SMSC in Strands

SMSC in New Basics

Spiritual development in New Basics involves students developing personal attributes through a skills based curriculum. Students develop a clear sense of self, an awareness of their strengths and weaknesses. Students are taught how to develop their own skills and support others to develop theirs. Through each Rich Task students become aware of their place in the Pod, the Academy, the local community, the Country and the World. Through this awareness students have a strong desire to achieve and high aspirations for their future. These aspirations are cemented through the development of a personalised Passportfolio, which will follow the students through their journey at the Academy, and involvement in the Real World Game. All students in New Basics have an iPad and use these to support creativity throughout each lesson. A key skill students aspire to achieve is to ‘show creativity and flair when designing to produce an original piece of work’. Every lesson in New Basics is underpinned by Productive Pedagogies including Connectedness to the World. This ensures every session delivered provides students with an opportunity to link their learning (skills and knowledge) to the world around them. Students constantly reflect on their learning and through high quality written feedback. Through this process students are provided with an opportunity to reflect and improve on every piece of work they produce. At the end of every Rich Task students complete an evaluative piece of writing where they identify personal and group strengths and weaknesses and set targets for how they would like to improve in the future. Students reflect on their own beliefs, in a religious context, and the beliefs of others from within Britain and across the World. Students learn about how these beliefs can influence the way a person lives their life and are provided with opportunities to reflect on their own beliefs, including those of their friends and family, and share their experiences with others. Through research and questioning, students develop understanding and respect for the beliefs of others. Moral development in New Basics involves students developing the skills to make informed choices about what is right and wrong, not only from their own viewpoint but also from the perspective of others. Students learn to respect but at the same time question what is right and wrong. Students learn the consequences of their behaviour and actions through numerous role-playing activities where they are asked to consider the consequences of the behaviour of others. Through these activities students become empowered to make informed decisions and make a positive difference to their life, the Academy, the local area and the world. Through the Science and Ethics Rich Task students question the developments of science and how these may impact on the environmental and socioeconomic structures of our world.

Social development in New Basics, as every lesson in New Basics is underpinned by Productive Pedagogies including Inclusivity. Every session delivered provides students with an opportunity to work with other students from a range of backgrounds with each student taking on different roles within the Rich Tasks. Working in an inclusive environment provides students with strong sense of self and belonging. Through a further Productive Pedagogy Academic Engagement all students are willing to participate in all activities, knowing their unique strengths will be respected and embraced and their weaknesses supported. Throughout every Rich Task students develop a range of skills which will enable them to become active British Citizens. They learn how to carry out a democratic vote in order to settle disputes within group tasks. Cultural development in New Basics involves students learning about the world in which they live. Through the British National Identity Rich Task students learn how the culture of Britain has developed, as a starting point students read the poem ‘The British’ by Benjamin Zephaniah. Students then look at how immigration has shaped Britain and their everyday lives. Students learn about the British political system, our democratic society and voting systems. Students compare this to countries elsewhere in Europe, the World including those countries ruled by dictators. Students also participate in weekly Squad Time activities looking at Global Affairs and World Culture. Examples of opportunities to experience Spiritual, Moral, Social and Cultural Education in New Basics include a trip to the National Mining Museum where students learn about the primary industry of our local area, speaking to miners who have worked within mines and develop an understanding of the political conflict which led to many of them moving to other areas or seeking alternative employment. Students learn about the role of Unions in the employment. Students learn about the life of a child in the Victorian age working in a mine. Through this, students also learn about the development of health and safety regulations and how this gave rise to children being in full time education as opposed to working in a mine. A trip to Kings Mill Reservoir Outdoor Educational Centre where students develop their social skills, working with others to overcome fears and to try activities they have not had the opportunity to try before. This also enables children to develop of culture of exercise within their life. A trip to a theatre to watch a show previously including: The Lion King and Shrek. This provides students with an opportunity to experience the culture of the theatre.

SMSC in Maths

Spiritual education involves the awe and wonder of mathematics that is shown to children. Mathematics can be used to explain the world and the mathematical patterns that occur in nature such as the symmetry of snowflake patterns or the stripes of a tiger. There is a sense of wonder in the exactness of mathematics as well as a sense of personal achievement in solving problems. Further mathematics can also be used to consider the idea of infinity. Moral education concerns the use and interpretation of data that is becoming more prevalent in society. Pupils are given the opportunity to be aware of the use and misuse of data in all issues including those supporting moral argument. Social education in Maths concerns pupils being given the opportunity to work together. Experimental and investigative work provides an ideal opportunity for pupils to work collaboratively. Mathematics also allows children to apply their own intuitive feelings and check these against what they have learnt in order to make more sense of the world. Cultural education concerns the wealth of mathematics in all cultures and the opportunities pupils are given to explore aspects of personal culture and identity through mathematics. Recognition is given to symmetry patterns, number systems and mathematical thinking from other cultures. Examples of Spiritual, Moral, Social and Cultural Education in Maths include: • The analysis of statistical data to explore the issue of population increase and its

global impacts on society. • The use of data handling to explore the Olympics, gathering and collating data from

countries performances and analysing this against various aspects of global economy and politics.

• The use of number to analyse the impact of virus strains, using scientific evidence to analyse the rate of infection and applying knowledge to both real-life and fictional cases.

• Applying knowledge of percentages through the theme of finance, looking at investment opportunities, house purchasing, loans and finance deals and applying these to fictional contexts.

• Understanding of shape and measure through the theme of ‘transport’. Students apply their understanding of measure to install fictional transport links between buildings on the Academy campus, using ratio’s and scales in the process.

• Does symmetry make people beautiful? Students examine Leonardo Da Vinci’s drawings of the human body to explore whether symmetry truly equates to beauty, and whether beauty is a cultural perception that is fluid or static.

SMSC in English

Spiritual development in English involves students acquiring insights into their own personal existence through literacy appreciation and analysis. Through reflection on literary works students consider the attribution of meaning to experience. Through careful selection of novels and plays students consider the belief that one’s inner resources provide the ability to rise above everyday experiences. Through empathy with characters students develop a growing understanding of how ideology contributes to personal identity. Students will be provided with opportunities to extract meaning beyond the literal, consider alternative interpretation and hidden meanings while engaging with ideas in fiction, non fiction, poetry and drama. Students explore how choice of language and style affects implied and explicit meaning. Students are provided with opportunities to reflect on their own life and lives of others using diaries, journals, letters, biographies and autobiographies. Students experience a rich variety of quality language use, and learn how to use language in imaginative and original ways, drawing on their reading, and considering how words, usage and meaning change over time. Moral development in English involves students exploring and analysing appropriate texts which furnishes them with the knowledge and ability to question and reason, which will enable them to develop their own value system and to make reasonable decisions on matters of personal integrity. Students develop an awareness that life throws up situations where what is right or wrong is not universally agreed. Novels and plays are selected that extend students’ ideas and their moral and emotional understanding. Through reflection on a writer’s presentation of ideas and the motivation and behaviour of characters, pupils express informed personal opinions. Students learn to articulate their own attitudes and values through being provided with opportunities to discuss matters of personal concern, related to books and plays read in class. They should be given opportunities to talk for a range of purposes including exploration and hypothesis, consideration of ideas, argument, debate and persuasion. In discussion they should be encouraged to take different views into account and construct persuasive arguments. Social development in English involves students reading novels and short stories that offer perspectives on society and the community and their impact on the lives of individuals. Students are provided with opportunities to read texts that portray issues and events relating to contemporary life or past experience in ways that are interesting and challenging. In taking different roles in group discussions pupils are introduced to ways of negotiating consensus or agreeing to differ. Students are provided with opportunities to consider the coinage of new words and the origins of existing words, explore current influences on spoken and written language, examine attitudes to language use, and consider the vocabulary and grammar of Standard English and dialect variations. Cultural development in English involves short stories and plays being selected which encourage students to empathise with the feelings and experiences of others in order to develop their understanding of other people’s attitudes, ideas and behaviour. Students develop sensitive awareness of, and the ability to respond constructively to, the backgrounds, experiences, concerns, feelings and commitments of others through poetry, imagery, drama, role play, myth and historical narrative.

Examples of Spiritual, Moral, Social and Cultural Education in English include: • The exploration of homelessness as a developing catastrophe, with a particular focus

on its effect on young people through the analysis of the novel ‘Stone Cold’. This leads on to group presentations exploring statistical data regarding patterns of homelessness in varying countries, raising student awareness of its global impact.

• Exploration of poverty and the impact of the Great Depression during the 1930’s through the novella ‘Of Mice and Men’. How the decay of economy can impact lives at individual and collective levels.

• The theme of morality and interconnectedness in ‘An Inspector Calls’. Students consider how relatively small decisions can have disastrous effects on others and how we are all part of a unified and collective body.

• Exploration of culture in poetry. From poetry depicting life during the Trans-Atlantic slave trade, written from the perspective of a slave, to life during the First World War written from the perspective of an Indian boy living in poverty, students are put in to situations where they explore factors of culture and how they influence perspective and experience.

• Students compare poetry depicting social themes, including love and relationships, conflict, identity and Place. Students analyse the experience of different poets from different cultures and develop their understanding of cultures around the world.

 

SMSC in Drama

Spiritual education in Drama is encouraged through the experience and emotion of response to the creative process. Through a sensual approach to feeling, seeing and hearing pupils respond creatively themselves. We aim to nurture feelings, enhance moods and enable pupils to reflect on the beauty and wonder of artistic expression in art, music and drama. Moral education in Drama, involves pupils expressing their own response to moral dilemmas and emotions. They can appreciate the work of practitioners in expressing unfairness, injustice and in celebrating the victory of good over evil. Encouraging critical discussion in response to challenging art, drama and music will be an integral process in learning and development. Social education in Drama provides an individual and collective experience that contributes to a pupils’ social development. Through group collaboration pupils develop social skills as they realise the necessity of pooling ideas, then selecting and developing them with a large degree of co-operation and mutual agreement. Similarly, a performer requires the ability to accept their appropriate place in the group, whether it is the solo or a supportive role. They should also be aware that they have a responsibility to the rest of the group and must not let them down. All creative and performing arts provide the opportunity to explore and express ideas and feelings. Throughout this process, students will develop their ability to identify, listen to, understand and respect the views and values of others in discussion. Cultural education in Drama involves students developing an aesthetic appreciation of the arts drawn from a wide variety of traditions with a diversity of genres, forms and purposes. Pupils have an opportunity to explore aspects of their own culture and begin to recognise, and appreciate, differences in drama from different times and places. They can also begin to make connections between different cultures. Examples of Spiritual, Moral, Social and Cultural Education in Drama include: • Performances that include students in the roles of performer, producer, and costume

design. • Using examples from around the world and signifying the importance of cultural beliefs

such as, the cow in India and why so many artists from India have worked around the animal.

• Visits to Theatres and Galleries to expose students to high quality experiences in the Arts

SMSC in Media Spiritual education in Media involves students being encouraged to be reflective about spiritual education through the exploration of media with a focus on the representation of various beliefs, religious or otherwise. They are urged to use their imagination to create various types of media (such as short films and newspapers), along with analysing why certain belief systems and religions are represented in a certain way. Moral development in Media involves students being urged to understand and reflect on the consequences of behaviour. Critical discussion is encouraged in response to challenging moral dilemmas presented in and by different media institutions and products. Social development in Media involves students being encouraged to work collaboratively to develop social skills. Faced with different scenarios, students have to find strategies to come up with solutions, co-operate, and play to their strengths selecting suitable roles within their groups. Cultural development involves students exploring different cultures through the lens of the media and representation. Students are exposed to a variety of different faiths and cultural diversity and investigate how Mass Media shapes their cultural influences and their heritage.

SMSC in ICT

Spiritual education in ICT provides opportunities for reflection of awe and wonder about the achievements in ICT today and the possibilities for the future. ICT lets pupils have the opportunity to reflect on, for example, how computers can sometimes perform better in certain activities than people. To promote pupils’ spiritual development, their sense of self and their will to achieve, the ICT department continually takes the opportunity to praise students for their contribution in lessons. Moral education in ICT helps pupils to explore aspects of real and imaginary situations and enables them to reflect on the possible consequences of different actions and situations. It can raise issues such as whether it is morally right to have computer games whose aim is killing and violence, and whether it is fair that some people in this country and in other countries cannot use the internet. Through real life case studies, students also consider issues surrounding the misuse and access rights to personal data. Other moral issues surrounding the topics of e-waste and the digital divide are also explored through case studies. The use of case studies in ICT encourages students to draw conclusions through evidence rather than their preconceptions whilst allowing the students the time to reflect on the origins of their own personal perceptions of a topic. Social education in ICT involves collaborative work which encourages social development. ICT can also help all pupils to express themselves clearly and to communicate. As students progress through their learning they will consider more complex social needs and are encouraged to research and work collaboratively to find appropriate solutions to issues that may affect particular groups within society. Cultural education in ICT involves the breaking through of linguistic and cultural barriers. It is possible to e-mail or chat across the world and to word process in the mother tongue. ICT creates new opportunities to communicate such as social networks. Whilst studying various aspects of ICT students are asked to reflect on how different cultures are portrayed on the internet and why or who is portraying them in this way. Students are also challenged to think about how differing cultures access and use the internet and what implications this has on the individual and the culture.

SMSC in Science

Spiritual education in Science involves the search for meaning and purpose in natural and physical phenomena. It is the wonder about what is special about life, an awe at the scale of living things from the smallest micro organism to the largest tree and the interdependence of all living things and materials of the Earth. It concerns the emotional drive to know more and to wonder about the world and aesthetically appreciate its wonders including for example the enormity of space and the beauty of natural objects or phenomenon, plants, animals, crystals, rainbows, the Earth from space etc. Moral education in Science encourages pupils to become increasingly curious, to develop open mindedness to the suggestions of others and to make judgements on evidence not prejudice. Students realise that moral dilemmas are often involved in scientific developments. When considering the environment the use of further natural resources and its effect on future generations is an important moral consideration. Social education involves group practical work,which provides opportunities for pupils to develop team working skills and to take responsibility. Pupils must take responsibility for their own and other people’s safety when undertaking practical work. Science has a major effect on the quality of our lives. Pupils are encouraged to consider the benefits and drawbacks of scientific and technological developments and the social responsibility involved. Cultural education in Science involves thinking of scientific discoveries as as much of a part of our culture as great music and films. Credit is given to scientific discoveries of other cultures. Science is also seen as a contemporary activity and developments are made all over the modern world. It is therefore an activity undertaken by a wide range of men and women in many different cultures both now and in the past. The interdependence of the world in environmental issues is central to science.

SMSC Product Design

Spiritual education involves giving pupils the opportunity to react to, reflect on, and wonder at the contribution of past generations to the simplicity and complexity of the made world and the variety of resources available to them. Moral education involves understanding that decisions to make things can have both positive and negative effects on environments. Social education in Product Design enhances pupils’ ability to co-operate together through activities such as designing and making. It also gives new and different goals in order to make something unique and helps pupils to assess objects in terms of usefulness, beauty and cost effectiveness. This creates awareness that simple solutions can be used to solve complex problems. It can enhance their ability to respect ownership and to resist destructive behaviour. Cultural education in Product Design allows pupils the opportunity to value artefacts from their own culture and from other cultures and compare similarities and differences between how things were made in the past compared with how they are made today.

SMSC in Art

Spiritual education in Art is encouraged through the experience and emotion of response to the creative process. Through a sensual approach to feeling, seeing and hearing pupils respond creatively themselves. We aim to nurture feelings, enhance moods and enable pupils to reflect on the beauty and wonder of artistic expression in art, music and drama. Moral education in Art involves pupils expressing their own response to moral dilemmas and emotions. They can appreciate the work of practitioners in expressing unfairness, injustice and in celebrating the victory of good over evil. Encouraging critical discussion in response to challenging art, drama and music will be an integral process in learning and development. Social education in Art provides an individual and collective experience that contributes to a pupils’ social development. Through group collaboration pupils develop social skills as they realise the necessity of pooling ideas, then selecting and developing them with a large degree of co-operation and mutual agreement. Similarly, a performer requires the ability to accept their appropriate place in the group, whether it is the solo or a supportive role. They should also be aware that they have a responsibility to the rest of the group and must not let them down. All creative and performing arts provide the opportunity to explore and express ideas and feelings. Throughout this process, students will develop their ability to identify, listen to, understand and respect the views and values of others in discussion. Cultural education in Art involves students developing an aesthetic appreciation of the arts drawn from a wide variety of traditions with a diversity of genres, forms and purposes. Pupils have an opportunity to explore aspects of their own culture and begin to recognise, and appreciate, differences in music, drama and art from different times and places. They can also begin to make connections between different cultures. Examples of Spiritual, Moral, Social and Cultural Education in Art include: • Performances that include students in the roles of performer, producer, and costume

design. • Using examples from around the world and signifying the importance of cultural beliefs

such as, the cow in India and why so many artists from India have worked around the animal.

• Visits to Theatres and Galleries to expose students to high quality experiences in the Arts

                 

SMSC in Hospitality

Spiritual education in Hospitality allows students to access their imagination and creativity to make dishes from around the world. Mixing different cultures, religions and beliefs; the course will help the students broaden their understanding of the world and everything around them. They realise this through peer assessment, reflection and group tasks. Moral education in Hospitality is demonstrated through a rigorous test of our rights and wrongs. The students will consider the impact of foods and where they come from and apply their views on whether the punishments are suitable for certain negligence within the industry. Discussing our moral compass and how we know what’s right and what’s wrong engages the students and allows them to access and reflect on the origins of their own personal perceptions of the chosen topic. Social education in Hospitality involves collaborative working to ensure all students get the opportunity to engage alongside students from alternative upbringings, religious backgrounds or cultures. The students will hit on key aspects that affect certain groups within the country and will be able to extrapolate fundamental British values from their work whilst maintaining a solid respect for other cultures and beliefs. Cultural education in Hospitality is the understanding and appreciation of the wide range of cultural influences that encompass our community. The lessons will be embracing the foods and diets of the world with insight in to religious difference and the dietary requirements that might be involved. The students will learn through group work, independent research and practical tasks to give them the fully rounded experience into cultures they may not have had the chance to visit before.

SMSC in PE

Spiritual education involves pupils developing a variety of skills, e.g. performing a sequence in gymnastics, which allows the pupils to express their feelings and emotions as well as be amazed by what their bodies can achieve. Many learning activities allow students to be the best that they can be through perseverance and determination, for example how fast, how far and how high? Moral education in PE concerns pupils having the opportunity to understand how PE can influence their healthy living and lifestyle. PE highlights the advantages of health and lifestyle through team sports and health related fitness. Pupils are also able to understand the rules of activities and the reasons why they need to abide by them and understand what fair play is. Many activities include group work and a realisation of how your actions and behaviours can affect your whole groups’ performance. Social education involves pupils having the opportunity to work as a team, as well as reflect on feelings of determination and enjoyment. Pupils are given the role of a coach or leader to develop their social skills in co-operation, communication, commitment, loyalty and team work. Cultural education in PE means pupils are given the opportunity to learn games and dances from different traditions, including their own as well being able to appreciate the differences between male and female roles within sport. Examples of Spiritual, Moral, Social and Cultural Education in PE include: • Considering different approaches from around the world in sport e.g. the Indian dribble

in Hockey. • Setting targets to beat e.g. a relay team time. • Focusing on individual differences through activities such as fitness testing and

athletics • Everyone is different and everyone can find something to be successful in due to

individual strengths. • School Sports Day encourages all groups of students to come together to celebrate

success, effort, determination and being part of a team. • Representing school teams in fixtures. Be your best, set an example of good

sportsmanship, be fair, celebrate, win together and lose together.                          

SMSC in Psychology Spiritual education in Psychology involves pupils having the opportunity to consider and discuss questions relating to all aspects of their development such as their personality, gender, behaviour, thoughts and beliefs and how they contribute towards the way they behave in certain situations. Moral education in Psychology involves pupils discussing values, attitudes and beliefs and what is considered socially acceptable behaviour and what is not. This can be seen in the study of stereotypes, prejudice and discrimination, social influence and personality. Social education in Psychology involves pupils being encouraged to consider the values, attitudes and roles of people that occur in different societies and cultures. They will learn to respect and understand different human behaviours that occur in these cultures and societies. Areas of study include non-verbal communication, development of personality, stereotyping, social influence, sex and gender and aggression. Cultural education in Psychology involves pupils studying the lives and ways of living of human behaviour in different cultures. They will understand and respect the different influences people have and the effect it may have on their behaviour. They will also discuss how research carried out in traditional western societies may not be applicable to other cultures. They will explore topics such as masculine and feminine behaviour and how that may be different in different cultures. Examples of Spiritual, Moral, Social and Cultural Education in Psychology include: • The nature nurture debate. This discusses whether your personality is inherited or

whether people around you can shape the way you believe and think about certain aspects of life.

• Asking why people may be prejudiced, is it right to judge people by the way the look? • Trying to understand different lifestyles. • Understanding and empathising with mental illness. • Questioning are you more likely to be feminine if bought up in a single parent family

headed by a female role model? • Questing are you more likely to show aggressive traits if a close family member also

displays them? • Studying how different cultures use nonverbal communication such as personal

space. • Visits to the Psychology Conference

SMSC in Health and Social Care

Spiritual education in Health and Social Care encourages students to reflect on their own and other’s experience and access to human rights and the physical, emotional and social effects of not being treated with equality. Students are also encouraged to discuss their own feelings and attitudes towards equality and diversity within society, whether this refers to ethnicity, sexual orientation, disability, gender or social class. Moral education in Health and Social Care, involves pupils expressing their own response to moral issues within society, for example, responding to moral issues referring to the rights of disabled people, the treatment of disease and the social implications of obesity and the use of recreational drugs. Students are encouraged to consider these issues from a professional perspective rather than their own personal opinions in order to understand wider structural issues. Social education in Health and Social Care provides learners with the opportunity to learn tolerance amongst a group and reflect upon their own and other people’s beliefs and preferences. Students are required continuously to consider other people’s situations and opinions and reflect this within their coursework. All of the assignments are also presented in a vocational scenario matched to their current situation, thus allowing students to develop a greater understanding of the links between their learning and professional context. The completion of assignments throughout the course also develops student’s abilities as an organized and independent learner, for example the collection of their own resources, the independent production of their assignments and also meeting deadlines. They are also encouraged to take responsibility for their own work within this period and are expected to complete all necessary paper and formal procedures that go alongside producing their work. This experience allows students to develop a culture of responsibility and prepare them for their future academic ventures. Cultural education in Health and Social Care requires students to consider the impact that British culture has on health and wellbeing, for example the effects of our growing consumption of fast foods and alcohol. Students are encouraged to reflect on their own and other culture’s health practices and beliefs in order to fully understand individual and group health and wellbeing. Diversity is central to this practice and students are encouraged to consider other people’s health practices rather than just basing their approaches to health and social care on their own individual experiences. This then ties into students developing a greater understanding of policy and legislation set out by the British government. Examples of Spiritual, Moral, Social and Cultural Education in Drama include: • Students learning about caring for a range of vulnerable groups including; the

disabled, young and elderly. • Discussion surrounding relevant health debates such as the impact of obesity,

recreational drug use and road safety. • Physical health and wellbeing education, looking at the promotion of healthy behaviors

such as eating a nutritional diet and practicing safer sex.  

SMSC in Sociology

Spiritual education in Sociology enables students to consider their own relationships with society and the structural processes within it. This allows students to develop an understanding of how they fit into a larger social structure beyond the individual self or close social groups. The study of demographic issues such as gender, ethnicity and social class also allow students to reflect upon their own identity and develop a greater understanding of how this identity impacts on their life chances and opportunities. The study of ideology and hegemony encourages students to take note of the belief systems that impact on their own perception of the world and assess the effects these have on their culture. Moral education in Sociology involves pupils expressing their own response to moral issues within society, for example, responding to moral issues referring to the labeling of ethnic minorities and its implications within the education and criminal justice system. Sociology also explores the inequality that exists within society and the causes for this including the impact of capitalism and patriarchy on individuals and social groups. Looking at these topics allows students to fully understand the inequality and oppression that certain social groups experience. Students are encouraged to consider these issues from societal perspective in order to understand the numerous factors that lead to such inequalities. Social education in Sociology provides learners with the opportunity to learn tolerance amongst a group and reflect upon their own and other people’s beliefs and preferences. Students are required continuously to consider other people’s situations and opinions and reflect this within their work. As a result of this, students develop a greater understanding of diversity within society, learning about social groups and issues that they may not experience on a day to day basis. Cultural education in Sociology requires students to consider the impact that British culture has on social processes and individual experiences, for example the effects of our growing dependence on the welfare system, the impact of the media and the reducing importance of religion alongside increasing multi-culturalism. Students are encouraged to reflect on their own and other culture’s beliefs in order to fully understand individual and group processes. Diversity is central to this practice and students are encouraged to consider other people’s beliefs rather than just basing their understanding on their own individual experiences. Examples of Spiritual, Moral, Social and Cultural Education in Drama include: • Students learning about British culture including the judicial system, education, family

and religious values. • Discussion surrounding relevant current affairs such as religious fundamentalism,

domestic violence and differences in educational achievement. • Reflection on student’s own beliefs and common sense values throughout the course.

SMSC in Geography Spiritual education in Geography inspires awe and wonder at the natural world: both at the physical and human features. It also inspires wonder of the natural environment such as rivers, mountains, hills, volcanoes and the effect of weather and climate. It also includes the effect that the environment continues to have on settlement and peoples’ daily lives. Moral education in Geography provides opportunities for pupils to recognise that development takes place within a global context and that local decisions affect and are affected by decisions and processes in other countries for example river pollution. Issues of justice, fairness and democracy are central and can be debated in terms of pupils’ own experiences as well as using geographical issues as contexts. Social education in Geography involves the study of real people in different societies. In looking at their own locality and others in the world, pupils’ sense of identity and community can be strengthened. Cultural education involves the study of real people in real places in the present. It provides opportunities for multi-cultural education through recognising commonalities and differences. It also encourages pupils to reflect on their own personal reality of sense of space. Examples of Spiritual, Moral, Social and Cultural Education in Geography include: • Migration • Environmental issues • Impacts of population change • Impacts of natural hazards • Decision making activities • Why take a particular action? E.G. deforestation - what are the moral obligations to

protecting the rainforest? • What are the moral obligations linked to globalisation? • What are the moral obligations linked to disaster response? • How is culture been eroded by globalisation? • Understand the geographical location of target language countries and bordering

countries • Visits to the Holderness Coast; London Olympic Park (controlled assessment)

SMSC in Religious Education

Spiritual education in RE involves the experience and search for meaning, the purpose in life and the values by which we live. In learning about different religions and why people believe, pupils should have the opportunity to learn from their experiences, to reflect on and interpret spirituality and their own lives and discuss and reflect on ultimate questions. Moral education in RE allows pupils to learn about shared and differing moral values. RS allows pupils to debate moral dilemmas about right and wrong, good and bad, peace etc. RS allows pupils to discuss issues such as people’s responsibility towards the world and future generations. Through RE pupils have the opportunity to make a personal response to right and wrong and to consider other peoples’ responses to moral issues. Social education in RE involves exploring similarities and differences in religions and cultures through which pupils should begin to link religion to personal action in everyday life. This is reflected in their relations with others in the classroom and their ability to work together co-operatively. Cultural education in RE involves learning about other religions, giving pupils an opportunity to learn what it means to belong, to develop confidence in themselves and be able to respond positively to similarities and differences in our multi-faith and changing society. Examples of Spiritual, Moral, Social and Cultural Education in Religious Education include: • Understanding crimes and the reasons behind committing crime, including young

offenders • Capital punishment around the world • Animal rights • Drugs and drug abuse • War, including the Holocaust and other war crimes • Early life (abortion, contraception, etc.) • Dealing with the elderly (caring for the elderly, euthanasia, etc.) • Visits to – Beth Shalom

SMSC in History

Spiritual education in History involves the mystery of how and why events in the past happened and their many causes, and helping pupils to a realisation that events did not have to happen that way, they could have taken other directions. It also involves realising the incredible significance that some individuals have had in the past, the distortions that can take place through time and the multitude of different interpretations that can be made about one single event. History allows pupils to see the similarities between people now and in the past and sometimes through sources and artefacts we feel that we can almost reach and touch them. Artefacts, for example, can bring us closer to people through touching what they felt, feeling their shoes, clothes etc. Moral education in History involves pupils being encouraged to comment on moral questions and dilemmas. History is a story of right and wrong and pupils develop the ability to empathise with the decisions which ordinary people made at the time, based on their historical situation. Social education in History encourages pupils to think about what past societies have contributed to our culture today. Pupils own social development is encouraged through working together and problem solving. History also has a role to play in helping people to express themselves clearly and communicate better. Cultural education involves pupils developing a better understanding of our multicultural society through studying links between local, British, European and world history. Examples of Spiritual, Moral, Social and Cultural Education in History include: • Pupils being given the opportunity to explore the beliefs and values from past

societies and from a range of different countries. They are then able to use this information to compare and contrast with their own values and beliefs and also those of modern Britain

• The treatment of the Native Americans and whether there was an element of ethnic cleansing in their treatment.

• Pupils exploring the treatment and persecution of minorities in Hitler’s Germany • Pupils exploring the nature of slavery and the slave trade in the 18th and 19th

centuries. • They compare the values with their own beliefs about rights and slavery • Students exploring why men joined the army in 1914 and the issues of right and

wrong in fighting for your country, whether there can be a “just” war. • Pupils examining the Bayeux Tapestry and the story it tells • Pupils producing an information poster on Jack the Ripper • Students evaluating the impact and consequences of differing methods of

punishment throughout the ages. • Visits to Kenilworth Castle (controlled assessment); Black Country living museum

SMSC in Modern Foreign Languages Spiritual development in MFL concerns pupils wondering at the number of different and similar ways that people have developed to express themselves and ideas. Pupils also look at the simplicity and the complexity of these ideas and the ways in which we learn and construct our languages. Moral education in MFL concerns pupils using the vehicle of languages they have to make a personal response to right and wrong. All languages carry messages about every aspect of life including moral development and pupils are able to consider other peoples’ responses to moral issues. Social education in MFL concerns communicating for a purpose with people from other cultural and social backgrounds. The social element of language learning comes both from learning about other societies and learning together in the classroom Cultural education is achieved through pupils valuing all languages and therefore learning to understand and respect other people. Examples of Spiritual, Moral, Social and Cultural Education in Modern Foreign Languages include: • Research typical lifestyles to understand the differences and similarities with the

target language country (houses; hobbies and free-time; school system and daily routine

• Discover the target language country and its appeal to tourists. This includes accommodation, facilities, activities and places of interest/landmarks

• Finding your way around a town using directions and landmarks • Group/pair work to produce role play conversations, for example in a restaurant or

café situation • Discover typical food and drink from the target language country including meals and

traditional dishes. This could involve food-tasting • Understanding how to make healthy diet/lifestyle choices • Research famous people and/or events from the target language countries – this

could be modern or from history • Learn about traditions in the target language country and the history behind it. For

example, 14th July and the French Revolution • Language idioms – phrases used only in the target language (not able to be easily • translated) • Visits include residential trips to France/Germany; German market in Nottingham

SMSC in Business Studies Spiritual development within Business Studies involves students being encouraged to explore sexism, racism and discrimination in the workplace through the discussion of employment laws. Students are encouraged to express their own opinion and explore different examples. Students also explore their own feelings and meaning and reflect upon topics such as ethics. Students are encouraged to explore these concepts and challenge the actions that businesses should take. This also helps to develop student’s empathy and compassion skills and allows them to take into consideration other people aims, values, principles and beliefs. Moral development within Business Studies involves students being required to evaluate, comment upon and discuss various moral issues relating to business practices. They will do this through the use of observations, gathering of information and studying given case studies to support this. Students are given the opportunity to consider a variety of information relating to real life business scenarios in order to make valid judgements. Students spend a large proportion of the course investigating the impact of a business’s action upon society and the local community in which they operate. For example, students consider the political, social, environmental and technological issues arising as a result of a business decision. Students also draw upon their own knowledge to distinguish between what is right and wrong. Social development within Business Studies involves students being encouraged to develop their team working skills through collaborative work and research. The students also explore the concept of teams and the roles that individuals have to play and how this can impact a business. Throughout the curriculum, students are given the opportunity to exercise their leadership skills. Students often work collaboratively to understand new concepts and share information researched, thus giving the students responsibility over their work. Cultural development within Business Studies involves students being given the chance to see how the functions of a business operate. Students look at the changes within society and how they may impact on businesses. Students are encouraged to explore the wealth of different countries and how developed they are. Examples of Spiritual, Moral, Social and Cultural Education in Business Studies include: • External environment and its influence on business decisions (how the external

environment impacts upon businesses; strategies an organisation will implement and their impact on society)

• Considering the stakeholders of an organisation and discussing their needs and interests and the impact the organisation can have on them.

• Understanding the shareholder value and stakeholder perspective. • Understanding the needs and wants of customers and the purpose of business. • Understanding the objectives of business and that not all businesses place profit

first • To understand the social enterprises and how their objectives differ to a traditional

business.

• Business ethics, how do businesses try to improve their ethical position through green washing.

• Visits to London, Houses of Parliament; Jaguar/Land Rover plant