PARK HOUSE SCHOOL Social Moral Spiritual Cultural / Values ... · PDF filePARK HOUSE SCHOOL...

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PARK HOUSE SCHOOL Social Moral Spiritual Cultural / Values Audit 2015 This document is intended to illustrate how Park House School delivers a values based education through careful planning across the curriculum. Social, moral, spiritual and cultural issues are tackled and discussed along with values at the heart of the schools’ ethos such as tolerance, respect and resilience. Subject Units of work / Features of courses particularly relevant to SMSC and values How English contributes towards students’ social, moral, spiritual and cultural development and embeds key values English English contributes to students’ social, moral, spiritual and cultural development not just through the rich variety of texts and resources used, but also through the issues and themes that are studied across the key stages. Lessons encourage respect and tolerance of each other and students can be creative and expressive in their ideas, views and opinions. Key Stage 3 Year 7 – Roald Dahl’s ‘Boy’ or ‘Going Solo’ ‘Jane Eyre’ or ‘Cirque du Freak’ The History of the English Language – speaking and listening Heroic Quests Studying the world of non-fiction Shakespeare – ‘A Midsummer Night’s Dream’ Planned through schemes of work across all year groups and delivered through lessons and homework. Reflections on self and awareness of others Social issues i.e. marriage, love, class Friendship and deception. British culture. Explore concepts of heroism. Discussions on consumerism and exploitation. Analysis of play to highlight class structures and development of language.

Transcript of PARK HOUSE SCHOOL Social Moral Spiritual Cultural / Values ... · PDF filePARK HOUSE SCHOOL...

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PARK HOUSE SCHOOL Social Moral Spiritual Cultural / Values Audit

2015

This document is intended to illustrate how Park House School delivers a values based education through careful planning across the

curriculum. Social, moral, spiritual and cultural issues are tackled and discussed along with values at the heart of the schools’ ethos such as

tolerance, respect and resilience.

Subject Units of work / Features of courses particularly relevant to SMSC and values

How English contributes towards students’ social, moral, spiritual and cultural

development and embeds key values

English English contributes to students’ social, moral, spiritual and cultural development not just through the rich variety of texts and resources used, but also through the issues and themes that are studied across the key stages. Lessons encourage respect and tolerance of each other and students can be creative and expressive in their ideas, views and opinions.

Key Stage 3 Year 7 – Roald Dahl’s ‘Boy’ or ‘Going Solo’ ‘Jane Eyre’ or ‘Cirque du Freak’ The History of the English Language – speaking and listening Heroic Quests Studying the world of non-fiction Shakespeare – ‘A Midsummer Night’s Dream’

Planned through schemes of work across all year groups and delivered through lessons and homework. Reflections on self and awareness of others Social issues i.e. marriage, love, class Friendship and deception. British culture. Explore concepts of heroism. Discussions on consumerism and exploitation. Analysis of play to highlight class structures and development of language.

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English

Year 8 – Gothic literature Dragon’s Den or ‘The Chocolate Project’ The study of ‘Animal Farm’ or ‘The Curious Incident of the Dog in the Night Time’ ‘The Cruise’ – travel writing Study of drama – ‘Blood Brother’s’ and ‘Bugsy Malone’ First World War poetry

Planned through schemes of work across all year groups and delivered through lessons and homework. Societies fears, Victorian repression. Team work, reflections and learning on selling and entrepreneurism. Communism and Socialism / power and its abuse. Tolerance and inequality / empathy. Understanding different cultures. Society norms in the 1960’s – welfare, adoption, single parents. Opportunities and aspirations. Warfare, death, grief and injustice – comparisons of warfare 100 years on and its impact on today’s Britain.

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English

Key Stage 4 Year 9 – Media Film Reviews Charles Dickens – ‘Great Expectations’ or ‘A Christmas Carol’ Social and Political Causes – speaking and listening Poetry from different cultures Shakespeare – ‘Much Ado About Nothing’

Planned through schemes of work across all year groups and delivered through lessons and homework. Portrayal of gender roles in film. How films like James Bond reflect cultural change. Moral choices – should rich help poor? Charity and social responsibility. Student ‘causes’ fair raises awareness of modern day social and political causes. Importance of campaigning. Morality and values in other cultures compared to Britain. What does it mean to be British? Cultural diversity and respect. Love and marriage – why people marry.

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English Year 10 & 11 Coursework – ‘Bangor’s Curfew’ Shakespeare – ‘Romeo and Juliet’ Presentation about Interests Study of ‘Of Mice and Men’ Study of ‘An Inspector Calls’ Relationship poetry

Planned through schemes of work across all year groups and delivered through lessons and homework. Teen culture / perceptions of teenagers in society. Law and order and its purpose. Students formulate arguments. War and conflict – why do families feud? Family relationships – parent and child. Developing self- expression and confidence. Importance of marginalised people in our society – disabled, mentally ill, old-aged, women and racial prejudice. Students consider how they are treated and why? Social values and the less advantaged. Ideas like greed and vanity, social problems like alcoholism. Sex and relationships, moral values and dealing with relationship breakdown.

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History Units of work / Features of courses particularly relevant to SMSC and values

How History contributes towards students’ social, moral, spiritual and cultural

development and embeds key values

Staff expect each other to contribute to the social development, spiritual and moral development of students by setting the example to each other and the students across all key stages. History provides students with the opportunity to really understand the culture and society of Britain and helps them to understand how this country has become the multi-cultural nation it now is. Students understand how Britain relates to Europe. Prejudice, stereotype and ignorance are challenged and students understand why understanding, tolerance and respect are such important values.

Key Stage 3 Year 7 & 8 Britain in 1066 and the Norman Conquest Town Life and Law and Order Medieval Religion Health and Medicine in the Medieval World Uniting the Kingdom The Civil War Religion through the Middle Ages to the Twentieth Century Town Life in Victorian England

Students study diverse experiences, beliefs and ideas and the impact of key events on English and British society. Impact of foreign invasion and the impact of immigration on society. Justice and intolerance. The impact that a dominant religion can have on a society and the influence that different religions can have on societies. Treatment of outsiders in society – how medieval life compares with modern society. Why was the UK established? What is the modern day relationship between nations within the UK? Relationships between Monarchy, Parliament and the people, how these developed and why we still have a monarchy today. The issues of religious tolerance and intolerance and how society has had to adapt to a growing number of religions. Poverty and injustice, child labour and

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History

Protest and Rebellion Warfare and Conflict - The Crusades - War with Wales and Scotland - The 100 Years War - The Spanish Armada - The Napoleonic Wars - WWI - WWII

Key Stage 4 Years 9, 10 & 11 Britain 1900 – 1918

exploitation. Society’s treatment of the poor and attitudes to poverty. Chartism to the General Strike – the place of protest in a modern society. Values, tolerance and cultural issues are studied in a variety of different ways. Britain’s relationship with Europe and the wider world are looked at. Students are expected to understand how and why conflicts and Wars have arisen and the subsequent impact of those. Concepts such as diplomacy, democracy and dictatorship are addressed. The role and values of the EU are considered within the context of WWI and WWII and their aftermath. Students study diverse experiences, beliefs and ideas and the impact of key events on English and British society. European and aspects of world history also develop an understanding of society, values and SMSC. Students study and discuss a range of issues that include the provision of welfare, the rise of social discontent, votes for women and equality issues and the impact on society of war and conflict.

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History Health and Medicine in the Twentieth Century The Cold War - The Cuban Missile Crisis - The War in Vietnam

Germany 1918 – 1945 - Weimar Germany - Life in Nazi Germany - The Holocaust

The role of government in health care provision, the origins of the NHS and a comparison with Ethiopia and or other developing countries. Values and concepts include democracy and dictatorship; capitalism and communism, conflict and conciliation. The unit provides many opportunities for students to understand and consider a range of issues that relate to SMSC and the values of tolerance and understanding. - The impact of poverty on society - The dangers of political extremism - Creating scapegoats - Tolerance and intolerance - Why did ordinary Germans vote for the

Nazi’s? - Attitudes to women, the old, the ill, the

disabled in Hitler’s Germany - Why and how could the Holocaust

happen? (This includes the opportunity for students to visit Auschwitz).

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Civil Rights in the United States

Students look at racism and intolerance in post war America. Why did extremist groups like the KKK gain support and be tolerated? The rights of black and minority groups and how protest movements have played a part in advancing civil rights. Values of tolerance, respect, equality, resilience are stressed.

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Mathematics Units of work / Features of courses particularly relevant to SMSC and values

How Maths contributes towards students’ social, moral, spiritual and cultural

development and embeds key values

The Mathematics department encourage students SMSC awareness and personal development through the shared ethos on teaching and learning within the department as well as planning in schemes of work and lessons, specifics that can be delivered through topics or concepts.

Key Stage 3 and 4 Key AFA role

Social skills and awareness are developed through a variety of methods within the Maths department. - Encouraging group work across all key

stages, encourage students to co-operate and work together

- Adapting seating plans so that students engage with each other

- Creating effective learning environments where students respect each other and their learning

- Using 6th form students and TA’s to work with groups and or individual students

- Developing responsibility by high expectations of home and class work

- Students are encouraged to be role models around the department and school and in engagement with primary schools

- Encourages students to gain self- confidence and the belief they can all achieve their best.

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Mathematics KS3, GCSE and AS/A2 lessons The use of display work

Issues that arise that relate to SMSC or values are developed where relevant by the class teacher. Students are encouraged to reflect on their learning and when relevant their attitude and behaviour and how that has impact. Maths across the world is addressed throughout with consideration to the contribution that other cultures and societies as well as individuals have contributed to maths in the UK. A key feature of maths at Park House is the way that students work is displayed regardless of gender, age or ability.

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Art and Design Units of work / Features of courses particularly relevant to SMSC and values

How Art contributes towards students’ social, moral, spiritual and cultural

development and embeds key values

All students are expected to respect their learning environment and their resources. They have a responsibility to clean up, put away, look after their and others materials and spaces. An appreciation of beauty and imagery, needed across all key stages contributes towards the spiritual development of students and is included in all units taught. Participation in visits to galleries, shows, workshops encourage cultural awareness as well as developing community links and getting students to reflect on their own cultural understanding – this is across all key stages. Department’s policy on display work also encourages students to appreciate their own and others work.

Key Stage 3 Working with Clay Providing feedback to each other Aboriginal art Pop art Art competitions like Newbury Show Key Stage 4 Working on a commission – creating art for a visiting speaker Providing feedback to each other

As part of social development students are encouraged to work together successfully as members of a team. ‘Experts’ work with others on textures. Analysis of own and others work – providing advice and feedback – sharing opinions. Allows consideration of arts from other cultures. Cultural developments. Artistic and cultural community involvement. Reflecting on individual’s contributions to society.

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Art and Design

Art workshops with Woolton Hill primary school (Y10) Development of portfolio’s Studying artists and artistic styles Art from other cultures Understanding Historical and Contemporary Art Assessment of work

Analysis of own and others work – providing advice and feedback – sharing opinions. Develops community links. Use of critical language helps students develop a conceptual and linguistic framework to appreciate social issues. This also challenges student’s feelings and emotions. Reflecting on individual’s contributions to society. Understanding other cultures and issues. Students appreciate an awareness of the beliefs and cultures of others around the world. Understanding of influences that shape our cultural heritage. Encourages students to explore their own views and appreciate the views of others.

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Art and Design Key Stage 5 Course portfolio – Art from other cultures Understanding Historical and Contemporary Art Symbolism

Decisions made on focus are often related to moral issues and require students to reflect on their work. Conflict and War are popular choices. Discussions with staff to look at moral issues are fundamental. This also challenges student’s feelings and emotions. Students appreciate an awareness of the beliefs and cultures of others around the world. Understanding of influences that shape our cultural heritage. Helps understanding of cultural language, image and icons

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Textiles Units of work / Features of courses particularly relevant to SMSC and values

How Textiles contributes towards students’ social, moral, spiritual and cultural

development and embeds key values

Textiles helps to develop a range of social skills and requires determination, effort and teamwork. GCSE and A level textiles really develop students’ cultural awareness.

Across all key stages 3 – 5 Managing work spaces Working on a range of different techniques Year 7 critiques Year 9 & 10 portfolio development Year 12 & 13 preparation for interviews / completion of examination portfolios Expertise on sewing machines – KS3 Sampling techniques Critiques and plenaries Encouraging creativity Self-Image projects at KS4 & KS5

Social skills and personal qualities required. Student responsibility and co-operation. Sharing views and opinions. Students need to work in groups or as a team. Students need to work in groups or as a team. Students can take leadership and responsibility for helping others. Helps students respect others needs and feelings. Students work with others and look at and understand each other’s work. Encouraged in all work from KS3 – KS5 when students should be confident. Appreciation of perceptions. Understanding of aspects of world cultures and traditions. Respect for diversity and dignity – challenging views.

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PE / Dance Units of work / Features of courses particularly relevant to SMSC and values

How PE / Dance contributes towards students’ social, moral, spiritual and cultural development and embeds key values

The ethos of the PE department encourages students to develop a moral awareness of right and wrong, it tackles discrimination in any form and encourages students to speak out when they feel discrimination has taken place. Rewards are used to promote good behaviour and the sport in general is used to model relationships, to promote fairness, integrity, respect for people, for student’s welfare, respect for minority interests, conflict resolution and keeping promises and contracts. The enormous amount of visits, trips, tours and fixtures and the profile of PE / Dance within Park House give students the opportunity to understand both local and international communities and cultures. Participation in sport challenges students to achieve their personal bests and encourages a determination to succeed. Responsibility, team work and seeking leadership opportunities promote personal well-being and development.

Across all key stages 3 – 5 All lessons have common features which contribute to students social awareness Leadership is promoted across all key stages In KS5 Dance – Civil Rights in the USA is the theme for a unit of work Community links House dance

Racism and sexism is challenged. Gender stereotypes are challenged. Etiquette and sportsmanship is promoted at all key stages. Consideration for others feelings and safety. Participation in community coaching / primary school sports days and events / JSLA / Fixtures against other schools /Encouraging year 7’s to take responsibilities. Awareness of cultures and beliefs. The rights of black and minority groups and how protest movements have played a part in advancing civil rights. Values of tolerance, respect, equality, resilience are stressed. Developing community links and awareness via fixtures, Quantum Leap, primary events. Encourages a sense of community and inclusivity – value each other, leadership and teamwork.

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PE / Dance

Residential visits – Tours, Brecon Beacons, Ski trip, Dance events Displays around the school Encouraging involvement in Dance Participation in sporting and cultural events 2012 Olympics Iraqi delegation visit Chinese dancers International links i.e. South Africa

Encourages positive co-operation, and positive corporate experience. Promote school values and departmental values. Promotes spiritual development – composing own choreography, reflecting on own and other’s performances, decoding of emotions through movement. Promotes cultural development – Understanding other cultures i.e. through classical Indian dance and music Provides exposure to cultural experiences from different countries and allows students to develop their own cultural awareness.

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Geography Units of work / Features of courses particularly relevant to SMSC and values

How Geography contributes towards students’ social, moral, spiritual and cultural development and embeds key values

Geography provides students with opportunities from year 7 – 13 for social, moral, spiritual and cultural development. The awareness of cultures from around the world promotes cohesion and tolerance and gives insight into the beliefs and values of many societies the students would otherwise know little about. The variety of environmental and social issues that are covered both at KS3 and at year 9 and above help students to be aware of challenging issues and help them to have and share views and opinions on these.

Lesson styles Global awareness issues covered in all year group’s i.e. - Rainforest project in Year 7 - Environmental Pollution - Urban Creep - Shanty Towns - Habitat Destruction - Migration - One Child Policy - Deforestation - Antarctic Tourism

- Changing Urban Environments - Segregation in Cities - Globalisation

Social development is enhanced via group work across all key stages, where students are encouraged to take on team/leadership roles. Challenges values of groups when appropriate. Encourages students to show respect for people, living things, property and their environment. Students share opinions with each other. These issues develop moral development and require students to express views on ethical issues as well as their own personal thoughts. Students will gain empathy with others and will reflect and develop views with compassion and consideration. Students appreciate cultural differences and understand and respect other’s values and beliefs. An appreciation of the interdependence of cultures is also developed.

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Fieldwork visits to National Trust – Year 12, Rushall Farm – Year 8 and Cotswold Wildlife Park – Year 7

Develop community links and extend students’ cultural awareness.

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Health and Social Care Units of work / Features of courses particularly relevant to SMSC and values

How Health and Social Care contributes towards students’ social, moral, spiritual and cultural development and embeds key values

Teaching and learning across the department has at the heart of it key features which promote values and address issues relating to SMSC. An appreciation of the values and diversity of cultures is key. Students are taught to be sensitive and respectful, work together and encourage each other. Students continually reflect and learn. Students learning and values are valued and careful planning reflects student needs.

General use of case studies i.e. - Mental Health - Abuse - Neglect

Key Stage 4 Heart Activity – Year 9 Health and Wellbeing – Year 9 Early Years Provision / work experience Controlled Assessment – Year 10 Personal Development and Relationships in Year 11

Appropriate and sensitive behaviour is developed through real life studies. Understanding feelings and emotions of others. Learning to understand issues around abuse, sexual orientation and STI’s. Different health issues globally helps understanding of different cultures around the world. Develops respect of values and beliefs and combats stereotypes. Opportunity to reflect upon their contribution to society and the world of work. Understanding how and why workplace barriers can be overcome. How factors such as sexual orientation, gender etc can effect self-perceptions and perceptions of others. Exploring different cultures and how social, health services need to adapt to different needs.

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Year 12 / 13 – Unit on communication Year 12 / 13– Working in Early Years Year 12 / 13 – Implementing a Health Promotion Campaign & Communication Year 12 / 13 – Complementary Therapies Year 13 – Understanding Human Behaviour Year 13 – Research unit Year 12 – Promoting Quality Care

Factors in life that effect self-concept. Understanding others emotions. Work experience at Castle School helps students’ relate to people’s social skills and personal qualities. Develop understanding of how families influence child’s development both positively and negatively. Supports team work and leadership. Working on planning a health promotion campaign. Students have team work and leadership responsibilities – questionnaires, interviews, promoting ideas. Understanding beliefs of others through case studies. Allows understanding of human emotions and self-concept. Primary and secondary socialisation and how these can effect children. Ethical discussion allows students to understand issues of right / wrong / ethical decisions / views and beliefs of others. Discusses reasons for discrimination / understanding of Equality Act 2010.

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Music Units of work / Features of courses particularly relevant to SMSC and values

How Music contributes towards students’ social, moral, spiritual and cultural development and embeds key values.

Music helps students to develop their social skills as it requires almost constant cooperation and teamwork. World music studies develop a rich cultural awareness that helps students appreciate cultures and beliefs from all around the world. Music promotes cultural understanding and community cohesion. Students are encouraged to perform and compose and this requires a real understanding of emotions and personal values. The range of concerts and performances enables music to be a community based department.

Key Stage 3 Year 7 Group work on Rhythm Ensemble singing skills Paired keyboard skills Blues and song conventions / texts

Shared values and efforts through working together and reflecting on each other’s work. Understanding the place of music in British and other cultures. Learning about their own and others responsibilities. Leadership skills within groups / bands / ensembles. Performing develops confidence and personal skills. Students’ participate in charity and community events which helps develop their moral understanding. Develops awareness of other cultures.

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Music

Year 8 Chord Construction Reggae Fusion Ragtime Technology and Popular Music Key Stage 4 Year 9 Themes and Variations Musical Eras Minimalism Blues Musicals

Develops awareness of other cultures. Students appreciate the role of music in religious and cultural ceremonies and events. Developing an awareness of music in culture and cultural developments. Composing in groups and performing in groups develop students’ social awareness and development. Students participate in school and community concerts. Students develop an increasing awareness of music in other cultures and societies, and develop an appreciation of beliefs and traditions of those cultures and societies.

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Music

Year 10 Study of 12 set works Year 11 Study of 12 set works – opportunity to participate in leadership roles Years 12 and 13 Opportunities to perform out of school and to a wider audience

Students’ see how music and culture are interlinked and develop in Britain and in other cultures. Students’ understand how music in other cultures – African, West Indian etc developed and is learnt. Developing community links but also moral and cultural understanding.

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Modern Foreign Languages Units of work / Features of courses particularly relevant to SMSC and values

How MFL contributes towards students’ social, moral, spiritual and cultural development and embeds key values.

The study of a language helps to promote a cultural understanding of other cultures and societies and enables students’ to appreciate some of the culture, heritage, traditions of other European countries. MFL promotes respect and tolerance of different societies. An appreciation of the interdependency of cultures and diversity is strengthened through challenging the narrow view that everyone speaks English and follows an Americanised culture. Resources used throughout the teaching of MFL at all key stages promote multi-culturalism. Display work throughout highlights the importance of learning languages and studying cultures of other countries.

Key Stage 3 All units at KS3 provide an understanding of the vocabulary and language necessary to understand and appreciate French, German and Spanish cultures and traditions. Conversational work Visit to Paris Key Stage 4 The World of Work Family and Friends and School Life Healthy Living and Family and Relationship units

Developing awareness of other culture and societies. Enables students to understand and appreciate students from different countries and cultures in Park House and challenges stereotypes and prejudice. Enables students to work in pairs and develop mutual support and respect and develop self-confidence and esteem. Provides a positive corporate experience. Reflecting on world of work and their contributions to society. Understanding of how families, schools and communities are structured and function. Promotes a real understanding of life style

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Modern Foreign Languages

Project on a profile of a famous French person Visit to Barcelona Letter writing exchange with French school Key Stage 5 Debating in chosen language Work with Language assistants in a more expansive way

Human achievements in other cultures. Reinforces cultural understanding and appreciation of traditions, views and backgrounds of other societies. Develops partnerships overseas and gives students the opportunity to extend their understanding of others. Allows sharing of opinions and views. Gains personal confidence and promotes understanding and appreciation of other cultures.

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Science Units of work / Features of courses particularly relevant to SMSC and values

How Science contributes towards students’ social, moral, spiritual and cultural development and embeds key values.

Students understand and develop an awareness of themselves, their bodies and their development within the human and planetary context of the world around them. In key stage 4 there are numerous opportunities to discuss ethical and moral issues and appreciate human impact and understanding. Students are able to develop further their own ideas on issues such as fertility, renewable energy, the environment. Their own understanding of the world around them develops as does an appreciation of the perceptions and views of other students.

Key Stage 3 Fossil Fuels and Renewable Energy Acid and Alkalis Solutions – forensic science Cells Digestion Reproduction Respiration Heating and Cooling Compounds and Chemical Reactions Patterns of Reactivity and Metals Ecological Relationships Green Things

Impact of fossil fuels on environment and impact on planet and society. Human impact on planet / links to global citizenship. Links to crime and right and wrong. Understanding of harmful effects of drugs and risks of drug abuse. The unity of all life. Importance of a healthy diet. Issues such as effects of nutrition, infection and drugs on foetal development. Puberty and pregnancy. Dangers of smoking. Discussion of ideas around energy and conservation. Units cover cultural, social and moral issues such as pollution and its impact, habitat destruction, ecosystems, food production and population rise – poverty and differences between rich and poor people and rich and poor nations.

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Science

Key Stage 4 Generation of Electricity Impact of Mining and Quarrying Importance of recycling Impact of the Miller-Urey Experiment Wegener’s Theory of Continental Drift Use of Animals in Drug Testing Cloning and Genetic Modification Darwin’s Theory of Evolution BTEC course

Debate about renewable energy vs fossil fuels. Jobs, social issues linked to mining, environmental damage and the pros and con’s / decisions. Exploitation issues between rich and poor nations. Community benefits and individuals moral responsibilities. Ethical discussions about formation of artificial life forms. Understanding of how religious beliefs prevented discussion of ideas and still can. Appreciation of views and beliefs of different societies. Ethical discussions allow opinions to be understood and respected. Opportunities to debate / appreciation of religious beliefs and society. Provides all students with the opportunity to learn about healthy lifestyles and promotes a real moral awareness about man’s impact on the world around them.

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Psychology / Sociology Units of work / Features of courses particularly relevant to SMSC and values

How Psychology contributes towards students’ social, moral, spiritual and cultural development and embeds key values

GCSE Psychology enables students to reflect upon a wide variety of issues that are relevant to their own development at their age. Their social, moral, spiritual and cultural development is promoted through the course which requires students to explore and discuss a broad range of topics. At AS and A2 level students are encouraged to explore often controversial and tough issues, to develop their own views and opinions whilst keeping a respectful appreciation of others. Students are given the opportunity to really understand human actions, emotions and cultures. Many of the issues looked at during the advanced level courses are especially relevant to 16 – 19 year olds from both a personal viewpoint and from the view of their understanding of social issues.

Key Stage 4 Memory Non-verbal Communication Development of Personality Stereotyping, Prejudice and Discrimination Learning Social Influence Sex and Gender Aggression Research Methods Ethical Considerations Key Stage 5 Memory Attachment Research Methods Stress Conformity and Obedience Abnormality Aggression Eating Behaviour Sleep Addiction Schizophrenia

Psychology GCSE enables students to be able to - Distinguish right from wrong / understand moral codes / express views on ethical issues and personal values / make reasoned and responsible judgements / respect for the needs and interests of all / desire to explore their and others’ views. Students evaluate and reflect on their own moral code and have opportunities to promote tolerance and respect. Students will understand human feelings and emotions and be able to reflect upon these, they can accommodate differences and respect each other. Students discuss issues which develop their own cultural understanding as well as appreciate and understand other cultures and beliefs. Students understand what is appropriate in what circumstances and are encouraged to be able to relate well to each other and understand each other’s skills and qualities.

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Psychology / Sociology Sociology Families and Households Education Research Methods Beliefs in Society Crime and Deviance Theory and Methods

Psychology and Sociology students work in teams and take on increasing leadership roles in group situations across both key stages. Students are encouraged at both GCSE and A level to understand how societies function, whether that is school, the family, the local community or society in general.

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Food Technology Units of work / Features of courses particularly relevant to SMSC and values

How Food Technology contributes towards students’ social, moral, spiritual and cultural development and embeds key values

Food Technology supports students’ social, moral, spiritual and cultural development through a number of ways. Across the key stages students are encouraged to work together and share their ideas. Cultural and ethical issues are at the heart of teaching and learning and students become aware of global cultures and traditions. Outside of the class room, Food Technology students contribute to the community by organising, cooking and selling at cake sales for various charities. Students are encouraged to explore different cultures and traditions when designing dishes at GCSE and A level and are encouraged to be aware of social, moral and environmental issues that relate to food and its production. Computer Science

Key Stages 3 and 4 Practical Work Theory Work Units of work / Features of courses particularly relevant to SMSC and values

Encourages responsibility and encourages students to work collaboratively sharing ideas and views. Students reflect on the origins of ingredients and discuss issues such as air miles, waste, hunger, poverty. Students are encouraged to use ingredients once they have thought about moral, environmental and social issues. Reflections and discussions on religious and moral issues relating to diets. Respect for diet choices i.e. vegetarianism are developed. A cultural and religious understanding of Kosher and Halal diets. Students are encouraged to discuss their diets and listen to and understand views and opinions of others. Ethical issues like the treatment of animals and GM crops are discussed. Cultural diversity is encouraged and students explore fusion foods. How Computer Science contributes towards students’ social, moral, spiritual and cultural development and embeds key values.

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Computer Science develops students’ ability to understand the modern world and prepares students for the world of work. Team work is critical as is individual responsibilities and willingness to lead. Students are aware of the moral and ethical issues that surround the use of computers, they become aware of the benefits and drawbacks of computer technology.

Key Stage 3, 4 and 5 Theory topics covering a range of qualities that should be adhered to in society, including health and safety online Different social contexts are explored in context driven lessons Visiting companies Continuing project work Enrichment projects Human Computer Interaction

Students are occasionally grouped whereby high ability will support those who are less able on certain topics. Through this they demonstrate empathy and support the learning process of their peers. Using Google docs students reply to feedback and reflect on their end of unit marking Persistence is a huge part of being a Computer Scientist. Students are encouraged to be persistent when coding and solving their own problems though debugging code. During KS3 lessons students reflect on the development of technology and think about the needs of different individuals when planning the development of new pieces of technology. Gives a wider understanding of a group and the community. Appreciate how IT skills and computing is used in the real world. Students think about and develop skills relevant to jobs in the work place. Give insight into future technology and the applications of computer science.

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How technology can help us

Students are encouraged to consider the importance of human interaction when studying Human Computer Interaction. Students learn about artificial intelligence and computer ethics. Particularly at KS3 students think about how ICT can aid disabled users.

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Drama Units of work / Features of courses particularly relevant to SMSC and values

How Drama contributes towards students’ social, moral, spiritual and cultural development and embeds key values.

Group work is at the heart of drama across all key stages and is an important way in which students can develop socially. Respect for others is important and is an essential part of the learning environment. The broad range of topics studied tackle social and cultural issues and students are encouraged to treat these appropriately and sensitively. School productions are real community events, both within Park House and the wider community.

Key Stages 3,4 and 5 Use of group work School Productions - Grease - We Will Rock You - Fame

Studying Plays

Develops social awareness, people skills, interaction and allows for real appreciation of individual strengths and weaknesses. Shared views and opinions. Leadership and responsibility. Inclusive values are shared and celebrated so everyone feels involved. Can often be used to resolve differences. Provides corporate experience and develops teamwork and self-esteem. Develops a conceptual and linguistic framework in which to understand culture and society and to understand and debate social issues.

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Business Studies Units of work / Features of courses particularly relevant to SMSC and values

How Business Studies contributes towards students’ social, moral, spiritual and cultural development and embeds key values.

Business Studies develops the social, moral, spiritual and cultural understanding of students through the looking at business and its role in society in the UK, business awareness of different cultures, the importance of human beings to business and the world of work. Globalisation and ethical considerations that relate to this issue are important. Students have the opportunities for team work, responsibility and leadership through events like Take-a-Chance, business fairs, marketing and selling their own produce and participating in community related events.

Market research and data collection

The Marketing Mix

Marketing in the Wider Business Environment

Enterprise and the Entrepreneur

The Business Plan

The structure of business activity:

- The need for business activity

- Business ownership, trading organisations, growth and location

- The workforce in business:

- Employment and retention

- Organisation and communication

Business ownership, trading organisations, growth and location

Employment and retention

Social interaction. Human behaviour, understanding decision making. Awareness of communities, values and expectations. Beliefs and religious influence. Risk taking, ethics in business. The factors which can lead to the success or failure of a business enterprise. Analyse and discuss how business attempts to respond to the objectives of different business stakeholders in different communities.

dem knowledge and understanding of multinational companies, charities/not for profit organisations and cooperatives as trading organisations.

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Organisation and communication

Using and managing resources to produce goods and services:

- Types of production methods

- Management and control of production

- Production costs

Financial information and decision making:

- Sources of finance

- Financial forecasting and analysis

External influences on business activity:

- The competitive environment

- Environmental influences and business ethics

- Government and the UK economy

- Globalisation and UK business

Analyse and discuss the laws which relate to employment and trade unions and their role in society. Students are also encouraged to discuss and develop their awareness of globalisation and the impact that business and individuals have. Students consider ethical and moral issues like fair trade and world debt, trade vs aid and the role of the richer economies aiding the poorer.