The Diversity Project is a 20-lesson HBacc rotation that helps students understand, respect and celebrate the rich variety of people within our school, our town and the wider world. Wellingborough is a vibrant multicultural community, and Sir Christopher Hatton Academy reflects this diversity. Our students and staff represent a wide range of racial, cultural and religious backgrounds, as well as different genders, sexualities, identities and abilities.

This project supports students in learning what diversity and inclusion truly mean in everyday life, and how we can create a community where everyone feels valued and able to flourish.

Throughout the rotation, students explore:

• what diversity, prejudice and discrimination mean
• the nine protected characteristics under the Equality Act
• why empathy, respect and understanding are essential in a diverse society
• how the experiences of others shape the world around us
• how discrimination can be challenged and prevented
• the role of representation — “you can’t be what you can’t see”
• how to be an ally and an upstander, not a bystander

Students learn about real experiences through activities such as the study of Wonder, a focus on neurodiversity and ableism, and discussions on LGBTQ+ identity, religious worldviews, anti-racism, xenophobia and cultural heritage.

A central element of the project is the celebration of Diversity Trailblazers — inspirational individuals past and present who have championed equality, fairness and inclusion. Students meet a range of role models, such as Harriet Tubman, Ellie Simmonds, David Bowie, Malala Yousafzai, Serena Williams, Helen Keller, Anne Frank and many more. These stories show courage, resilience and determination in the face of prejudice and injustice, and demonstrate how ordinary people can make extraordinary change.

By demonstrating open-mindedness, curiosity, responsibility, empathy and citizenship, students actively contribute to a more inclusive “Team Hatton.”

The project culminates in students researching and creating their own Amazing Diversity Trailblazer Story, celebrating a figure who has made a positive impact on others. They will present their work to the class, showcasing the character qualities and achievements that make their chosen figure a true trailblazer.

The aim of the Diversity Project is simple: to build a school community where every student feels seen, respected and celebrated, and where diversity is recognised as a strength.

The Loud and Proud Project (Verbal Confidence)

Throughout this 20-lesson rotation, students will be developing one of our most powerful Hatton Character Qualities: Verbal Confidence — the ability to speak clearly, confidently and purposefully in front of others.

In The Loud and Proud Project, students will explore:

• how voice, tone, and body language shape communication
• how to speak with clarity, confidence and conviction
• how to structure ideas and express them effectively
• how to listen actively and respond thoughtfully
• how to work within a team to build, refine and present ideas
• how verbal confidence impacts success in education, work and life

The project culminates in students designing and presenting their own Social Action Pitch. Working in small groups, students will identify an issue affecting their school or community and create a persuasive, solution-focused pitch designed to inspire real change.

Each group will:

• identify a meaningful social action theme
• research the issue and its impact
• develop a clear proposal
• assign roles and prepare a confident, well-structured presentation
• deliver their pitch “Loud and Proud” to their peers

The aim of the project is simple: to help every student find their voice, use it with purpose, and feel proud of speaking up.

By the end of the rotation, students will not only have strengthened their verbal confidence but will also have developed key skills such as teamwork, leadership, responsibility, creativity and social intelligence — ensuring they continue to flourish as part of Team Hatton.

At Sir Christopher Hatton Academy, we believe that aspiration is the drive to aim higher, stay curious and work towards your future with purpose. The Aspiration Award recognises students who consistently go above and beyond in their Extra Guided Learning Homework, showing real ambition in a range of subjects they may choose to study in the future.

This homework is set every two weeks for Years 7, 8 and 9, giving students the chance to broaden their horizons through a mix of Read, Do, Visit and Watch activities designed to spark curiosity and deepen learning beyond the classroom.

The Aspiration Award celebrates students who:

• complete all guided learning tasks to a high standard
• show curiosity and ambition by engaging with new ideas, topics and experiences
• use the Read / Do / Visit / Watch activities to explore subjects they may take at GCSE or post-16
• push themselves to build independent study habits and take ownership of their progress
• demonstrate resilience and consistency across the half-term

This award recognises students who understand that aspiration isn’t just about dreaming big — it’s about taking meaningful steps every day to explore their interests, build their knowledge and open doors for their future.

“Aspiration is the first step towards achievement — stay curious, stay committed.”

At Sir Christopher Hatton Academy, character is our golden thread. It sits at the heart of our form-time programme, our HBacc curriculum, our trips and experiences, and the way we prepare students for the world beyond school. Each year has a distinct focus, with students building their understanding of character, citizenship and aspiration as they move through the Academy.

The Weekly HBacc Form-Time Experience

Across Years 7 to 9, one form time lesson each week is dedicated to HBacc. These lessons follow a consistent structure: guided reading, retrieval or vocabulary tasks, and focused activities linked to the HCQ of the week. Students build, apply and display their character qualities through discussions, reflections and structured tasks. Every two weeks, tutors also sign off Extra Guided Learning on SIMS (Years 7-9) , allowing students to demonstrate aspiration and curiosity beyond the classroom.

Year 7 – Foundations of Character (Scholars Programme)

In Year 7, students begin their Hatton journey by exploring what character really means and how it shapes life inside and outside the classroom. They follow the Scholars Programme, where they learn about the fifteen Hatton Character Qualities and why these qualities matter. In form time, tutors deliver a weekly HBacc lesson focused on an HCQ of the week, supported by guided reading and literacy tasks. Students also begin their Extra Guided Learning, completing independent Read, Do, Visit and Watch activities every two weeks.
Throughout the year, students take part in the Year 7 STEM Trips to Science Museums,  Theatre Trip and Natural History Museum visit and work through the Diversity Project, a 20-lesson rotation exploring identity, empathy, protected characteristics and inclusion.

Year 8 – Character in Action and Building Verbal Confidence

Year 8 is centred on how character is lived through communication, teamwork and personal growth. Students learn about inspirational figures whose own character qualities shaped their achievements. Form time continues to include weekly HBacc lessons linked to the HCQ of the week, alongside reading and vocabulary work. Extra Guided Learning continues every two weeks, encouraging aspiration and curiosity across a range of subjects.
The Year 8 rotation is the Loud and Proud Oracy Project, where students develop verbal confidence and end the unit by pitching a social action idea. Outside the classroom, the Aberdovey residential gives students an opportunity to build resilience, courage and teamwork and the Year 8 STEAM day give the students the opportunity to develop knowledge of the jobs available in these areas.

Year 9 – Character for the World of Work (Scholars Graduation Year)

In Year 9, character education becomes closely linked to future pathways and the wider world. During form time, students continue to study the HCQ of the week and complete guided reading and retrieval tasks. Their Extra Guided Learning continues every two weeks. Careers preparation becomes more prominent as students consider GCSE options and explore labour-market information.

The Year 9 Lifeskills rotation includes CPR and defibrillator training, healthy and unhealthy relationships, peer influence, gambling and addiction, crime and gangs, online safety and media reliability. Students take part in Virtual Work Experience, project-based learning, and end their Scholars Programme journey with a formal graduation at the Castle Theatre.

Year 10 – The Graduate Programme: Leadership, Responsibility and Giving Back

In Year 10, students move into the Graduate Programme, which focuses on character through contribution, commitment and leadership. Form time shifts towards strengthening study habits, organisation and academic resilience, supported by assemblies and mentoring. Students prepare for work experience and are encouraged to give back to the school and wider community.
Their HBacc work includes developing a personal trailblazer profile, reflecting on who inspires them and how they themselves can demonstrate character. Work Experience placements later in the year allow students to put their skills into action.

Sixth Form – The Alumni Programme: Future Readiness and Independence

In Sixth Form, students follow the Alumni Programme, designed to prepare them for life after school. Form time includes UCAS and apprenticeship support, personal development, wellbeing check-ins and time for independent study. Students take part in two university visits, a structured enrichment programme, voluntary work and in-person work experience.
Life skills, financial literacy, personal safety and independent living are woven throughout the programme, ensuring students leave Hatton ready to thrive in higher education, employment or training.

Trips, Ethos Weeks and Whole-School Experiences

Trips and experiences play an intentional role in building character. Year 7 visit the theatre and museums, Year 8 attend Aberdovey, and Year 9 enjoy the Drayton Manor trip whilst our KS4 students benefit from a range of workplace, college and University visits.  Ethos Weeks provide time for students to pause and reflect on how these experiences connect to their character development. Throughout the year, assemblies, guest speakers, employer encounters and House events reinforce the message that character is lived, not just taught.

Rewards and Recognition

Character is celebrated throughout the school. Teachers award ClassCharts points linked to the Hatton Character Qualities, and parents are informed when their child receives a Team Hatton Award. Rewards assemblies focus on character as much as achievement. Sports Day, House events and the Year 9 Graduation all celebrate the role character plays in success and belonging.