character exploration; and respect through valuing every voice and contribution within the ensemble.   

Thrive 

Do Now activities integrate retrieval practice to strengthen memory of key terminology, performance techniques and practitioner theories. Use of learning journey slides helps students to connect previous and current learning. The spiral curriculum embeds learning over time by revisiting and refining the most important knowledge, while ensuring that new material is introduced in manageable steps, enabling students to experiment creatively without cognitive overload.   

Within the curriculum, there is clear sequencing, adaptive teaching and continuous assessment. Practical work is supported by theoretical study to reinforce understanding of performance choices and production elements. Teachers model performance and evaluation skills in the I do stage, and use questioning to deepen thinking. Students’ understanding is checked through questioning in the We Do stage and through observation in the You Do stage of the lesson. Following the You Do, peer feedback takes place that enhances confidence and creativity. Regular reflection and self-assessment encourage students to take ownership of their progress and personal growth.   

Achieve  

Students leave Edgar Wood Academy as confident, creative and articulate individuals who understand the value of performance as communication and storytelling. They are able to consider and respect a wide range of different perspectives, including those that differ from their own. They can analyse, devise and perform with insight, applying knowledge of form, style and intent. This can be seen through assessment evidence, student voice and teacher observation.  

Drama supports personal growth, confidence and social understanding - skills that empower students beyond the stage. Through Drama, students learn to imagine, to empathise, and to find their voice in a world that thrives on connection and creativity. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Belong   

The English curriculum provides an inclusive and cohesive education that enriches lives and builds community. It advances education so that young people lead happy and fulfilling lives and make positive differences through the power of communication and understanding.   

The curriculum is ambitious in scope and sequenced to secure progression from Key Stage 3 to Key Stage 4. Students develop a secure knowledge of literary heritage and language structure. Grammar, vocabulary and oracy are systematically taught to support fluency and precision. Learners are challenged to interpret, evaluate and create texts that demonstrate critical thinking and creative expression. Tailored support ensures that all students - regardless of starting point - achieve excellence and confidence in English.   

Resilience is built through drafting and analysis; responsibility through independent reading and self-reflection; empathy through exploring diverse perspectives in literature; and respect through valuing different interpretations and voices.   

Thrive 

Teaching incorporates retrieval practice to secure vocabulary, concepts and analytical frameworks. Schema-building connects themes across texts and periods, helping students see patterns of language and idea. Spaced practice supports retention of terminology and writing structures, while cognitive load theory guides lesson design so that complex skills - such as close analysis and extended writing - are introduced in manageable steps.   

Lessons are underpinned by clear sequencing, explicit instruction and responsive teaching. Teachers model excellence in reading and writing, scaffold learning for access and challenge, and use formative assessment to identify misconceptions and inform feedback. Vocabulary instruction and structured discussion develop oracy and critical thinking. Professional collaboration and CPD sustain high standards and pedagogical coherence.   

Resilience is enhanced through sustained writing tasks; responsibility through independent revision; empathy through dialogue and interpretation; and respect through evaluating ideas with integrity and open-mindedness.   

Achieve   

Students leave Edgar Wood Academy as confident and articulate communicators who read widely and think deeply. They can analyse texts with precision, construct informed arguments and write for a range of purposes and audiences. Impact is monitored through assessment data, student voice, and work scrutiny to ensure that learning is embedded and progress is sustained.   

The English curriculum embodies Resilience, Responsibility, Empathy and Respect, reflecting the Trust’s mission to advance education that enables young people to lead fulfilling lives and make positive contributions to their communities. Students understand that language is a force for connection, expression and change.   

Through English, students learn to find their voice, to see through another’s eyes, and to shape the world with words.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Food Preparation & Nutrition 

Food Preparation & Nutrition enables students to understand the science, creativity and culture of food. Learners gain the skills and knowledge to make informed choices for health, sustainability and enjoyment. 

Belong 

The Food Preparation & Nutrition curriculum promotes wellbeing, community and sustainability. It supports students to understand food as both a science and an art - developing confidence to prepare nutritious meals and appreciate global food traditions.   

The curriculum is coherently sequenced to build knowledge of nutrition, food safety, food science, provenance and cooking methods, while fostering practical mastery and creativity. Students progress from fundamental knife skills and basic recipes in Key Stage 3 to advanced dishes and nutrition analysis at Key Stage 4. The curriculum is inclusive, ensuring that all learners - regardless of background - can experience success and enjoyment in food education.   

Resilience is strengthened through practice and experimentation; responsibility through hygienic preparation and sustainability; empathy through cultural appreciation; and respect through teamwork and constructive critique. 

Thrive 

Teachers use retrieval practice to recall prior techniques and nutritional knowledge. Spaced repetition reinforces core skills such as weighing, measuring and food safety, while schema-building supports understanding of ingredients, methods and nutrition. Cognitive load theory informs lesson design, ensuring that new skills are introduced progressively through demonstration and guided practice.   

Implementation is through clear sequencing, adaptive teaching and rigorous assessment. Formative feedback guides improvement in practical skills and written work, while summative evaluation measures students’ ability to apply theoretical and practical knowledge in real contexts.   

Resilience and responsibility are developed through consistent practice; empathy and respect are nurtured through shared cooking experiences, appreciation of diversity and reflection on food ethics. 

Achieve 

Students demonstrate technical skill, creativity and understanding of food and nutrition. Impact is assessed through practical work, written evaluation and reflective discussion, ensuring that learners develop both competence and confidence.   

Through Food Preparation & Nutrition, students embody the values of Resilience, Responsibility, Empathy and Respect. They leave Edgar Wood Academy equipped with the skills to lead healthy, sustainable and creative lives - contributing positively to family, community and society. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Beyond 

At the heart of the Geography curriculum are the school’s core values: Resilience, Responsibility, Empathy, and Respect. Students are encouraged to show resilience by embracing challenging concepts and persevering through enquiry-based learning. Responsibility is developed as they take ownership of their learning and understand their role as global citizens who care for the environment. This in-turn develops their sense of belonging, and that their actions can have a positive influence on the world around them. Empathy is cultivated through the study of diverse cultures, communities, and global challenges, helping students to value different perspectives. Respect underpins every classroom interaction, fostering a supportive and inclusive learning environment where all voices are heard. 
 
Aligned with Altus Education Partnership’s vision, the Geography curriculum contributes to an inclusive and cohesive education system that improves the lives of young people within the borough. It reflects the Trust’s mission to advance education across Rochdale and its surrounding areas, ensuring that students develop the knowledge, values, and aspirations needed to lead happy and fulfilling lives while making positive contributions to their communities and society, giving students a sense of belonging in their local and wider-communities. 
 
The Geography curriculum has a clear and ambitious intent. It is carefully sequenced to build knowledge cumulatively, allowing for topics to interlink and highlight the crossover between human activity and the physical world, enabling all students to connect key ideas over time. The curriculum ensures inclusivity by addressing the needs of every learner, including those with SEND and disadvantaged backgrounds, so that every student can access and achieve within a knowledge-rich framework. It provides meaningful context for learning by linking global geographical concepts to students’ local environments and lived experiences. 

Thrive 

Teaching and learning in Geography explicitly reinforce our values. Students build resilience through challenging fieldwork and analytical tasks that encourage persistence and problem-solving. They demonstrate responsibility by working collaboratively, managing resources effectively, and reflecting on how human actions shape the world. Empathy is developed through exploring case studies that reveal the lived experiences of people in different places. Respect is modelled through group discussions and teamwork, where students learn to listen actively and appreciate others’ viewpoints. 
 
Crucially, our Geography curriculum is informed by the Science of Learning. Drawing on insights from cognitive science, we use strategies proven to enhance how students learn and retain knowledge over time. Retrieval practice helps students make connections between new geographical ideas and prior learning, consolidating understanding of key concepts such as place, scale, and interdependence. Spaced repetition supports long-term retention, ensuring that essential knowledge is revisited and embedded across topics. Students are encouraged to think deeply about new content, developing the ability to apply knowledge independently in unfamiliar contexts. Informed by cognitive load theory, new material is introduced in carefully structured stages, allowing learners to process complex ideas - such as data interpretation, map skills, and geographical enquiry - without becoming overwhelmed. 
 
Within the Geography curriculum implementation focuses on high-quality teaching informed by evidence and ongoing professional development. Teachers use adaptive teaching approaches to ensure accessibility for all learners while maintaining high expectations. Curriculum sequencing supports progression of disciplinary knowledge, from foundational geographical concepts to complex analytical skills. Assessment for learning is embedded throughout lessons, allowing teachers to monitor understanding and address misconceptions promptly. 

Achieve  

The impact of these values is visible in our students’ attitudes and outcomes. They demonstrate resilience by overcoming academic challenges and continuously striving for improvement. Responsibility is shown through their engagement with sustainability and their commitment to informed global citizenship. Empathy is reflected in their understanding of human and environmental issues, expressed with sensitivity and insight. Respect is evident in their conduct, collaboration, and appreciation of diversity within and beyond the classroom. 
 
Through this approach, the Geography curriculum embodies the wider vision of Altus Education Partnership - empowering students to become thoughtful, informed, and compassionate citizens who use their understanding of the world to make meaningful differences within their communities and beyond. 
 
Impact is evaluated through triangulated evidence - including student voice, lesson observations, and work scrutiny - to ensure that students know more, remember more, and can do more. Leaders systematically review curriculum intent and implementation to ensure continuous improvement and alignment with whole-school and trust priorities. The Geography curriculum promotes personal development, cultural awareness, and active citizenship, ensuring every learner leaves Edgar Wood Academy equipped to make a positive difference in their community and beyond.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Belong  

In line with Altus Education Partnership’s vision, the History curriculum supports an inclusive and cohesive education system that improves the lives of young people and their communities. It advances education so that learners lead fulfilling lives and make positive differences to society.   

The curriculum is designed with clear ambition: to enable every student, regardless of background or starting point, to develop a secure and connected understanding of Britain’s past and that of the wider world. History at Edgar Wood Academy is ‘every story’. Students will learn about a diverse range of histories and to empathise with local, national and global communities. They will learn to be critical thinkers and question their assumptions and information that is given to them. Students will explore how history has shaped the country and the world around them. 

Resilience is nurtured through analytical writing and extended enquiries that require perseverance. Responsibility is developed as students consider the consequences of decisions in history and their relevance to civic life today. Empathy is cultivated through examining diverse perspectives, and respect underpins classroom dialogue and historical enquiry. 

Thrive 

Teaching is knowledge-rich, evidence-informed, and structured to promote historical thinking. Teachers interleave substantive and disciplinary knowledge to help students connect content across time periods and themes.   

Informed by the Science of Learning, lessons integrate retrieval practice to reinforce prior knowledge of chronology, key concepts, and historical vocabulary. Spaced repetition revisits major themes - such as power, conflict, and social change - to strengthen long-term memory. Students are encouraged to 'think like historians', evaluating sources, forming interpretations, and substantiating claims with evidence. Cognitive-load theory guides planning so that complex material is introduced in manageable steps, supporting all learners to build robust historical schema.   

Implementation centres on adaptive teaching, formative assessment, and collaborative professional learning. Teachers use low-stakes quizzes, structured questioning, and essay feedback using examples and non-examples to identify misconceptions and measure cumulative progress. Regular curriculum review ensures consistency and coherence across key stages.   

Resilience and responsibility are embedded through sustained enquiry tasks; empathy and respect are promoted in discussions that value multiple viewpoints and foster tolerance and critical reflection.   

Achieve  

Students leave Edgar Wood Academy as confident, reflective, and informed historians. They demonstrate secure chronological understanding, the ability to analyse cause and consequence, evaluate significance, and interpret evidence with balance and precision.   

Impact is measured through rigorous assessment, student voice, and work scrutiny to ensure students know more, remember more, and can do more. Outcomes show that learners can apply disciplinary thinking to unfamiliar contexts, demonstrating independence and curiosity about the past.   

Through History, students embody the values of Resilience, Responsibility, Empathy, and Respect. They learn from humanity’s successes and failures and apply these lessons to modern life - supporting the Trust’s mission to advance education that enables young people to make positive, informed contributions to society.   

Through the study of History, learners develop intellectual curiosity, moral awareness, and analytical skill - equipping them to engage critically with the world around them and to shape its future with integrity. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Belong 

In line with Altus Education Partnership’s vision, the Mathematics curriculum provides an inclusive and cohesive education that improves the lives of young people through intellectual curiosity and empowerment. It advances education so that students lead fulfilling lives and make positive contributions to their communities and wider-society.   

The intent of the Mathematics curriculum is to develop fluency in mathematical fundamentals through varied and frequent practice, allowing students to recall and apply knowledge rapidly and accurately. Learners move from concrete to abstract understanding through coherent sequencing and revisiting key ideas such as number, algebra, geometry, ratio, and statistics. Emphasis is placed on reasoning and problem-solving, allowing students to make meaningful mathematical connections across domains and contexts. The curriculum is inclusive, ensuring access and challenge for all through adaptive teaching and scaffolded progression.   

Resilience is fostered as students persevere through complex problems; responsibility is encouraged through independent and collaborative work; empathy is shown through peer support and appreciation of diverse thinking; and respect is built through discussion and recognition of multiple approaches to reasoning. 

Thrive 

Guided by the Science of Learning, the Mathematics curriculum integrates retrieval practice to strengthen long-term retention of key facts and procedures. Schema-building supports conceptual understanding and connections between topics such as proportional reasoning, algebraic manipulation and geometric proof. Spaced practice and interleaving allow students to revisit knowledge regularly, while cognitive load theory informs teaching so that concepts are introduced incrementally, allowing for mastery and confidence.   

Implementation of the curriculum is considerate of coherent sequencing, adaptive teaching and formative assessment. Teachers use questioning, modelled examples and diagnostic feedback to identify misconceptions and guide next steps. Summative assessments measure cumulative knowledge and ensure that learning builds systematically over time. Regular collaboration and professional development sustain high-quality teaching and shared pedagogical approaches.   

Resilience is strengthened through problem-solving challenges; responsibility through precise reasoning and self-reflection; empathy through collaborative learning; and respect through valuing diverse strategies and logical debate. 

Achieve 

Students emerge as confident mathematicians who can think critically, reason effectively and apply their understanding to unfamiliar contexts. Impact is measured through formative and summative assessment, work scrutiny and student voice to ensure learners 'know more, remember more and can do more'. Outcomes reflect the academy’s commitment to ambition, inclusion and excellence.   

Through Mathematics, students embody the values of Resilience, Responsibility, Empathy and Respect. They develop curiosity, precision and logical thinking that empower them to interpret, model and influence the world around them. This reflects Altus Education Partnership’s mission to advance education that enables young people to lead fulfilling lives and make meaningful contributions to society.   

Through Mathematics, students explore the patterns of the world, reasoning with precision, creativity and curiosity to shape a logical and connected future.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Belong  

The Modern Foreign Languages (MFL) curriculum offers an inclusive and cohesive educational experience that enriches students’ lives through communication and cultural understanding. It advances education so that young people lead fulfilling lives and make positive differences to their communities and society through global awareness and empathy.   

The intent of the MFL curriculum is to ensure students develop the ability to understand and produce spoken and written language with accuracy and confidence. It is designed to foster curiosity about the wider world, cultural diversity and international connections. Students study key linguistic components - phonics, vocabulary and grammar - alongside authentic materials, promoting meaningful use of language in real contexts. Sequenced learning allows students to revisit and deepen understanding of structures, tenses and topics, supporting long-term mastery and enjoyment of language learning.   

Resilience is developed through tackling linguistic challenges; responsibility through independent learning and preparation; empathy through exploration of other cultures and perspectives; and respect through valuing diversity and global citizenship.   

Thrive 

MFL teaching uses retrieval practice to consolidate vocabulary, grammatical structures and phonics. Schema-building connects new content to prior learning - linking familiar topics, tenses and sentence patterns. Spaced practice reinforces memory and fluency over time, while cognitive load theory guides teachers to introduce language structures progressively to avoid overload. Students are supported to develop automaticity in recall, pronunciation and comprehension through consistent routines and practice.   

Lessons combine speaking, listening, reading and writing activities that integrate vocabulary recall with grammatical accuracy. Teachers model pronunciation and sentence construction, encouraging active participation, self-correction and peer feedback. Formative assessment identifies gaps and misconceptions, ensuring targeted support for all learners.   

Resilience is strengthened through persistence in speaking and writing; responsibility through preparation and practice; empathy through intercultural exploration; and respect through appreciation of global perspectives and communication styles.   

Achieve 

Students leave Edgar Wood Academy as confident and culturally aware communicators who appreciate the value of language learning in a global society. They demonstrate linguistic fluency, accurate grammar and the ability to express opinions and ideas with clarity. Assessment evidence shows that students know more, remember more and can do more when applying their learning across different contexts with increasing independence and confidence.   

The MFL curriculum reflects the academyl’s values of Resilience, Responsibility, Empathy and Respect, as well as the Trust’s mission to advance education that empowers young people to lead fulfilling lives and contribute positively to society. Through language study, learners gain the skills to communicate across cultures, promoting understanding, respect and connection in an international world. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

Belong

In keeping with Altus Education Partnership’s vision, the Music curriculum creates an inclusive and cohesive educational experience that enriches lives and strengthens community. It advances education so that young people lead happy, fulfilling lives and make positive differences through artistic expression and cultural engagement. 

The curriculum is ambitious in scope, offering a broad range of musical genres and contexts. Knowledge is sequenced to build a secure understanding of the inter-related dimensions of music - pitch, rhythm, dynamics, timbre and structure - while developing technical competence on instruments and voice. Students progress from basic notation and ensemble skills in Key Stage 3 to advanced composition and analysis in Key Stage 4. Every learner is supported to achieve through adaptive teaching and inclusive provision. 

Resilience is fostered through practice and performance; responsibility through collaboration and self-discipline; empathy through appreciation of diverse musical cultures; and respect through valuing each performer’s contribution. 

Thrive

Teaching is practical, theoretical and creative. Lessons balance performance, composition and listening to ensure students develop as well-rounded musicians and critical thinkers. Teachers explicitly connect musical concepts across topics so that learning is cumulative and deeply rooted in experience. 

The Music curriculum uses retrieval practice to reinforce knowledge of notation, key signatures and aural recognition. Schema-building through repertoire study helps students link genres, styles and historical contexts. Spaced repetition and deliberate practice develop technical fluency and creative confidence. Cognitive load theory guides lesson design, ensuring that performance and theory skills are introduced in manageable steps. 

Formative assessment and feedback support progress in composition and performance, while summative assessments evaluate cumulative knowledge and musical understanding. Staff collaboration and CPD ensure consistency and high expectations across key stages. 

Resilience is strengthened through public performance and creative risk-taking; responsibility through ensemble leadership and commitment to practice; empathy and respect through listening to and celebrating the music of others. 

Achieve

Students leave Edgar Wood Academy as confident, curious and creative musicians. They demonstrate technical competence, aural awareness and the ability to analyse, perform and compose with independence and insight. 

Learners are able to apply their knowledge to new contexts, understanding how music reflects and shapes society. Regular review of curriculum design and delivery ensures continuous improvement and inclusivity. 

Through Music, students embody Resilience in practice and performance, Responsibility in collaboration and organisation, Empathy through shared creativity, and Respect in listening and response. This fulfils the Trust’s mission to advance education that enables young people to lead fulfilling lives and make positive contributions to society. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Music Development Plan

PE

Belong  

The PE curriculum offers an inclusive and cohesive educational experience that enriches lives through wellbeing, teamwork and physical development. It advances education so that students lead fulfilling lives and make meaningful contributions to their communities through sport, leadership and active participation.   

The intention of the PE curriculum is to ensure all students experience a wide range of physical activities that promote fitness, skill and confidence. The programme develops core physical competencies alongside social and cognitive skills such as communication, leadership and fair play. Students learn to analyse performance, understand the science behind movement and appreciate the value of sport for mental and physical health. The curriculum provides equitable access for all learners, celebrating participation and achievement at every level.   

Resilience is built through challenge and competition; responsibility through teamwork and leadership; empathy through cooperation and inclusion; and respect through sportsmanship and fair play.   

Thrive   

PE teaching integrates retrieval practice to reinforce key skills, techniques and rules across sports. Schema-building allows students to apply principles of movement, tactics and health to new contexts. Spaced practice supports the retention of fundamental skills, while cognitive load theory informs progression from simple to complex tasks. Reflection and feedback are embedded in every lesson, helping students to analyse and refine their performance.   

Through coherent sequencing, adaptive teaching and formative assessment. Lessons are structured to provide a balance of skill development, tactical understanding and physical conditioning. Staff model positive participation and ensure inclusivity, while assessment focuses on both physical performance and understanding of health and fitness concepts.   

Resilience is nurtured through sustained practice; responsibility through teamwork and leadership roles; empathy through collaboration and inclusion; and respect through fair competition and encouragement of others.   

Curriculum Impact   

Students leave Edgar Wood Academy with the skills, knowledge and motivation to lead active, healthy lives. They understand how physical activity supports wellbeing and can apply learned strategies to lifelong participation. Assessment evidence shows that students 'know more, remember more and can do more' in physical performance and theory.   

The PE curriculum embodies the school’s values of Resilience, Responsibility, Empathy and Respect, and reflects the Trust’s mission to advance education that empowers young people to lead fulfilling, balanced and socially responsible lives. 

Sports Science

Belong 

The Sport Science curriculum provides an inclusive and cohesive educational experience that enriches lives through physical literacy, scientific understanding and healthy living. It advances education so that students can lead fulfilling lives and contribute positively to their communities through knowledge of health, exercise and wellbeing.   

The curriculum aims to deepen understanding of anatomy, physiology, fitness and performance analysis through a structured and sequential approach. Learners apply theoretical knowledge to practical scenarios, evaluating performance and designing training plans based on evidence. The programme nurtures curiosity, independence and resilience, ensuring that all students - regardless of background - can access and succeed in both academic and vocational aspects of sport.   

Resilience is fostered through analysis and improvement of performance; responsibility through health and safety awareness; empathy through teamwork and leadership; and respect through ethical participation and recognition of others’ achievements.   

Thrive 

Retrieval practice is used to secure key terminology and theoretical concepts such as components of fitness, training methods and body systems. Schema-building connects physiological principles with applied performance contexts. Spaced retrieval ensures that learning is revisited and retained, while cognitive load theory supports lesson design, enabling students to process complex scientific data and performance information effectively.   

Coherent sequencing is used, alongside practical application and formative assessment. Lessons combine theoretical study with practical experimentation, encouraging students to evaluate data, apply findings and reflect on their progress. Assessment is used to inform planning and differentiation, ensuring that all learners achieve success.   

Resilience is developed through persistence in testing and analysis; responsibility through independent coursework and health awareness; empathy through cooperation and teamwork; and respect through professionalism and ethical sporting behaviour.   

Achieve 

Students leave Edgar Wood Academy with a robust understanding of the science of sport and its impact on health and performance. They can analyse, evaluate and apply scientific principles in physical and academic contexts. Assessment data and student feedback demonstrate that learners 'know more, remember more and can do more' as analytical thinkers and informed participants in sport.   

The Sport Science curriculum embodies the values of Resilience, Responsibility, Empathy and Respect, aligning with the Trust’s mission to advance education that prepares young people for healthy, balanced and purposeful lives. It equips learners with the knowledge, confidence and discipline to pursue further study, employment and lifelong participation in physical activity. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Belong 

The intent of the Religious Education (RE) department is for every student, regardless of background or circumstance, to be given the opportunity to explore their own beliefs about the world whilst developing a genuine sense of enquiry and appreciation for the beliefs and values of others. RE at Edgar Wood Academy prepares students for life in modern Britain whilst also providing them with the opportunities to become aware of the wider world, the people and the social issues that surround them. RE explores philosophical, ethical, theological and sociological disciplines; through this academic rigour, our students can develop a full understanding of what it means to be religious and how that looks in modern Britain and throughout the world. As part of this, students will engage with living religions that are active and relevant in our world and in our academy as well as exploring non-religious worldviews and adopting a worldviews approach to learning.   

Aligned with Altus Education Partnership’s vision, the RE curriculum contributes to an inclusive and cohesive education system that improves lives and fosters understanding across the borough and beyond. It advances education so that young people lead happy and fulfilling lives and make positive differences to their communities and society.   

The RE curriculum intends to give students the opportunity to develop an understanding of the place of religion throughout history and the impact it has on individuals, communities as well as social and political domains. We follow a chronological approach to the study of the Abrahamic faiths so that students can see the interconnectivity of each of these religions.  

Religious Education allows students to develop a genuine sense of respect, understanding and appreciation of diversity in all its magnificent forms whilst also fostering an upstander approach to issues of social justice. The RE curriculum has a clear and ambitious intent. It is coherently sequenced to build knowledge cumulatively - from foundational concepts about beliefs and practices to complex ethical and philosophical discussion. The curriculum promotes equitable access for all learners, including those with SEND and disadvantaged backgrounds, through adaptive teaching and inclusive pedagogy. 

At the heart of the RE curriculum are the academy’s core values: Resilience, Responsibility, Empathy, and Respect. Students are encouraged to show resilience by embracing challenging and abstract concepts and persevering through enquiry-based learning. Resilience is nurtured through challenging questions and debates that require thoughtful reasoning. Responsibility is encouraged as students consider the impact of their views and actions on others. Empathy is developed through exploring diverse beliefs and world views, while respect is central to classroom dialogue and reflection. Resilience is also developed through extended reflection tasks and essay writing. Responsibility is fostered through ethical decision-making and respectful discussion. Empathy and respect are reinforced through dialogue, mutual understanding, and celebration of diversity. This embodies Altus Education Partnership’s mission to advance education so that young people lead fulfilling lives and make positive differences to society.   

Thrive 

The RE curriculum is planned and sequenced to develop knowledge, understanding, and skills through enquiry, discussion, and critical analysis. Teachers emphasise connections between religious texts, belief systems, and moral frameworks to build schema and conceptual fluency. Our curriculum exposes our students to the six major world religions, alternative religious and non-religious worldviews as well as philosophical and ethical themes. We implement an authentic curriculum whereby all students are able to see themselves represented. To understand the world around us, and how we fit into that world, we must attempt to understand the religions, worldviews, cultures, traditions, customs and beliefs of the people we share it with, as well as developing a better understanding of who we are. It is the right of every student at Edgar Wood to become equipped with the powerful knowledge that will allow them to be a respectful, open-minded and active citizen who can form and evaluate their own opinions whilst gracefully acknowledging and engaging with those of other people. In RE, we open up the powerful knowledge needed by our students by focusing on key threshold concepts within each scheme of learning. 

Crucially, RE at Edgar Wood Academy is informed by the Science of Learning. Drawing on cognitive research, teachers use retrieval practice to link new learning with prior knowledge, supporting long-term memory formation. Spaced repetition ensures core ideas - such as belief, ethics, and meaning - are revisited and applied in new contexts. Students are encouraged to think deeply and reflect critically, building on prior learning to form balanced judgements. Cognitive load theory guides lesson design so that complex concepts are introduced in manageable steps.   

Implementation is rich in adaptive teaching, assessment for learning, and collaborative professional development. Formative assessment identifies misconceptions, while summative assessment measures cumulative understanding and conceptual progression. Teachers review practice to ensure consistency and impact.   

Achieve  

Impact is evaluated through assessments, student voice, and work scrutiny to ensure learners know more, remember more, and can do more. Leaders review curriculum intent and implementation to drive continuous improvement and equity. Students emerge as respectful, open-minded, reflective and informed learners who understand the role of belief, practice, ethics, and values in shaping human experience. They demonstrate confidence in expressing reasoned opinions and respect for different perspectives. Students can successfully enter life in modern Britain as well-rounded citizens who are equipped to make positive change and challenge intolerance.

 

PLEASE NOTE: Parents and carers have the right to withdraw their child from all or part of RE. Please contact the Head of RE - Mrs C. Alafiatayo - on c.alafiatayo@edgarwood.org in order to request withdrawal for your child.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Belong 

The Science curriculum at Edgar Wood Academy nurtures curiosity, problem-solving, and a lifelong passion for discovery. It equips students with the knowledge and skills to investigate, analyse data, and make informed, evidence-based decisions. In line with Altus Education Partnership’s vision, Science at Edgar Wood contributes to an inclusive, cohesive education system that enriches lives and empowers young people to lead fulfilling lives and make positive differences to their community.  

The curriculum is coherently sequenced, enabling students to build their scientific knowledge and understanding of the big ideas in science. It provides equitable access for all learners - including those with SEND and disadvantaged backgrounds - through high quality first adaptive teaching and inclusive design. 

Resilience is developed through challenging concepts, experiments and problem-solving. Responsibility is nurtured through teamwork and safety. Empathy grows through studying global scientific issues such as sustainability and climate change, while respect defines classroom culture and collaboration. 

Thrive 

The Science curriculum is coherently planned to build knowledge and skills through enquiry, experimentation, and analysis. Lessons build on prior learning and promote retention through regular retrieval of core knowledge. 

Crucially, our Science curriculum is informed by the Science of Learning. Drawing on cognitive research, teachers use retrieval practice to link new and prior learning; spaced repetition to reinforce key concepts such as the particle model, cell structure, and energy transfer; and cognitive load theory to introduce new material in manageable chunks.  

Implementation of the Science curriculum is achieved through adaptive teaching, formative assessment, and professional collaboration. Teachers refine delivery through continuous reflection and CPD, ensuring consistent high-quality practice. 

Resilience is strengthened through practical enquiry, responsibility through accurate data and safe working, empathy through ethical discussion, and respect through teamwork and peer support. 

The impact of the Science curriculum is seen in students’ curiosity, analytical ability, and confidence in applying scientific principles. They develop independence and scientific literacy. 

Achieve 

The impact of the Science curriculum is evaluated through assessment, work scrutiny, and student voice to ensure students know more, remember more, and can do more. Leadership reviews inform continuous improvement. 

Through Science, students show resilience in overcoming challenges, responsibility in ethical decision-making, empathy for global issues, and respect for the role of science in improving lives. This embodies Altus Education Partnership’s mission of empowering young people to lead fulfilling lives and contribute positively to society. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The GCSE Citizenship curriculum (AQA) is ambitious, inclusive and coherently sequenced to enable students to understand the political, legal and social structures that shape the world around them. Through analytical study, debate and participation, students develop the knowledge, skills and values needed to become informed, active and responsible citizens. The curriculum builds cultural literacy, critical thinking and communication while fostering respect for democracy, diversity and the rule of law.   

Belong  

The Citizenship curriculum provides an inclusive and cohesive education that improves lives by promoting engagement, understanding and participation. It advances education so that students lead fulfilling lives and make meaningful contributions to their communities and society.   

The curriculum is designed to build knowledge progressively, ensuring students understand the four key strands. These strands provide students with the knowledge, skills and understanding needed to engage confidently and responsibly in society and democratic life. 

Life in Modern Britain 
This strand meets statutory content relating to the nature of identity, diversity and community in the UK. Students learn about shared values, the role of the media, the UK’s position in the world, and the challenges and opportunities facing modern British society. This ensures that students develop a broad, informed understanding of contemporary Britain. 

Rights and Responsibilities 
Through this strand, students gain secure knowledge of the rights, freedoms and protections provided by the UK’s legal system, including the roles of Parliament, the judiciary, and international conventions. It also covers citizens’ responsibilities within a democratic society, ensuring students understand how laws are made, interpreted and upheld. 

Politics and Participation 
This strand directly addresses statutory content related to democratic processes, political institutions and participation. Students explore how power is exercised, how governments are elected, the role of political parties, and how citizens can influence decision-making at local, national and international levels. This supports students to become informed, active participants in democracy. 

Active Citizenship 
Active Citizenship is at the heart of the statutory Citizenship curriculum. This strand provides students with opportunities to investigate real issues, work collaboratively, engage with their community and take informed action. Students learn how to plan, carry out and evaluate participation activities, developing the confidence, skills and agency to make a positive difference in society. 

Together, these four strands ensure that all statutory Citizenship content is taught in a coherent, sequenced and engaging way, empowering students to understand their role in society and to become thoughtful, active and responsible citizens. Students are encouraged to think critically, articulate opinions and evaluate evidence to make reasoned arguments.   

Resilience is developed through sustained engagement with complex moral and political questions; responsibility through understanding civic duties; empathy through exploring diverse experiences and viewpoints; and respect through recognising equality and human rights.   

Thrive  

Teaching in Citizenship incorporates retrieval practice to reinforce key concepts and terminology such as democracy, participation and representation. Our spiral curriculum connects topics across law, government and society, helping students form a holistic understanding of citizenship in action. This is supported by considering and carefully planning both our tutor time programme and PSHCE curriculum to ensure strong prior knowledge of these topics prior to starting the course (as demonstrated in the scheme of work). Spaced practice ensures long-term retention of knowledge, while cognitive load theory supports lesson design so that new concepts, such as political systems or legal frameworks, are introduced clearly and progressively.   

Our lessons include clear sequencing, adaptive teaching and continuous assessment. Teachers model critical thinking and evidence-based discussion, use questioning to deepen understanding and facilitate structured debate that builds confidence and communication. Formative assessment tracks progress in knowledge and argumentation, while summative tasks evaluate students’ ability to apply concepts to case studies and contemporary issues.   

Resilience is fostered through the challenge of reasoning and debate; responsibility through civic participation projects; empathy through understanding the experiences of others and practicing evaluation skills (considering both sides of an argument even if you don’t agree); and respect through collaboration and inclusive dialogue.   

Achieve 

Students that complete Citizenship leave as informed and engaged citizens who understand their rights and responsibilities and can participate actively in democratic life. They demonstrate knowledge of political and legal systems, evaluate social and global issues and communicate ideas with confidence and respect. Assessment evidence shows that learners 'know more, remember more and can do more' when applying their understanding to real-world contexts.   

The Citizenship curriculum embodies our values and reflects the Trust’s mission to advance education that enables young people to lead fulfilling lives and make positive contributions to society. It empowers students to think critically, engage constructively and act ethically as citizens of both their community and the wider-world.   

Summary 

This Citizenship curriculum is ambitious, inclusive and knowledge-rich, embedding the Science of Learning to secure long-term understanding and application. Continuous assessment and reflection ensure coherent progression across all areas of study. The curriculum exemplifies the Edgar Wood values and Altus Education Partnership’s vision to develop active, informed and compassionate citizens who contribute positively to the world around them. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Beyond 

In alignment with our vision, the PSHCE curriculum provides an inclusive and cohesive education that improves lives and strengthens communities. It advances education so that students lead happy, healthy and fulfilling lives. 

The curriculum is structured around six core themes, which are revisited and deepened through Key Stages 3 and 4 (through our spiral curriculum). These strands provide a coherent, progressive curriculum that equips students with the knowledge, skills and values needed to thrive in modern life. 

Planning for My Future 
This strand supports the statutory requirement for careers education, preparation for adulthood and economic wellbeing. Students learn about future pathways, financial decision-making, employability skills and personal goal-setting, ensuring they are well-prepared for life beyond school. 

Living in the Wider World 
Through this strand, students develop an understanding of their roles, rights and responsibilities in society. It covers statutory themes including online safety, media literacy, equality, diversity and the law, helping students understand how to navigate an increasingly complex world as informed, responsible citizens. 

Keeping Safe 
This strand meets statutory expectations related to safeguarding, personal safety, online risk, consent, boundaries, and recognising unsafe situations. Students learn how to protect themselves and others, how to seek help, and how to make informed, safe choices in a range of contexts both on and offline. 

Staying Healthy 
Meeting the statutory requirements for physical and mental health education, this strand teaches students about healthy lifestyles, emotional wellbeing, substance misuse, sleep, nutrition and habits that contribute to long-term health. It supports students in developing self-regulation, resilience and help-seeking behaviours. 

Life in Modern Britain 
This strand addresses statutory content related to citizenship, British values, democracy, the rule of law, human rights and community cohesion. Students learn about their place within local, national and global communities, encouraging respect, participation and social responsibility. 

Relationships and Sexual Health Education 
Aligned fully with statutory RSHE, this strand teaches students about healthy relationships, consent, families, friendships, sexual health, puberty, reproductive health, and respect for self and others. It promotes inclusive, age-appropriate understanding, supporting students to form healthy, safe relationships throughout their lives. 

Together, these six strands ensure that all statutory PSHE and RSHE content is delivered in a structured, sequenced and age-appropriate way, supporting our commitment to developing confident, safe, healthy and well-informed young people. The curriculum is inclusive and responsive, providing a safe space for students to explore values, beliefs and challenges relevant to their lives.   

Resilience is built through reflection and problem-solving; responsibility through decision-making and goal setting; empathy through relationship education and diversity awareness; and respect through tolerance, inclusion and understanding of others.   

Thrive 

The PSHCE department incorporates retrieval practice to reinforce key concepts across all strands. Our spiral curriculum connects ideas between topics such as wellbeing, relationships and responsibilities, helping students to apply knowledge holistically. Spaced repetition and reflection promote long-term retention of core messages, while cognitive load theory ensures new or sensitive content is introduced in manageable and developmentally appropriate steps.   

Implementation includes coherent sequencing, adaptive delivery and ongoing assessment. Teaching methods include discussion, case studies, reflection, role-play, groupwork and project-based learning. Teachers use formative assessment and reflection time to gauge understanding and support personal growth. Cross-curricular links strengthen connections with subjects such as Science, Geography, Citizenship and PE, ensuring coherence across the wider-curriculum.   

Resilience is encouraged through open dialogue and self-reflection; responsibility through setting personal and community goals; empathy through exploring diverse experiences; and respect through maintaining inclusive, safe and supportive classroom environments.   

Achieve 

Students leave Edgar Wood Academy as confident, self-aware and active citizens who understand how to maintain wellbeing, build healthy relationships and engage positively with their communities. They can evaluate information, manage risk and make decisions that contribute to their own and others’ happiness and safety.  

The PSHCE curriculum embodies the school’s values and reflects the Trust’s mission to advance education that empowers young people to lead fulfilling lives and make positive contributions to society. It promotes equality, wellbeing and active citizenship, ensuring every student develops the confidence and compassion to thrive in an ever-changing world.