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SMSC Policy

Pastoral

Form Tutors and House intervention Managers will deal with largely social moral and cultural issues as part of their day to day role.

Assemblies

SMSC themes are fixed by the school and published to all staff and visiting speakers to ensure that over the course of a year students have a broad and balanced input of spiritual, moral, social and cultural opinion which is appropriate to those of all faiths and none.

Curriculum Opportunities

RE provides opportunities to promote spiritual development through:

discussing and reflecting on key questions of meaning and truth about such topics as the origins of the universe, life after death, good and evil, beliefs about God and human values such as justice, integrity, honesty and truth

learning about and reflecting on important concepts, experiences and beliefs that are at the heart of religious and other traditions of belief and practice

considering how beliefs and concepts in religion may be expressed through the creative and expressive arts and related to the human and natural sciences, thereby contributing to personal and communal identity

investigating and considering how religions and other world views perceive the value of human beings, and their relationships with one another, with the natural world, and with God

valuing relationships and developing a sense of belonging enquiring into and developing their own views and ideas on religious and

spiritual issues.

RE provides opportunities to promote moral development through:

enquiring into the values identified within the National Curriculum, particularly valuing diversity and enquiring into issues of truth, justice and trust

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exploring the influence of family, friends, society and media on moral choices and how society is influenced by beliefs, teachings, sacred texts and guidance from religious leaders

considering what is of ultimate value to pupils and believers through studying the key beliefs and teachings from religion and philosophy about values and ethical codes of practice

exploring the impact and consequences of actions and ideas for different groups of people within our society

investigating a range of ethical issues, including those that focus on justice, to promote racial and religious respect and personal integrity

considering the importance of rights and responsibilities and developing a sense of conscience.

RE provides opportunities to promote social development through:

examining the social role of religion in bringing people together, building a sense of identity, encouraging community life and giving a context in which the challenges of human life can be met

exploring how religious community life works and the contributions community living makes to human well being

considering how religious and other beliefs lead to particular actions and concerns

investigating social issues from religious perspectives, recognising the diversity of viewpoints within and between religions as well as the common ground between religions

articulating pupils own and others ideas on a range of contemporary social issues.

considering ways in which religion can contribute to the community cohesion or to the common good.

RE provides opportunities to promote cultural development through:

encountering people, literature, the creative and expressive arts and resources from differing cultures and religions

Enquiring into the richness of local and national examples of cultural diversity in relation to religious ways of living

investigating the ways in which religion is embodied in culture, and exploring the relationships between religions and cultures

considering the relationship between religions and cultures and how religions and beliefs contribute to cultural identity and practices

promoting racial and inter faith harmony and respect for all, combating prejudice and discrimination, contributing positively to community cohesion

promoting awareness of how inter faith cooperation can support the pursuit of the common good

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SMSC in Mathematics

Examples of Social lessons in maths:

1. Allowing discussion and debate on the use and abuse of statistics in the media

2. Pupils learning how mathematics is used to communicate climate change

3. Revision day

4. Math’s department all in team seating

5. Math’s challenge at Lancaster university

6. Investigation when teaching questionnaires

7. Collaborative real life learning through Maths projects in Year 9 and 10 – Smarties project, Olymics, Wimbledon project, holidays project etc.

Examples of Moral lessons in maths:

1. Pupils conducting an opinion survey on a moral issue

2. Pupils to have an awareness of sexist, stereotypical bias in materials – for worksheets to include female builders, male secretaries etc.

3. Coordinates ‘Bomb or not to Bomb’

4. Why learn Algebra?

5. Population density – using the law in China for the number of children a family are allowed

Examples of Spiritual lessons in maths:

1. Pupils considering the development of pattern in different cultures including work on tessellations such as using Rangoli designs or the use of religious symbols for symmetry

2. Fibonacci pattern

Examples of Cultural lessons in maths:

1. Pupils investigating different number sequences and where they occur in the real world

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2. Allowing discussion on the cultural and historical roots of mathematics, such Pythagoras’ theorem

3. Pupils discussing the use of mathematics in cultural symbols and patterns

4. Mathematics is a universal language

5. Use of the Chinese lattice method when teaching multiplication (During Logic club)

6. Pupils to have the ability to use exchange rates for foreign travel

SMSC in Geography.

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Spiritual There are many ways in which geography can contribute towards spiritual development. 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 peoples’ daily lives. . These opportunities need to be planned for, and time needs to be allocated for them. However, this is time well spent because these opportunities, which give students time to think and to relate their learning to personal experience, will develop geographical understanding. Moral Most geographical issues have a moral dimension. Moral education in Geography provides opportunities for students 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. Issues of justice, fairness and democracy are central and can be discussed and debated enabling decisions to be made. In doing so students will learn about the views held by society, and by various groups within society, and will develop their own attitudes and values in relation to these geographical issues as contexts Social Activities in the geography classroom -pair work, group work, role-play, geographical games - foster good social behaviour and self - discipline. However, through fieldwork geography makes a distinctive contribution to social development. Social education in 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. Through geography students develop a knowledge and understanding of the concept of sustainable development, and the skills to act upon their understanding as part of it. Cultural Through its study of real people in real places, geography makes a major contribution to cultural development. Cultural education provides opportunities for multi-cultural education through recognising commonalities and differences. It also encourages students to reflect on their own personal reality of a sense of place. Students learn about the characteristics of their local area, and why it is like that, and contrast where they live with more distant localities, in this country and abroad. A sense of place requires a knowledge and understanding of the cultural traditions of the people who live there Examples of Spiritual, Moral, Social and Cultural Education in Geography include:

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Students learning the power of the Earth’s forces, for instance the effects of earthquakes and their impact on people

Understanding the threats to the planet now and in the future, including global warming

Students understanding and debating the conflicting values of tourism and spirituality

Students discussing the consequences of globalisation and its impacts on workers and their possible exploitation.

Students discussing the changing urban environments as well as discussing people in the decision making process

Students becoming aware of the social problems of rural and urban decline Understanding the social consequences of a variety of topics, including

tropical revolving storms, trade and aid around the world.

Embedding SMSC in the English Curriculum

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SMSC is embedded in each of the topics studied throughout Key Stage 3 and 4. The curriculum is designed to provoke debates and discussions about society and the changes that occur around us. One of the key processes in dealing with this is creating an open dialogue around each of the subjects that enable the students to feel secure in expressing their opinions and ideas. All of the English schemes of work facilitate the development of the social and emotional aspects of learning as well as being pro-social values. The curriculum is structured to reinforce equality and cohesion.

Key Stage 3

Year 7

social deprivation,

access to education and sexism

development of science

Victorian’s firm belief in the church and Christianity.

gender stereotyping in Fairy Tales, how that has changed in modern society and how we should continue to challenge these stereotypes.

We look at the socio – economic deprivation of other cultures focusing on the slums in Dhavari, India and the challenges that other children are faced with daily; this is continued in Year 8.

Year 8

treatment of the social classes

moral responsibility

class prejudice

class separation

spirit of Christmas and its role in religion.

Charity and its work are analysed.

Year 9

adventure and team-work

, empathy and the moral

slavery

anti-racism

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equality.

Year 10 and 11

Capitalism, Communism, Industrialisation and its effects

social responsibility, religion, sexism and the class system.

the growth of Facebook

media representation of extremism

the importance of relationships

SMSC issues in design technology

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Across the key stages pupils should:

work confidently within a range of relevant domestic, local and industrial contexts, such as the home, health, leisure, culture, engineering,

manufacturing, construction, food, energy, agriculture and fashion

• consider the influence of a range of lifestyle factors and consumer choices

when designing products

• take creative risks when making design decisions

• consider additional factors such as ergonomics, anthropometrics or dietary

needs

• analyse where human values may conflict and compromise has to be

achieved

At KS3 pupils should also:

• use research including the study of different cultures, to identify and

understand user needs

• identify and solve their own design problems

In KS4 pupils should also:

• develop design specifications that include a wider range of requirements

such as environmental, aesthetic, cost, maintenance, quality and safety

• research the health and wellbeing, cultural, religious and socio-economic

contexts of their intended users

• understand how to reformulate design problems given to them

In food technology

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Across the key stages pupils should know:

• that food is produced, processed and sold in different ways, e.g.

conventional and organic farming, fair trade

• that people choose different types of food and that this may be

influenced by availability, season, need, cost, where the food is

produced, culture and religion

• how to compare the cost of food when planning to eat out or cook

• about the influence of food marketing, advertising and promotion on their own diet and purchasing behaviour.

SMSC issues in ICT

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Across the key stages pupils should:

work confidently and safely within a range of relevant programme online that include social networking sites and their communities to ensure that they understand the potential dangers and consequences that may arise during internet browsing.

• consider the influence of a range of lifestyle factors and consumer choices

when using the internet or online websites.

• take creative risks when making ICT decisions

• consider additional factors such as information sharing, secure websites and the kind of information that they should put onto the web for others to see.

• analyse where human values may conflict and compromise has to be

achieved

At KS3 pupils should also:

• use research including the study of different cultures, to identify and

understand user needs

• identify and solve their own research techniques to gain greater understanding of the WWW.

Consider safety when using school, external websites at home or in the surrounding environment. The safe use of WiFi/ smart phones, ipads ect. using secure sites.

In KS4 pupils should also:

• develop greater understanding of restricted websites and inappropriate use of websites such as social networking sites.

• research information appropriate to the specification required from their CAB

• understand how to reformulate design problems given to them

In ICT

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Across the key stages pupils should know:

• that data can be expressed in various ways in order for users to manipulate the outcomes.

• that people choose different types of data to gain bests practice and results

• how to compare the cost of artists/merchandise products when planning

• about the influence of ICT in marketing, advertising and promoting the product

SMSC Policy Performing Arts

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The following are examples of topics that students respond to emotionally through group discussion and performance:

Opportunities to widen friendship groups Developing teambuilding skills through challenge production and

performance. Collaborative work across year groups in extra-curricular activities. Encouraging a sense of awe & wonder by exploring texts, physical movement

and the excitement of performance. Stimulating imagination allowing students to appreciate a range of

perspectives of social and moral issues.

Spiritual

Reflecting on human experiences. Exploring their own and other people’s beliefs Encouraging students to think for themselves Providing opportunities to see another person’s point of view Developing ways of demonstrating reflection and creativity

Moral

Developing students’ sense of right and wrong Examining motives for action Encouraging consideration towards others Developing students’ awareness of the needs of others Challenging students to take personal responsibility for their own actions Treating students courteously and respectfully, and expecting them to behave

similarly Providing opportunities for students to consider equal opportunities

Social

Supporting them through periods of transition Encouraging students to see issues Listening to the views of others Handling controversial issues Promoting good relations between individuals and groups Developing / understanding ways in which communities function and are

organised Developing the capacity to discuss reasonably matters about which they feel

strongly Providing opportunities to work in a range of groups Exploring aspects of citizenship Respecting the right of others to hold views different from one’s own Negotiating conflict and coping with differences of opinion on important issues Providing opportunities to reflect on social issues Recognising that to be different is not necessarily to be wrong

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Cultural

Exploring cultural differences to develop understanding, respect and compassion.

Encouraging a sense of the social & personal value of cultural endeavour. Developing students’ capacity to appreciate music art & literature from a

range of cultures by introducing them to a range of experiences and allowing them the opportunity to reflect on the thoughts on feelings they evoke.

Providing opportunities to express their own values and beliefs through performance in art, music & drama lessons and in extra-curricular activities.

Encouraging a sense of self identity & personal value through thought and expression.

Examples Whole School Recently 40 students performed a dance at Blackpool Winter Gardens that was based on the theme of 9/11. This theme allowed students to explore all of the SMSC areas. This opportunity allowed the students to reflect on human experiences and handle a controversial issue sensitively. KS3 Key stage 3 students are given the opportunity to explore social, moral, spiritual and cultural principles through their own devised work and scripted plays. Students study Shakespear’s Romeo and Juliet which supports their development of knowledge and understanding of these key areas. Students are also given various play scripts for example ‘Thief’ which allows them to demonstrate their understanding of social, moral and cultural issues. KS4 Key stage 4 performing arts students are given the opportunity to work with primary school children, senior citizens and other members of the general public. They spend time researching various topics such as dance through the decades, local history and education which allow them to develop their knowledge and understanding of social, moral, spiritual and cultural issues within society. Students are given the opportunity to express their own values and beliefs in group discussion.

SMSC Schedule for MFL

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All aspects of the above are inherent in the teaching of a foreign language as students are exposed to not only the language of a particular country, but also its customs, beliefs and attitudes towards other cultures.

Social

Students are made aware of the following issues:

The way a foreign society operates, from its school system right the way through to how the country itself is governed. Discussions are also a regular feature and in previous years pupils have had the advantage of visits from French students who are able to highlight differences between our society and that of the country where the target language is used.

What is socially acceptable in countries where French is spoken. This embraces and understanding of life in African countries as well where French is the lingua franca, but where society is shaped in an often radically different manner. Discussions range from foods right the way through to the Ebola crisis.

Moral

How morality is perceived and interpreted in other European countries is often similar to that of the UK, however when we look at French-speaking Africa we find a complex web of superstition mixed with both Islamic and Christian principles. Discussion also revolves around how women are perceived in these societies and how the law is implemented. Due to the international dimension of language learning, such input will then move to middle-eastern societies where the different interpretations of Islamic law can affect a person’s life.

Spiritual

The role of the catholic church plays an important part of both the Italian and French lessons, moreso the Italian, although comparisons are drawn with the Islamic faith and efforts are made with all classes in all year groups to ensure they understand that Shia and Sunni are diametrically opposed and that there are different attitudes within all faiths.

Cultural

Culture is the guiding force behind society and MFL aims to bring this into the majority of lessons as the language students learn is directly linked to the culture of the country where the language is spoken. The Paris trip in year 8 exposes students directly to life in France, in particular in a metropolitan setting and geo-political discussions and input form part of language learning as a whole. It is the MFL department’s belief that the 21st century learner needs to understand the bigger picture of the world and how industrialised nations can affect global stability. The

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migrant crisis and the roots of its cause are essential knowledge for young minds so that they can formulate rational arguments and eventually find solutions. Snap judgements based on ultra right wing attitudes, particularly towards Islam are a particular concern for today’s social-media driven automatons. In the kingdom of the blind, the one-eyed man is king……

We also include SMSC in schemes of work for each unit we cover. KS3 is complete, but I am looking how to do this for KS4 more effectively due to the changes in curriculum. Nevertheless the above items are discussed with all year groups regularly throughout the year.

Science

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Biology

Social

Use a range of social skills in different contexts including working and socialising with pupils from different religions Students are taught to accept all faiths and beliefs when discussing

issues across the Biology topics such as evolution, the use of stem cells etc.

Willingness to participate in variety of communities and social settings

Acceptance and engagement with the fundamental British values of democracy, rule of law and mutual respect and tolerance of those with different faiths and beliefs. Contribute positively to life in modern Britain

B2 – the legalities behind cloning and genetic engineering, current

legislation regarding use of embryos for stem cell research B3 – Genetic modification, global food security and the UK’s position

on this Moral

Ability to recognise the difference between right and wrong and respect the civil and criminal law in England Ethics and transplants Alcohol, addiction and smoking and the effects on society B2 – moral issues such as the use of stem cell therapy

Understand the consequences of their behaviour and actions B1 – alcohol, drugs and the effect of abusing these substances Transplants – should some people be prioritised for these? What

criteria should be used?

Investigate and offer reasoned views about moral and ethical issues and appreciate the viewpoints of others on these issues B1 – genes and the issues of the Human Genome project B2 – Stem cells, cloning and genetic engineering and the ethical issues

that surround these B3 – GM in the future, global food security and technology Biotechnology

Spiritual

The ability to be reflective about their own beliefs that inform perspective on life

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B1 – evolution and the different viewpoints held on this by various

religions Genes and Inheritance linked to evolution Drugs and choices made by certain individuals and the consequences

of this B2 – DNA and genetic engineering and how individuals may have

different opinions on the use of this in modern medicine

Sense of enjoyment and fascination about learning about themselves Awe and wonder moments across the Biology curriculum including

learning about human reproduction, fertilisation, conception, IVF, communication and the menstrual cycle

Use of imagination and reactivity in their learning

Modelling e.g. building DNA molecules

Willingness to reflect on experiences

Self reflection is developed at all times throughout the Biology

curriculum

Cultural

Understanding and appreciation of wide range of cultural influences that have shaped heritage and that of others B1 – Smoking and alcohol as recreational drugs and the effect this has

had on the culture of the country B3 – communication, human evolution and human migration as part of

the development of cultures both in Britain and across the world

Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain B1 – Alcohol and drugs as part of modern culture The theories of evolution and how this has shaped cultures B2 – Stem cells and their use, how different culture view the use of

them in medicine Genetic engineering and the ethical viewpoint that is held in some

cultures B3 – Behaviour and communication and how this varies

Chemistry

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Social Developing personal qualities and social skills The use of mobile phones and smart technology Listening to the viewpoints of different scientific groups and politicians Developing the ability to take a full and active part in lessons (practical work, team activities, memory games and competitions etc) Participating cooperatively and resolving conflict Fossil fuels v biofuels Limestone quarrying (debating) Understanding how communities and societies function Limestone quarrying How science is portrayed in the media Science in the news

Moral Investigating moral values and ethical issues Human impact upon our planet and environment Invention of the Haber process to produce ammonia by the Jewish German Fritz Haber, which was then used to kill Jews during the holocaust. The advancement of nanotechnology when the dangers are unknown. The debate on the use of alternative energy forms (hydrogen fuel cells, fossil or bio-fuels) Recycling metals, plastics and limestone. Choosing the method for ethanol production. Ethics of producing and using chlorine gas. Recognising right from wrong and applying it: Advantages, disadvantages and risks of the applications of some of the substances studied including problems caused by hard water, over-use of fertilisers, social effects of alcoholic drinks and the uses of esters. Deforestation Animal rights Understanding the consequences of their actions The importance of fossil fuels to human society and the impact their usage is having; global warming and acid rain. Usage of excessive fertiliser on food chains Staff role model the behaviour expected from their students The use of chemical based fertilisers on land – eutrophication. Problems of polymers and their disposal. Waste, profits and percentage yields.

Spiritual Experiencing awe and wonder Evolution of the atmosphere by both natural and human activities The development of the periodic table in Chemistry The Haber process and how it impacts on the environment in both positive and negative ways. Exploring the values and beliefs of others Choosing the method for ethanol production.

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Impact on the world including acid rain production and it’s effect on living organisms. Use of oil in society and how it can be replaced in the future Understanding Human feelings and emotions Isolation of metals from the world and the damage this is doing to our environment. Fracking and it’s impact on peoples’ lives Using imagination and creativity in learning. Students develop speaking skills Presentation skills Creative learning tasks school as designing science based board games and Joule Island. Using descriptive writing to elicit emotion and feelings

Cultural Mathematical opportunities throughout the units e.g conservation of mass in C1 and qualitative chemistry in C2 and C3. Choosing the method for ethanol production. Plastics and polymer uses Exploring, understanding and respecting diversity Differences in how elements and compounds react. Participating in and responding to cultural activities British Science Week Understanding and appreciating personal influences Celebrating the role scientists have played in our society. For example the influence of:

� Mendeleev� � Boyle� � Newlands

SMSC Physics

Spiritual

The ability to be reflective about their own beliefs that inform perspective on life.

Different viewpoints on the origins of the Universe.

Sense of enjoyment and fascination about learning about themselves.

Awe and wonder moments across the Physics curriculum including learning about the theories of the universe, life cycle of stars, structure and make up of atoms including fundamental particles.

Use of imagination and reactivity in their learning.

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Modelling the life cycle of a star, generation of electricity and developing ideas of how to generate electricity.

Willingness to reflect on experiences.

Self reflection is encouraged at all times throughout the Physics curriculum.

Moral

Ability to recognise the difference between right and wrong and respect the civil and criminal law in England.

Law around nuclear waste disposal, moral issues of waste disposal sites.

Understand the consequences of behaviour and actions.

Stopping distances – consequences of poor driving and disregard for stopping distance.

Investigate and offer reasoned views about moral and ethical issues and appreciate the viewpoints of others on these issues.

Theories of the universe, how did the Universe begin?

Ethical issues associated with nuclear power, should it be used?

Issues associated with disposal of nuclear waste.

Uses of radiation and cancer treatment.

Social

Use a range of social skills in different contexts including working and socialising with pupils from different religions.

Students are taught to be respectful of all religions and faiths across all topics. For example when discussing the origins of the Universe.

Willingness to participate in variety of communities and social settings.

Understanding of the importance of collaboration across countries and faiths to further understanding of different Physics topics.

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Acceptance and engagement with the fundamental British values of democracy, rule of law and mutual respect and tolerance of those with different faiths and beliefs. Contribute positively to life in modern Britain.

Effects of global warming and evidence for global warming in terms of heat radiation.

Cultural

Understanding and appreciation of wide range of cultural influences that have shaped heritage and that of others.

Ptolmey, Copernicus Galileo – Understanding of the solar system

Understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain.

Contrasting ideas of the solar system, links into Galileo and

Assemblies and themes

SMSC themes will be provided to all staff to be discussed in form groups and lessons where relevant. Assemblies, including those provided by visitors will be based on that week’s SMSC theme.

Themes will be published annually by NJP.