Personal development

At Dixons Cottingley Academy, we know that qualifications open doors and therefore we place high importance on delivering an ambitious and academic curriculum to all our students. Of equal importance, is the necessity for students to build cultural capital and develop into well-rounded individuals who contribute positively to society. The student experience curriculum at Dixons Cottingley Academy permeates through the school and provides students with a plethora of experiences that sit besides, intertwine with, and compliment the academic curriculum. 

Our student experience curriculum encompasses the following areas:  

• Personal, Social, Health and Economic Education (PSHE) and Relationships, Sex and Health Education (RSHE)  

• Careers 

• Student Leadership  

• SMSC and British Values  

• Extra-curricular Activities 

• Co-curricular  

• Stretch curriculum and Dream Team 

SMSC and British Values 

Spiritual, Moral, Social and Cultual (SMSC) education is an important part of life at Dixons Cottingley. 

SMSC covers the following topics. 

• Spiritual: explore beliefs and experience; respect values; discover oneself and the surrounding world; use imagination and creativity; reflect. 

• Moral: recognise right and wrong; understand consequences; investigate moral and ethical issues; offer reasoned views. 

• Social; use social skills in different contexts; work well with others; resolve conflicts; understand how communities work. 

• Cultural: appreciate cultural influences; participate in culture opportunities; understand, accept, respect and celebrate diversity. 

How we teach SMSC 

We deliver our SMSC education in a variety of ways through our: 

• Curriculum 

• PSHE and RSE curriculum  

• Culture Days 

• PSHE/RHSE curriculum 

• Extra-curricular opportunities, trips and external speakers 

• Dixons Discuss and Careers form activities 

Dixons Discuss, is a fortnightly approach to debate and discussion, leading to whole school votes on the topics at hand. These are inspired form the Topical Talk programmes. 

An example of a Dixons Discuss sessions can be found here:  

British Values 

The academy supports and delivers a firm commitment to developing and upholding British values. 

Democracy 

We have an elected Senior and Junior Student Leadership Team that mirrors our Senior Leadership Team with Student Principals and Vice Principals in our Senior Student Leadership Team along with Assistant Principals overseeing the Junior Student Leadership Team. The selections are done via voting and interview, much in the same way as the UK party system. Students learn about the importance and value of democracy in form time, Dixons Discuss, PSHE and across the school curriculum. 

The rule of law 

The importance of Laws, whether they be those that govern the class, the academy or the country, are consistently reinforced throughout all aspects of academy life. All stakeholders understand the consequences of not following Academy rules, as well as the benefits and rewards for active participation in Academy life in a positive and constructive way. Students are also taught about UK legislation by our Safer School Officer and our Positive Choices programme. 

Individual liberty 

Students are actively encouraged to make choices, knowing that they are in a safe and supportive environment. We educate and provide boundaries for students to make choices safely, through provision of a safe environment and empowering education. 

Students are encouraged to know, understand and exercise their rights and personal freedoms and advised how to exercise these safely, for example through our E-Safety and form lessons. Whether it be through choice of learning challenge, of how they record, of participation in our extra-curricular clubs and opportunities, pupils are given the freedom to make choices. 

Mutual respect and tolerance of those of different faiths and beliefs 

Dixons Cottingley is situated in an area which is culturally diverse and we place a great emphasis on promoting and understanding diversity within the student and staff body. Our Religious Education lessons are a core subject at Key Stage 4 for all students to reinforce this. Students and staff feel comfortable sharing their knowledge and experiences to enhance learning within classes.  We also work closely with local community action, anti-discrimination advocacy and faith groups so our students are exposed to multiple ways of viewing the society around them.  

Curriculum 

Within the wider curriculum and its delivery we expect all students to: 

• participate in subjects with broad potential for deepening cultural appreciation - Art, Music and Drama 

• participate in wider activities and discussions, for example, during our Dixons Discuss time, that uphold British values 

• Show tolerance of different faiths and beliefs 

Stretch 

Stretch lessons give our students the opportunity to extend their knowledge far beyond the national curriculum. In Year 7 and 8 each cycle has a different topic to explore. Lectures extend to topics not normally covered in within their curriculum. Stretch supports our students building a broad and deep knowledge base. Lectures link to students’ Stretch projects which develop students’ autonomy, oracy and love of learning. 

Year 7 

Cycle 1- Personal me 

Cycle 2- Active Citizens 

Cycle 3- Dream Team 

Year 8 

Cycle 1- Community Action 

Cycle 2- First Give Project 

Cycle 3- Dream Team 

This academic year sees a shoft towards Community action and ‘Driving Positive Change’ within the Academy and its surrounding areas. In Year 8, we collaborate with First Give, where students raise money for their chosen charity and present on their action projects. 

A total of £1,434 was raised for a variety of charities. 

Stretch projects 

Each student explores an area of interest within a given theme and exhibit their work to peers, families and the community at the end of each cycle during stretch final day. 

During each 13 week cycle, students work independently to research, prepare and practice their presentation. Students have discreet lectures to support them through this process and can seek support from their teacher. Students are expected to spend 60 minutes a week preparing their presentation during weeks 3-8. 

During stretch final day, we invite a panel of judges to score the finalists based on a number of stretch standards including the quality and depth of their research; the clarity and organisation of their presentation; and their ability to reflect on their learning and achievement.