Digitech Curriculum Principles:

  • The highest quality teaching of both academic and vocational courses
  • A focus on creative, digital and high tech pathways
  • A curriculum and relentless focus on teaching and learning that meets student needs
  • A creative approach to learning with innovative teaching methods
  • The opportunity to work closely with employers through Work Experience and Project Immersion Weeks
  • A programme of personal coaching in addition to tutoring.

For more information please view the curriculum policy

Students will progress from Digitech Studio School into further education employment or training with:

  • Good academic qualifications;
  • Vocationally specific learning;
  • Relevant sector specific skills and experience in an industry of individual interest;
  • Confidence to apply their learning in a work place setting;
  • Ambition to be successful in their chosen career field;
  • Clear direction on how to fulfil their career ambition


Subjects offered in Key Stage 4 at  Digitech Studio School. If you are joining us in September 2017 the Pathways Booklet is available here

English language Separate Sciences (Biology, Chemistry, Physics) Geography Art and Design
English Literature Combined Science (Core and Additional) History Art and Design -Graphics
Maths   Computing Product Design
 Core PE    Photography
    Creative and Digital Media
      Information Technology 
      Business Enterprise
      Physical Education 

Project Immersion Weeks and CREATE Framework

Project based learning is a teaching approach that engages students in sustained, collaborative real-world investigations.  Project Immersion Weeks are collapsed weeks where students work in teams on real life projects co-designed with employers. Many of these are key local employers. In this respect, learning becomes much more akin to the experiences that take place in the work environment. Delivery of project immersion week includes, but is not restricted to:

  • Debating idea
  • Asking and refining questions
  • Making predictions
  • Collecting and analysing data
  • Designing plans
  • Drawing conclusions
  • Designing solutions
  • Communicating ideas and findings to others
  • Asking new questions
  • Creating artefacts and/or presentations


In order to accurately assess progress in project based learning, the Studio Schools Trust CREATE framework provides a clear structure in which employability skills can be tracked and measured. 

These skills include:

  • Communication
  • Relating to Others
  • Enterprise
  • Applied contexts
  • Thinking
  • Emotional Intelligence


The CREATE skills framework is available here 


Personal, Social and Health Education (PSHE)

Some important themes are taught as cross-curricular subjects including: Personal, Social, and Health Education (PSHE) and CEIAG (Careers Education). These happen within curriculum areas as well as in designated project immersion weeks and tutoring.

At Digitech Studio School we aim to promote healthy, independent and responsible members of society. We encourage all our students to play a positive role in contributing to school life and the wider community through class & school councils, fundraising events, supporting nominated charities and involvement in community activities. Our pupils are given opportunities in PSHE (Social and Emotional Aspects of Learning) lessons and assemblies to develop confidence, self-motivation and an understanding of their rights and responsibilities within our diverse society.

Throughout their time at Digitech students will receive PSHE lessons often via tutor sessions and drop down days on the following:

  • Internet security
  • Personal Strengths and weaknesses
  • Nutrition and Diet
  • Anti-Bullying
  • Communication – how to be most effective
  • Energy drinks – the impact these have on health
  • Work Experience
  • Alcohol, Drugs and Smoking
  • Health relationships – sexual health, STI’s, stereotypes
  • Homophobia and domestic violence
  • Team building activities



Digitech will provide a programme of regular opportunities for reflection on social and moral issues, learners’ futures and their personal and collective responsibilities in the school and in the wider community. 

Personal Coaches 

The personal coach is a role designed specifically for the Studio Schools’ curriculum. It is a varied and challenging role that places pastoral care at the heart of students’ learning. Our Personal Coaches will act as a key link between all aspects of the curriculum, working with students and teachers to ensure that the curriculum is holistic, personalised and fully compliant. Our two Personal Coaches play a central part in shaping the learning of all students to meet their needs and goals, working with students and teachers to adapt teaching, reducing barriers, and ensuring that the students have the support that they require.  

We are also work with the University West of England and their mentoring programme to enhance the quality of coaching that occurs for the students at Digitech Studio School. This coaching comprises of numerous pastoral and academic sessions and provided students with how to improve public speaking, confidence and many other key areas of employability. The Personal Coach will play a key role in working with students to develop fully into employable well rounded individuals, helping them achieve and experience success within all subjects. This will take place in one-to-one coaching sessions and will provide students with the opportunity to set and reflect upon their progress towards their own personal goals. Coaching sessions will focus on a wide range of topics including key qualifications, work placements and the CREATE skills framework. 

Role of a Tutor 

A Form Tutor’s role is central in both caring for students and, crucially, monitoring their progress both academically and socially; encouraging involvement, commitment, and high standards of work and behaviour. The Form Tutor should be active in looking after the interests of the “whole child”. 

A Form Tutor should: 

  • Set the “tone” for the day, by creating a positive ethos, establishing/encouraging good student/teacher, Student/student relationships, and developing both a Tutor Group and a school spirit and identity.
  • Encourage high standards of work, behaviour and dress in students, and liaise with the Head of KS4 over referred behavioural problems; look to reward achievements positively and implement, where necessary, appropriate sanctions.
  • Promote, maintain and monitor attendance and punctuality.
  • Actively supervise students in Assemblies.  Form Tutors are encouraged to help with the organization and to participate in all aspects of the assembly.
  • Be aware of friendship patterns, family structures, leisure interests, contents of student records, social development, problems at home/school and relationships with other students and staff.
  • Monitor and review their students’ current progress across the curriculum using all the data provided.
  • Be aware of social and personal factors relevant to the student within and outside of school.
  • Observe members of their Tutor Group in curriculum areas, if and where possible.
  • Know all members of the Tutor Group 
  • Assist the Head of KS4 in distributing letters/notices and participate in Parents’ Evenings and report writing.
  • Ensure school policies, Health & Safety and Fire Drill rules are explained and upheld.

Sex and Relationship Education (SRE)

Even though SRE is not compulsory at Secondary level we at Digitech feel that Children and young people have a right to good quality education that enables students to develop holistically and from numerous angles. As part of this development SRE plays a vital part in meeting the schools’ safeguarding obligations. Ofsted is clear that schools must have a preventative programme that enables pupils to learn about safety and risks in relationships.  

Our students have also expressed that they want to be prepared for the physical and emotional changes they undergo at puberty, and they also want to learn about relationships and what healthy ones look like. Older students have frequently said that sex and relationships education was ‘too little, too late and too biological’ because of this we ensure that students have an open forum to discuss these topics in a safe and correct environment during lesson time and project immersion weeks.  

Schools maintain a statutory obligation under the Children Act (2004) to promote their pupils’ wellbeing, and under the Education Act (1996) to prepare children and young people for the challenges, opportunities and responsibilities of adult life. A comprehensive SRE programme can have a positive impact on pupils’ health and wellbeing and their ability to achieve, and can play a crucial part in meeting these obligations. 

SRE at Digitech focuses on three key areas: 

Attitudes and values – learning the importance of values and individual conscience and moral considerations; – learning the value of family life, marriage, and stable and loving relationships for the nurture of children; – learning the value of respect, love and care; – exploring, considering and understanding moral dilemmas; and – developing critical thinking as part of decision-making.  

Personal and social skills – learning to manage emotions and relationships confidently and sensitively; – developing self-respect and empathy for others; – learning to make choices based on an understanding of difference and with an absence of prejudice; – developing an appreciation of the consequences of choices made; – managing conflict; and – learning how to recognise and avoid exploitation and abuse.  

Knowledge and understanding – learning and understanding physical development at appropriate stages; – understanding human sexuality, reproduction, sexual health, emotions and relationships; – learning about contraception and the range of local and national sexual health advice, contraception and support services; – learning the reasons for delaying sexual activity, and the benefits to be gained from such delay; and – the avoidance of unplanned pregnancy.