SMSC in ART

Spiritual

In Art the work of children becomes a spiritual encounter as

it develops from the initial learning of skills. They are intro-

duced to the work of great Artists and experience wonder

and awe at the achievements of these great works of art.

They also experience great admiration and respect for their

peers’ work when they see the level of achievement and pro-

gress. Pupils understand that this standard of work does not

happen immediately but requires endurance.

For example– Children were invited to view other children’s

art work at a whole school Arts Trial ‘Spectacular Stourport’.

Moral

The Art Policy has clear guidelines to which pupils adhere.

They incorporate mutual respect and the consideration for

others’ work. Pupils are encouraged to show compassion

when assessing the work of others. Understanding how their

comments can build up or destroy another’s self belief.

Displays around the school and in classrooms show a variety

of different art work from age groups and abilities. This pro-

motes children to be positive about their work and increases

self esteem.

Social

Art and Design frequently requires all pupils to work in pairs,

groups or teams. Pupils often work collaboratively requiring

cooperation and communication linking to the values of

trust, compassion and service.

There are also social aspects in Art from visiting various plac-

es such as Art Galleries (year 3/4).

Enrichment enables children from different year groups to

work together in Art, mask making and Craft groups. Older

and more able children are able to help children and gain

mastery of a subject through teaching skills themselves.

Cultural

All units of work link with contextual themes involving vari-

ous cultures and civilizations from around the world. They

lead to a greater understanding of different ways of life and a

respect for cultures that are very different from our own;

how they can enrich our own lives. The fusion of art work

between our own and other cultures leads to pupils incorpo-

rating designs, patterns and motifs in their own work devel-

oped by a deeper understanding of the culture.

All key stages ensure that Art is taught as part of a topic and

alongside other subjects to gain a greater understanding of

different cultures.

SMSC in Computing

Spiritual

At Stourport Primary Academy our computing curric-ulum builds a child spiritually by:

Exploring creativity and imagination in the design and construction of digital products

Promoting self-esteem through the presentation of children’s work to others

Exploring how ideas in computing have inspired oth-ers.

Creating digital products which incorporate children’s beliefs.

Moral

At Stourport Primary Academy our computing curric-ulum builds a child morally by:

Encouraging good etiquette when using digital tech-nology including mobile devices and with due regard to e-safety.

Encouraging respect for other people’s views and opinions.

Encouraging respect for all our computing equipment.

Exploring moral issues around the around the use of digital technology - For example, copyright and pla-giarism.

Teaching children about cyber bullying and what to do if it happens to themselves or a friend.

Social

At Stourport Primary Academy our computing curric-ulum builds a child socially by:

Encouraging students to assist one another in prob-lem solving.

Encouraging appropriate social behaviours in the classroom including listening whilst others are talking and generally interacting as caring a community.

Encouraging good practice and respect in the use of social networking.

Cultural

At Stourport Primary Academy our computing curric-ulum builds a child culturally by:

Encouraging the sensible use of digital technology in the classroom and homework situations as children are living in a digitally cultural environment.

Empowering pupils to apply their ICT and computing skills and knowledge to the wider curriculum and acknowledge links between subjects.

SMSC in Design Technology

Spiritual

At Stourport Primary Academy pupils are spiritually educated in D.T. by:

Explore creativity through product design

Explore emotions through design development

Reflection time to access own ideas

Use imagination in individual work and group work

Appreciation of beauty through discovery of materials and design

Moral

At Stourport Primary Academy pupils are morally educated in D.T. by:

Encourage respect for others and their work

Work cooperatively

Encourage respect in classroom environment

Encourage respect for equipment

Promote trust

Encourage sustainability through recycling and Upcycling

Social

At Stourport Primary Academy pupils are socially educated in D.T. by:

Promote a sense of community

Encourage independence and self respect

Celebrate success with displays and exhibitions

Encourage group/class discussion

Promote group work and accept roles within a group

Cultural

At Stourport Primary Academy pupils are culturally educated in D.T. by:

Appreciate how culture influences design

Explore a range of materials and equipment used by different cultures

Gain inspiration though visiting exhibitions

Respect diversity of cultural values and beliefs

Explore Dream Discover Achieve

SMSC in English

Spiritual

At Stourport Primary Academy, staf encourage pu-pils to appreciate a range of religions and beliefs and have respect for these different perspectives through a range of different texts including: tradi-tional tales, myths and legends, modern and tradi-tional fiction, biographies, newspaper reports, non– fiction, poetry and plays.

Pupils may choose to reflect on their own beliefs or respect the different ideas of others. Staff encour-age pupils to consider different ideas as a good non-threatening element of life and they look at the con-sequences when people are not tolerant of each oth-er. Children also discuss different cultures and de-velop skills of empathy and sympathy through real –life as well as studying the actions and consequenc-es of characters. from texts.

Moral

The Moral side of SMSC is addressed at Stourport Primary Academy in the English curriculum by pupils being encouraged to develop an ethical code by look-ing at controversial issues and appraising them through humanitarian eyes.

For example, staff often use the pedagogical ap-proach of role play, drama, discussion and debate. This is used to get children thinking about all the different aspects of an argument/decision. It is de-signed to help them understand how decisions were made, whether they believe them to be right or wrong. This is encouraged through using both fiction non– fiction texts as well as real-life situations.

Social

Staff at Stourport Primary Academy encourage pu-pils to ‘put themselves in the characters shoes’ and develop empathy through reading about characters’ dilemmas or those of real people both in the past and present. Children work in a range of different groupings ap-propriate to the task, this may be in class, year groups ,across phases and across the whole school. Children a encouraged to work together explore , reason and problem solve in a range of different ac-tivities. Children are all encouraged to perform in a range of different activities which includes: performance po-etry, plays and concerts .

Cultural

Stourport Primary Academy encourages children to develop their cultural education through English by reading a range of texts both fiction and non-fiction and discussing the main themes and festivals of the topic. This can take the form of both modern and historical traditions.

SMSC in Geography

Spiritual

At Stourport Primary Academy 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 cli-mate. It also includes the effect that the environ-ment continues to have on settlement and peoples’ daily lives.

Moral

At Stourport Primary Academy geography provides opportunities for students to recognise that develop-ment 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 students’ own experiences, as well as using geographical issues as contexts.

Social

At Stourport Primary Academy geography involves the study of real people in different societies. In looking at their own locality and others in the world, students’ sense of identity and community can be strengthened.

Cultural

At Stourport Primary Academy cultural education in geography involves the study of real people in real places in the present. It provides opportunities for multi-cultural education through recognising commonalities and differ-ences. It also encourages students’ to reflect on their own personal reality of sense of space.

SMSC in History

Spiritual

History at Stourport Primary Academy encourages pupils to appreciate a range of religions and beliefs and a respect for these different perspectives. E.g. in KS2 children learn about the Ancient Greek Gods and their importance in the Ancient Greek people’s lives.

Pupils may choose to reflect on their own beliefs or respect the different ideas of others. Staff encour-age pupils to consider different ideas as a good non-threatening element of life and they look at the con-sequences when people are not tolerant of each oth-er.

Moral

The Moral side of SMSC is addressed at Stourport Primary Academy in the history curriculum by pupils being encouraged to develop an ethical code by look-ing at controversial issues and appraising them through humanitarian eyes.

For example, staff often use the pedagogical ap-proach of Conscience Alley. This is used to get chil-dren thinking about all the different aspects of a historical argument/decision. It is designed to help them understand how decisions were made, whether they believe them to be right or wrong.

Social

Stourport Primary Academy encourages pupils to think about what past societies have contributed to our culture today. For example in the study of the Romans and the development of democracy and how this is our system of government today. Children a encouraged to work together and problem-solve in classroom activities through ques-tioning and activities.

Cultural

Stourport Primary Academy encourages children to develop their cultural education through history by asking children to considering how historical events have shaped the culture of the society in which they live. Opportunities are offered to study how other societies have been shaped and how they are differ-ent to our own.

SMSC in Maths

Spiritual

We promote spiritual development in Maths by encouraging the children to experience awe and wonder in maths. For example, they look at maths in nature such as patterns on creatures and plants and older children ex-plore the Fibonacci sequence seen in many natural structures. Additionally, exploring number patterns and patterns in shape adds to the appreciation, personal fulfilment and wonder of maths.

Moral

We promote moral development in Maths by encouraging the children to show respect for each other’s views, especially when they are engaged in group tasks. Reasoning forms a large part of all mathematical work under-taken at Stouport Primary Academy and by applying logic to their reasoning, pupils gain an understanding of the idea of right and wrong, cause and consequence and the idea of mathematical truth.

Social

We promote social development in Maths through the varied and flexible groupings children have the opportunities to work in. Within maths lessons, children may work in-dependently, in pairs, small groups, similar and mixed ability. In all these ways of work-ing the children are encouraged to discuss, listen, share ideas, reason, question, offer constructive criticism and present their ide-as to a wider audience. The values of mutual respect, team work and the idea that we learn from our mistakes are integral to all work in Maths.

Cultural

We promote cultural development in Maths through linking aspects of the curriculum with mathematical ideas from other cultures and times that have helped to form mathe-matics as we know it today. For example, we may explore Egyptian symbols, Roman nu-merals, Chinese methods for teaching maths and, in a more modern-day context, children will explore time zones around the world and practise converting money into different currencies. All these experiences help to promote the richness of mathematics and build the children’s understanding of how maths has developed and will continue to evolve as we move into an ever greater digi-tal age.

SMSC in M.F.L.

Spiritual

Pupils at Stourport Primary Academy get a sense of fascination about linking their own language to anoth-er language and exploring the new words and phrases. Pupils get excited about learning a new language. All pupils are at the same starting point and it allows them to build a foundation for their next step in MFL.

Moral

Stourport Primary Academy pupils recognise the im-portance of learning a MFL from another country to enable them to respect how difficult it is when peo-ple visit Britain and try to speak a new language. Pu-pils learn that it is important to take risks and make mistakes when trying new words in different lan-guages, and to be understanding of other children who are trying out new words and phrases for the first time.

Social

At Stourport Primary Academy we teach children how MFL concerns communicating for a purpose with people from other cultural and social back-grounds. The social element of language learning comes both from learning about other societies and learning together in the classroom.

Cultural

In learning a MFL from another culture, pupils at Stourport Primary Academy begin to appreciate the similarities and differences between other countries and Britain. Pupils explore famous landmarks and the history and heritage linked to these landmarks. Pupils can compare the Arts (famous artists, composer, singers) and sports of different countries.

SMSC in Music

Spiritual

Spiritual education in Music is encouraged through the experience and emotion of re-sponse to the creative process. Through a sensual approach to feeling, seeing and hearing pupils respond creatively them-selves. 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

Moral education in Music at Stourport Pri-mary Academy, involves pupils expressing their own response to moral dilemmas and emotions. They can appreciate the work of practitioners in expressing unfairness, in-justice and in celebrating the victory of good over evil. Encouraging critical discus-sion in response to challenging art, drama and music will be an integral process in learning and development.

Social

Social education in Music provides an individual and collective experience that contributes to a pupils’ social development. Through group collaboration pu-pils develop social skills as they share ideas, then se-lect and develop them with a large degree of co-operation and mutual agreement. Similarly, a per-former requires the ability to accept their appropri-ate 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. Throughout this process, students will develop their ability to identify, listen to, understand and respect the views and values of others in discussion.

Cultural

Cultural education in Music involves students develop-ing an aesthetic appreciation of the arts drawn from a wide variety of traditions with a diversity of gen-res, forms and purposes. Pupils have an opportunity to explore aspects of their own culture and begin to recognise, and appreciate, differences in music from different times and places. They can also begin to make connections between different cultures.

SMSC in PE

Spiritual

Spiritual education involves students developing a variety of skills, e.g. performing a sequence in gym-nastics, which allows the students to express their feelings and emotions as well as be amazed by what their bodies can achieve. This happens within Stour-port Primary PE department through a well-balanced PE curriculum where students are able to explore many activities and also take on many different roles within sport such as leader or coach. The students are able to feel the emotions and feelings that go with each role and activity

Moral

Moral education in PE concerns students having the opportunity to understand how PE can influence their healthy living and lifestyle. PE highlights the ad-vantages of health and lifestyle through team sports and health related fitness. Students 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. Within the PE department at Stourport Primary students are challenged to increase their personal level of fitness and to understand the bene-fits of this. They are also taught about the im-portance of being healthy and activity and how this plays a role in society as a whole. Each lesson stu-dents are shown the rules of all the activities they do and are taught to abide by these rules.

Social

Social education involves students having the oppor-tunity to work as a team, as well as reflect on feel-ings of determination and enjoyment. Students are given the role of a coach or leader to develop their social skills in co-operation, communication, commit-ment, loyalty and team work. Stourport Primary PE department provides a varied and balanced curricu-lum. This gives students the opportunity to work to-gether as a team and work on communication and leadership skills. Many students take on the roles of leader and coach during PE lessons. Students are al-ways challenged to give 100% during PE lessons and the department has a strong ethos of encouraging others during lessons.

Cultural

Cultural education in PE means students are given the opportunity to learn games and dances from differ-ent traditions, including their own as well being able to appreciate the differences between male and fe-male roles within sport. The students at Stourport Primary have the opportunity to learn many sports which originated from this country and also oth-ers. The students are often taught about the origins of a certain sport and also the countries around the world that excel at each sport. The students are given the opportunity to compete against other schools from around the district and county in a vari-ety of sports. This often means the students are absorbing themselves into different cultures and

SMSC in Science

Spiritual

Science is using evidence to make sense of the world. It has the ability to make us feel both enormously insignificant (compared to the scale of the visible universe) and enormously signifi-cant (we are genetically unique). It helps us un-derstand our relationship with the world around us (how the physical world behaves, the interde-pendence of all living things). Making new discov-eries increases our sense of awe and wonder at the complexities of the natural world. For scien-tists, this is a spiritual experience and drives us onwards in our search for understanding.

Moral

Moral decisions are an important aspect of Sci-ence. Scientific discoveries and inventions need to be used responsibly, and decisions made based on evidence (not prejudice). Pupils realise that moral dilemmas are often involved in scien-tific developments. When considering the envi-ronment the use of further natural resources and its effect on future generations is an im-portant moral consideration.

Social

At Stourport Primary Academy, science is about collaboration. Sharing ideas, data, and results (for further testing and develop-ment by others) is a key principle of the sci-entific method. We encourage pupils to work together on scientific investigations and to share results (to improve reliability). Sci-ence has a major impact on the quality of our lives. In Science lessons, pupils consider the social impact (both positive and nega-tive) of science and technology.

Cultural

Science permeates modern culture, and has played a key part in developing it. In Science lessons, we explore and celebrate research and developments that take place in many different cultures, both past and present. We explore how scientific discoveries have shaped the beliefs and cultures of the mod-ern world.