Spiritual, Moral, Social and Cultural Education

SMSC

Design and Technology

Spiritual Education

Spiritual development is very important in DT as the process of creative thinking and problem solving lies at the centre of the subject. A pupil's ability to think creatively and show innovation can be inspirational to others but also increases their own self confidence and belief in their own abilities.

Moral Education

During the planning and making process we encourage our pupils to consider the moral and ethical dilemmas raised. For example; the impact on the environment through the choices of materials are made or the opportunity to consider sustainable or environmentally acceptable materials.

Social Education

During DT there are many opportunities to promote social responsibilities. All the children have a collective responsibility to ensure they contribute to a safe working environment where the use of tools and equipment are involved. There is the opportunity to work collaboratively with a partner or take turns in a small group which requires effective social interaction and at times compromise. There is also the opportunity for peer evaluation and to act as a critical friend to give supportive comments to improve pupils learning outcomes.

Cultural Education

DT learning activities may originate from an idea or artefact and to develop a wider cultural awareness we explore our past heritage as well as investigate and use as our stimulus foods, textiles, pottery and sculptures from different cultures and periods of time. For example, Viking long boats or shields, Greek pottery, divas, food from different countries and cultures.

SMSC

ART

Spiritual Education

Use imagination and creativity, to explore ideas and feelings in works of Art and express themselves through their own art and design activities Appreciate the achievements of other artists both contemporary and from the past Develop fascination, awe and wonder in the work of others

Moral Education

Talk about how artists and designers represent moral issues through their work

Social Education

Collaborate to create pieces of work Respect each other’s ideas and opinions when talking about pieces of art and design including the work of others in the class Recognise the need to consider the views of others Develop collaborative, cooperative and teamwork skills

Cultural Education

Reflect on the ways in which cultures are represented in art and design, understanding the ideas behind art, craft and design in different cultural contexts Explore a range of festivals and celebrations from our own and other cultures

SMSC

History

Spiritual Education

Fostering the mystery of how and why events in the past happened and their many causes.

Helping children to realise the incredible significance that some individuals have had in the past and how historical knowledge changes with new evidence and different interpretations of events.

Allowing pupils to see the similarities between people now and in the past and bringing them alive through primary and secondary sources, artefacts and visits and visitors. Artefacts, for example, can bringus closer to people through touching what they felt, feeling their shoes, clothes etc.

Moral Education

Encouraging pupils to comment on moral questions and dilemmas from the past.

Helping children to empathise with the decisions which ordinary people made at the time, based on their historical situation. Developing open mindedness when considering the actions and decisions of people from the past .

Social Education

Encouraging pupils to think about what past societies have contributed to our culture today.

Promoting pupils own social development through working together and problem solving.

The study of social issues is a common theme in History lessons. Exploring the similarities and contrasts between past and present societies and be made aware of how, in the main, we are very fortunate to live in ‘the modern world’

Cultural Education

Developing a better understanding of our multicultural society through studying links between local, British, European and world history.

Gaining an understanding of and empathy with, people from different cultural backgrounds.

Examining how other cultures have had a major impact on the development of ’British’ culture.

SMSC

Science

Spiritual Education

Looking for meaning and purpose in natural and physical phenomena.  Wonder about what is special about life.

An awareness of the scale of living things from the small micro-organism to the largest.

The interdependence of all living things and materials of the Earth. Emotional drive to know more and to wonder about the world. Wonder at the vastness of space and the beauty of natural objects.

Moral Education

Pupils to become increasingly curious .

Development of open mindedness to the suggestions of others Scientific developments may give rise to moral dilemmas

Considering the environment

Social Education

Group practical work

Team working skills and to taking responsibility

Taking responsibility for their own and other people’s safety.  Understanding that science has a major effect on the quality of our lives

Consider the benefits of scientific developments and the social responsibility involved

Cultural Education

Scientific discoveries as a part of our culture

Scientific discoveries of other cultures

Scientific discoveries by a wide range of men and women in many different cultures

Environmental issues are central to science.

SMSC

PE

Spiritual Education

PE lessons including teamwork, self-reflection, aspirations to improve performance, rules, sportsmanship and etiquette and appreciation of sports from other countries.

Through dance and gymnastics and games across the school, pupils are encouraged to be creative, designing and creating their own small sided games or by expressing feelings and emotions in their dance and gymnastic performances. Dance lessons are linked closely to other foundation subjects. This allows pupils reflection time to evaluate their experiences allows them to build a positive mind set and promotes progression.

Pupils will also see the sense of awe and wonder when observing elite performances from professional athletes and their peers.

Pupils are encouraged to reflect on feelings of enjoyment and determination, especially in KS2 through participation in a range of competitive sports.

Self and peer assessment are important to enable pupils to have an accurate grasp of where they are and how they need to improve.

Moral Education

Throughout various games pupils make choices regarding rules, sportsmanship and choices including teams, tactics and positions. PE teaches students about code of conduct, rules, etiquette and fair play unwritten rules.

Competitive games provide students with leadership opportunities as well as being umpires and referees.

Pupils develop the ability to tell between right and wrong through fair play in sporting events and participating in competitive situations. This gives pupils a sense of justice and how to respond appropriately when they feel there is an injustice.

PE encourages pupils to be understanding of the ability of others and the need to be supportive rather than critical when playing as part of a team so that all team members are actively engaged during games. Dance and Gym allow children the opportunity to share ideas and discuss alternatives with each other in a structured and supportive environment where they can learn to give reasoned views and appreciate the views of others.

Social Education

PE allows all pupils to develop the necessary skills to work in teams or pairs as the majority of activities are based around team games or creating sequences in groups.

Giving the pupils roles such as: leaders, coaches, umpires or referees offers them the opportunity to develop communication, leadership and mediation skills.

Problem solving skills and teamwork are fundamental to PE through creative thinking, discussion, performance of, and the explanation and presentation of ideas.

Pupils are encouraged to develop their reasoning and decision making skills communicating with others and explaining concepts with each other.

Through various different competitive games and competitions, pupils are encouraged to work with and socialise with a variety of other children they may not normally choose to mix with in classroom situations.

Through participation in sporting festivals and competitions, children are exposed to a wider range of social, economic and ethnic backgrounds, helping them to develop their understanding and tolerance of these different groups.

The school House System encourages all children to participate in sporting activities, working towards a common goal and celebrating the achievements of all children.

Cultural Education

Linking to School Themes, dance from different parts of the world encourages pupils to discuss how culture effects what sports different nations excel at and how cultural traditions can affect which sports men and women participate in.

Opportunities to discuss viewpoints are encouraged whilst ensuring pupils are respectful of others understanding the consequences of overly critical assessment of performances.

Through participation in sporting festivals and competitions, children are exposed to a wider range of social, economic and ethnic backgrounds, helping them to develop their understanding and tolerance of these different groups.

Actively supporting charitable events, such as Sport Relief, children will become more aware the wider world they live in.

SMSC

Religious Education

Spiritual Education

Children are given the opportunity to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values

Children develop a sense of enjoyment and fascination in learning about themselves, others and the world around them

Children make use of imagination and creativity in their learning Children have a willingness to reflect on their experiences

Moral Education

Children have the ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England

They will show an understanding of the consequences of their behaviour and actions

They will show interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues

Social Education

Children will use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds

They will develop a willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively

Children will demonstrate an acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain

Cultural Education

Children will show an understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others

Pupils will demonstrate an 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  They will develop a knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain

They will have a willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities

Children will generate an interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities.