We develop strong links with our primary school partners to support transition.
SPIRITUAL – In Art the work of students becomes a spiritual encounter as it develops from the initial learning of skills. They are introduced 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 progress. Pupils understand that this standard of work does not happen immediately but requires endurance, a Christian value encompassed in our departmental ethos.
MORAL – The department rules are clear guidelines to which pupils adhere. They incorporate mutual respect and the consideration for others' work. Pupils are encouraged to show compassion (Christian value) when assessing the work of others through AfL activities, understanding how their comments can build up or destroy another's self belief. Each lesson in KS3 begins with the selection of an Art captain who delegates jobs to others and encourages discussion as to how best to liaise with others to involve mutual respect.
SOCIAL – Art and Design frequently requires all pupils to work in pairs, groups or teams. Pupil often work collaboratively requiring cooperation and communication linking to the Christian values of trust, compassion and service. Each table has a captain who delegates rules of responsibility to others, leading to respect and integrity between the group. Art ambassadors are requested to take on roles that involve respect and trust from others and to inspire peers.
CULTURAL – All units of work link with contextual themes involving various 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 incorporating designs, patterns and motifs in their own work developed by a deeper understanding of the culture. Year 8 parade displayed a variety of skills learnt whilst linking to South American Art and Culture.
Specific examples of Spiritual, Moral Social and Cultural Develop in Art and Design include:
SPIRITUAL – The different spiritual beliefs of people play a key role in business planning. Students are made aware that these beliefs need to be considered when bringing out new products due to the response they might get from people with different beliefs. This then gives the students the chance to use problem solving skills to work out ways which products could be adapted for people of different beliefs, to make them more successful.
MORAL – This issue is covered by students looking at the production of goods, specifically, the use of 'Swaet Shops'. Students learn how businesses have used these to keep the cost of their goods and services down to make more money. They also look at the other side of the argument that without these factories being set up, the people might have even less. Students move on to look at Fair-trade goods and how businesses look to use these Wisdom, Trust, Integrity and Service are the key Values addressed when looking at the recruitment process and why certain members of staff would be hired over another potential candidate.
SOCIAL – Students complete a lot of group work within lessons as well as practical tasks when looking at theory topics. Students will need to work with a variety of people when they go into the world of work and these exercises will develop their social skills. Students will need to present their work in a similar fashion to when they move into the world of work and present to their co workers.
CULTURAL – Different cultures have different ways of working and different beliefs that they need to follow. Businesses can be multinational and students learn about how these are considered when trading with businesses in different cultural backgrounds. Students look at the media and advertising and how different beliefs can impact on the ways products are advertised and indeed what products can be advertised.
Other specific examples of Spiritual, Moral Social and Cultural Develop in Business Studies include:
SPIRITUAL EDUCATION in Design Technology allows pupils the opportunity to exercise imagination, inspiration, intuition and insight through creativity and risk taking in analysing, designing and manufacturing a range of products. It instils a sense of awe, wonder and mystery when studying the natural world or human achievement. Encouraging creativity allows pupils to express innermost thoughts and feelings and to reflect and learn from reflection, for example, asking 'why?', 'how?' and 'where?'
MORAL EDUCATION in Design Technology gives pupils an awareness of the moral dilemmas created by technologic advances, for example, the effect advanced manufacturing automation has had on employment and how globalisation has caused poverty and inequality in eastern Asia. It encourages pupils to value the environment and its natural resources and to consider the environmental impact of everyday products. It educates pupils to become responsible consumers.
SOCIAL EDUCATION in Design Technology provides positive corporate experiences – for example, through industrial visits. It gives opportunities to work as a team, recognising others' strengths and sharing equipment. Design Technology promotes equality of opportunity and provides an awareness of areas that have gender issues e.g. encouraging girls to use equipment that has been traditionally male dominated.
CULTURAL EDUCATION in Design Technology reflects on ingenious products and inventions, the diversity of materials and ways in which design technology can improve the quality of life. It investigates how different cultures have contributed to technology and reflects on products and inventions, the diversity of materials and ways in which design can improve the quality of our lives.
SPIRITUAL – One explicit example would be 'An Inspector Calls' studied as a GCSE play, enables the nature of Christian responsibility to be explored, addressing directly three Values of Compassion, Integrity, Justice. The Inspector's summative message, "We don't live alone. We are members of one body. We are responsible for each other" (Act Three) references the gospels "we, being many, are one body." (Romans, 12.5)
"An Inspector Calls" addresses Spiritual, Moral and Social issues through its plot and characters. All GCSE texts require study of the social and historical context.
MORAL – 'Macbeth' provides Year 8 pupils with the opportunity to consider moral issues of good and evil. "Evil is a lack of goodness. It is goodness spoiled. You can have good without evil, but you cannot have evil without good." (Christian philosopher J. P. Moreland). "All that is necessary for the triumph of evil is that good men do nothing." Philosopher Edmund Burke.
Wisdom, Trust, Integrity and Service are the key Values addressed. It is almost impossible to study a text, fiction or non-fiction, without at some point considering the moral aspects within it.
SOCIAL – Literature texts 'Of Mice and Men' and 'Heroes' studied at GCSE, and 'Stone Cold' in Year 9, require us to address moral responsibility in a social and historical context. Justice, Forgiveness, Humility and Compassion are the Values which relate to these texts. Pupils are encouraged to explore these implicitly and explicitly as they study works of Literature and schemes of work plan opportunities for exploration and discussion.
Non-fiction texts, studied at all levels and years, relate to a diverse range of social issues.
CULTURAL – Shakespeare, poetry and non-fiction texts enable students to explore their own and other cultures. The poetry built into schemes of work across every year, requires pupils to build an understanding of what culture and tradition is and means to people. English Literature requires pupils to appreciate and understand the works of writers from different cultures.
Specific examples of Spiritual, Moral Social and Cultural Develop in English include:
SPIRITUAL – Self reflection in Enterprise is a key element of the Spiritual Aspect of SMSC. Within the Social Enterprise context pupils often think about charities that are important to them, and what their foundations are. By thinking about these things helps pupils develop an understanding about how they can best help others, and what things they are passionate about.
MORAL – Through the Business Enterprise programme, pupils consider what makes ethical business. Pupils also consider what is right and wrong about the ways they can advertise, buy and sell products. With regards to Social Enterprise, pupils also consider some of the issues that cause poverty around the world and reflect on their moral reasons.
SOCIAL – This thread runs throughout all of the Enterprise Programme. Socially pupils reflect on the work of charities worldwide. They also work in small groups on fund raising projects, as well as Enterprise days and other Business Enterprise developing their social skills. Through the Archbishop of York's Young Leaders Award pupils also work with people from outside of school developing their intergeneration social skills.
CULTURAL – Pupils develop cultural understanding through raising awareness of different charities and where they work from around the world. We also are creating two books as part of the Archbishop of York's Award – one about photographs of Old Wirral, and one with results of interviews our pupils conducted with residents from sheltered-accommodation comparing their early lives and culture to our pupils.
Specific examples of Spiritual, Moral Social and Cultural Develop in Enterprise include:
SPIRITUAL – The study of Geography is promoting a sense of wonder and fascination with the physical and human world. An understanding of scale is an important aspect of Geography and how small changes in climate can have far reaching consequences. Understanding that all life is linked together and create the processes that make Earth the only known inhabited planet. Pupils reflect on the long and short term impacts noting the rights and wrongs linking into the value of justice. The value of stewardship is covered looking at reduce, reuse and recycle.
MORAL – Moral issues are a vital part of many of the topics covered in Geography. We look at how the development of cites have put pressure on wildlife and the rural-urban fringe. At GCSE we cover the issues of an ever increasing population and the different approaches taken by countries to tackle the problem. Examples include the one child policy in China, the education of women in India and the aging population in the UK. We explore issues of poverty and the development of shanty towns and the issue of food miles and the moral dilemma of importing food and the consequences of it on global warming.
SOCIAL – Social issues are common themes within Geography. At KS3 we study the causes of migration and tackle the issue of immigration in the UK and pupils look at the views of asylum seekers and refuges to develop compassion. Year 8 complete a project on global warming with an emphasis on how they can make a difference by making small changes to their lifestyles. At GCSE social impacts are studied in detail from natural disasters to meeting the increasing demand for water. Pupils also develop leadership and teamwork both in the classroom and on field work visits.
CULTURAL – Understanding different cultures is an important part of Geography. We look at how different cultures and beliefs can impact on issues such as birth control. Students look at the development of settlement within the United Kingdom and the importance of leisure and tourism and how shifts in culture have impacted on tourism. At GCSE pupils look at different places such as Brazil, India and China and are introduced to their customs and traditions allowing pupils to develop their humility and an understanding of the world as a global community.
Specific examples of Spiritual, Moral Social and Cultural Develop in Geography include:
SPIRITUAL – The study of History involves a sense of curiosity and the mystery of how and why events in the past happened and raises questions as to what could have happened if events had had different results. Artefacts are used to give pupils a sense of the past and aid pupils in understanding the people who produced and used these objects. Pupils are encouraged to explore the role played by important individuals, for good or ill, in the shaping of the world we live in. Pupils also reflect upon different interpretations of the past and how these interpretations have been arrived at.
MORAL – Pupils are asked to consider and comment on moral questions and dilemmas. Events and beliefs in the past will often be at odds with what we would consider unacceptable today (and were to some people in the past also) Pupils will be encouraged to show compassion for people facing dilemmas and to empathise with decisions which people in the past made and the reasoning behind these decisions. Notions of right and wrong are explored in connection with events from the past, linking with the value of justice.
SOCIAL – Pupils will explore 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' which links with the value of thankfulness. They will examine how other cultures have had a major impact on the development of 'British' culture. Pupils will also be encouraged to build up their own social development through collaborative and team working activities. The study of social issues is a common theme in History lessons.
CULTURAL – Pupils will study, and be encouraged to gain an understanding of and empathise with, people from different cultural backgrounds. They will examine how other cultures have had a major impact on the development of 'British' culture. Pupils develop a better understanding of our multicultural society through studying links between local, British, European and world history. The contribution of different cultures to human development and progress are studied, which links with the values of wisdom and endurance.
Specific examples of Spiritual, Moral Social and Cultural Develop in History include:
SPIRITUAL EDUCATION in Health and Social Care allows pupils the opportunity to consider and discuss questions related to the meaning of life, the nature of humanity and the recognition of individual worth. This links to our Christian values of hope, thankfulness and wisdom. The concepts permeating the study of Health and Social Care develop naturally from the sense of awe and wonder engendered by birth and human development across the life stages.
MORAL EDUCATION in Health and Social Care involves pupils recognising and understanding that values, attitudes and beliefs about what is right or wrong, good or bad, will differ in both individuals and communities. Such issues impact directly on day-to-day decisions individuals make in their lives both regarding themselves and their loved ones e.g. children, parents. Christian values such as compassion, forgiveness, integrity and justice are considered in relation to service users and service providers.
SOCIAL EDUCATION in Health and Social Care involves pupils developing their social skills as they work in pairs, small groups and whole class situations. It involves them understanding the impact of social, emotional and cultural factors on health and wellbeing, and how society influences people's lives in many ways. Opportunities also exist to consider questions of group identity, belonging and behaviours which influence individuals across the life stages. This includes employing Christian values such as compassion and forgiveness in classroom relationships.
CULTURAL EDUCATION in Health and Social Care involves pupils considering the values, attitudes and roles that prevail in communities. They learn to develop tolerance and respect for those with different beliefs and customs to themselves and appreciate how important it is for individual rights to be upheld. Questions of parental responsibilities, personal relationships and the provision of relevant communal services are also considered.
Specific examples of Spiritual, Moral Social and Cultural Develop in Health and Social Care include:
SPIRITUAL – Students look at how ICT can bring rapid benefits to discussions and tolerance to an individual's beliefs. However, students are also exposed to the limitations and abuse of the internet where they question and justify the aims, values and principles of their own and others' belief systems. Within these discussions an appreciation for the intangible concepts such as truth and goodness are developed.
MORAL – This issue is addressed by students looking at the safe disposal of old ICT equipment and how this could potentially be passed onto more disadvantaged people. Students learn that any equipment which is scrapped should be done to Government standards. Student also look at how ICT developments have had an impact on the environment as technology has meant that old ways of working have been changed to help the environment.
SOCIAL – Students complete a lot of group work within lessons as well as practical tasks when looking at theory topics. Students will need to work with a variety of people when they go into the world of work and these exercises will develop their social skills. Also students are required to understand about social media and the advantages these sites have brought as well as the numerous problems such as cyber bullying. Students also learn about the social isolation that ICT has brought to some jobs as workers find themselves sat at computers and not necessarily working face to face with other people.
CULTURAL – The development in technology has impacted different cultures and backgrounds in different ways. More developed countries are able to keep pace with the developments in technology whilst less developed ones can't. Students learn about how this can impact on the people in the country and form larger skills gaps.
Other specific examples of Spiritual, Moral Social and Cultural Develop in ICT include:
SPIRITUAL – The awe and wonder of mathematics is shared with the children and helps to explain the world and the mathematical patterns that occur such as the symmetry of snowflakes or the stripes of a zebra. We talk about the wow factor when the pupils make connections in maths. Examples are when we investigate different number sequences and in particular the Fibonacci sequence which is evident in nature all around us. Further mathematical ideas consider the idea of infinity. There is also a sense of wonder in the exactness of mathematics as well as a sense of personal achievement in solving problems.
MORAL – We look at the use of statistics and how people manipulate them to promote their own (biased) opinions. Pupils are encouraged to discuss the use and misuse of data in all issues including those supporting moral argument.
Examples of how we use this in school is with the use of questionnaires to conduct an opinion survey. The pupils are also taught how to word questionnaires so as not to embarrass people such as conductingsurveys on how much money people have, have they ever been in trouble with police and how much they weigh.
SOCIAL At the beginning of lessons the hook is used to engage pupils and to show how maths is used in the real world.
Social education in Maths gives the greatest opportunity for pupils to work together collaboratively during experimental and investigative work.
We also look at statistics, in particular how the census is used by governments to plan ahead for health, education and social requirements. E.g. do we have enough doctors for the population? Infrastructure and road use, a high number of accidents on certain roads can result with new roads being built and altering speed limits. Birth rates – will there be enough school places for all the children when they reach the age of 5?
Modelling is also used to make predictions such as the effects of climate change. Pupils are always encouraged to discuss and debate the abuse of statistics.
CULTURAL – We encourage the pupils to appreciate the wealth of mathematics in all cultures through out history.
We look at the history of maths and its development. Examples of this are how the different number and measuring systems have evolved.
Pupils also look at the number systems used by other countries such as Chinese numbers and how Roman numerals are used particularly on clocks.
Pupils consider the development of shape patterns around the world in particular tessellations and the symmetry of buildings.
Pupils discuss the use of Mathematical language and how it is a universal language used worldwide.
SPIRITUAL – Pupils have some opportunity to reflect on religious beliefs and practices in different countries through unit on Festivals, many of which are religious or religious in origin. Examples studied would include "Semana Santa" and "Eid". Course content at both KS3 and KS4 encourages pupils to reflect on aspects of their lives, and on the universality of human experience, particularly with reference to teenagers. We also aim to include an element of 'awe and wonder' through sharing amazing facts about language and languages where relevant in lessons.
MORAL – Pupils study a unit on Healthy Living and Exercise. This is then done as a Controlled Assessment at KS4.
At GCSE several topics ask pupils to consider points of view on topics such as single parent families and divorce. Pupils are asked to dismiss stereotypes and reflect more on what brings people together rather than separating them. Languages are shown to be a way of understanding others and offering future opportunities.
SOCIAL – Pupils need to show humility when working in groups and compassion when doing Peer Assessment. Pupils work to help each other learn and complete tasks such as dialogues. From year 7 on the focus on transferable skills and the styles of teaching and learning adopted whereby all pupils are encouraged to participate individually, in pairs and in groups, in an atmosphere of mutual respect helps develop self confidence and the ability to work collaboratively. Pupils have regular opportunities to develop their communication and listening skills, working in different groupings and the subject teacher ensures that all contributions are valued and respected.
CULTURAL – Pupils are encouraged to reflect aspects of their own and other cultural environments. Pupils are given opportunities to: work with authentic materials from countries where French and Spanish are spoken; communicate with native speakers; participate in visits abroad; consider their own culture and compare it with the cultures of the countries where the target language is spoken; recognise cultural attitudes as expressed in language and learn the use of social conventions; identify with the experiences and perspectives of people of these countries. Given that most topics are presented in the context of French or Spanish speaking countries not only do they lend themselves to cultural development but also spiritual development given the commonality of human experience.
Specific examples of Spiritual, Moral Social and Cultural Develop in Modern Foreign Languages include:
SPIRITUAL – This aspect of the curriculum is encouraged through the experience and emotion of responding to performing, listening and composing music. We encourage our pupils to express their feelings verbally and in written form to improve their levels of articulacy. Where pupils are sensitive about expressing their feelings we nurture the confidence to do this by creating a supportive environment.
MORAL – We encourage out pupils to engage in critical discussions of musical performances and dramas/presentations from other students and also visiting professionals. Where there is a specific cultural or social reference that is explicit in the work examined we encourage pupils to reflect upon this. Where pupils present their own work we ensure fair and objective assessment and evaluation of their work.
SOCIAL –Students collaborate routinely in group tasks where they take responsibility for their own learning outcomes and progress. We encourage the skills of independence, resilience and time management. Where they engage in group tasks we build a sense of unity which leads to them addressing their individual abilities and strengths and learning to build upon these collaboratively. Where they are required to express their feelings students are encouraged to do this sensitively with an awareness of the needs of others. Through our programme of extra-curricular activities and clubs we ask students pool ideas for repertoire and to organise themselves.
CULTURAL – The resources and musical examples used across both Key Stages for our students encourage a respect and deep appreciation for cultures around the world that have contributed to the development of our current popular musical styles. This philosophy also underpins our selection of music for performance events whether they are informal or formal occasions. We encourage students to create their own music and to incorporate different musical influences in their own composition, particularly at KS4. We use a wide variety of instruments from around the world including Indonesian Gamelan, African Djemba Drumming and Latin American Samba to enrich the cultural experiences of our students.
Other specific examples of Spiritual, Moral Social and Cultural Development in Music include:
SPIRITUAL – Pupils develop their knowledge and understanding of the body's performance when exercising; this leaves pupils amazed at the body's ability. This is also linked to the Christian value 'Endurance', as pupils have to show endurance when exploring the body's capabilities. Through Dance and sports such as Gymnastics pupils are being creative, expressing feelings and emotions in their performances. Allowing pupils' reflection time to evaluate their experiences allows them to build a positive mindset and promotes progression. Pupils will also see a sense of awe and wonder when observing elite performance from professional athletes and their peers.
MORAL – Living a healthy lifestyle and promoting healthy living is apparent in each P.E lesson at Woodchurch. Pupils develop the ability to tell between right and wrong through fair play in sporting events and participating in competitive situations, giving pupils a sense of justice, and how to respond appropriately when they feel there is an injustice. The frequent opportunity given to pupils to umpire and referee supports the importance of abiding by rules. Pupils are challenged to consider ethical and moral issues by discussing the use of enhancement drugs in sport and how fair or unfair this may be.
SOCIAL – The nature of 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, co-operation with others is paramount to success. Giving the pupils roles such as leaders, coaches, or umpires, and offers pupils the opportunity to develop their communication skills, leadership skills and the ability to settle any discrepancies which may occur. Pupils are encouraged to reflect upon feelings of enjoyment and determination.
CULTURAL – Pupils are given the opportunity to explore dances and learn games from different traditions and cultures including their own, such as the Hacka, Irish dancing, Bollywood Indian inspired dance, and the Lindy Hop. Pupils also recognise and discuss the differences between male and female roles within sport, at both elite and amateur levels. Compassion and respect for other culture and traditions is also displayed by all when exploring unfamiliar games or dances. Pupils will discuss how culture affects what sports different nations excel at and how cultural traditions can affect which sports men and women participate in.
Specific examples of Spiritual, Moral Social and Cultural Develop in Physical Education include:
SPIRITUAL EDUCATION in PSHCEE inspires curiosity into our bodies and minds, and how our identities are complex, can change over time and are informed why what it means to be a UK citizen. It also enables pupils to explore creative approaches to taking action on problems and issues to achieve intended purposes. All of the school's Christian values e.g. justice, wisdom, forgiveness and service are relevant to work done in PSHCEE lessons and links are made to these wherever relevant. PSHCEE allows pupils to reflect on self and develop their personal identity.
MORAL EDUCATION in PSHCEE provides opportunities for pupils to weigh up what is right and wrong, fair and unfair in different situations. It encourages them to understand that justice is fundamental to a democratic society and to think through the consequences of actions to themselves, their relationships, society and the environment. Consideration of ideas, opinions, assumptions, beliefs and values in PSHCEE lessons allows children to investigate moral and ethical issues and develop skills of critical thinking, enquiry, decision making and advocacy as well as managing risk.
SOCIAL EDUCATION in PSHCEE enables pupils to develop their social skills as they work in pairs, small groups and whole class sessions. It helps them consider how democracy, justice, tolerance, respect, integrity and freedom are valued by people with different beliefs, backgrounds and traditions in a changing democratic society. It develops children's understanding of the importance of positive and supportive friendships as well as ways of dealing with conflict, and how communities work.
CULTURAL EDUCATION in PSHCEE helps children to explore diverse national, regional, ethnic and religious cultures, groups and societies in the UK and the connections between them. It enables them to appreciate cultural influences, to understand, accept, respect and celebrate diversity and develop their understanding of service to community. It provides opportunities for pupils to critically evaluate different ideas and viewpoints including those with which they may not agree, and to understand how decisions and actions impact on others in their community.
Specific examples of Spiritual, Moral Social and Cultural Develop in PSHCEE include:
SPIRITUAL – The Spiritual aspect of SMSC is embedded in our lessons, with pupils often being given opportunity to reflect on how the things they have learnt can affect and influences their own lives. At GCSE level pupils are asked for their own opinion in their evaluation questions, which we discuss at length in lessons. In Key Stage 3 each assessment has an aspect of "learning from religion" in it which is about their personal reflection on the topic being assessed. Pupils are also given opportunity to reflect in their written work.
MORAL – The issues of morality flow throughout our courses. At GCSE level the course specifically requires pupils to consider the moral issues of the topics that are being addressed, such as the role of humans and the environment, if abortion and euthanasia are morally acceptable and if Capital Punishment is helpful. At Key Stage 3 we also look at how moral issues, such as suffering are affected by religion within the Disasters and Dilemma's unit. We also review how the issues we face today can affect the world tomorrow.
SOCIAL – Within Religious Studies pupils are given the opportunity to develop their social skills through debate, speaking and listening, group work and using a variety of modern media. We also reflect on issues of community cohesion through inter-faith dialogue and the affect religion has on individuals.
CULTURAL – Religion, Morality and Social skills are underpinned by the culture we live in. Within Religious Studies we look at issues of how religion is shown in our culture by the media, and how religious beliefs affects the culture we live in. We also review world faiths and show the importance of the influence of culture and religion often go hand in hand throughout the world.
Specific examples of Spiritual, Moral Social and Cultural Develop in Religious Studies include:
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 significant (we are genetically unique). It helps us understand our relationship with the world around us (how the physical world behaves, the interdependence of all living things). Making new discoveries increases our sense of awe and wonder at the complexities and elegance of the natural world. For scientists, this is a spiritual experience and drives us onwards in our search for understanding.
MORAL – Whether it's the ethics behind certain medical treatments, the environmental impact of industry, or how government funding is allocated to scientific projects; moral decisions are an important aspect of Science. Scientific discoveries and inventions need to be used responsibly, and decisions made based on evidence (not prejudice). As teachers, we encourage pupils to be both open minded (generating a hypothesis) and critical (demanding evidence) and to use their understanding of the world around them in a positive manner.
SOCIAL – Scientists are collaborators. Sharing ideas, data, and results (for further testing and development by others) is a key principle of the scientific method. We encourage pupils to work together on scientific investigations and to share results (to improve reliability).
Science has a major impact on the quality of our lives. In Science lessons, pupils consider the social impact (both positive and negative) of science and technology.
CULTURAL – Science permeates modern culture, and has played a key part in developing it. It is (both currently and historically) an international activity. 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, cultures and politics of the modern world.
Specific examples of Spiritual, Moral Social and Cultural Develop in Science include:
SPIRITUAL - Pupils have the opportunity to reflect and consider a range of factors in the natural world and how these influence chefs and culinary traditions. Pupils also explore how a range of beliefs influence food choice and habit as well as using a range of equipment and explore properties of ingredients both organic and non-organic to create a range of dishes using home grown herbs and fruits.
MORAL - Pupils explore mass production and principles of wastage such as the 3 'R's and how they make a positive contribution if utilised effectively. Pupils are encouraged to explore different uses for food waste. Pupils are actively encouraged to research and explore culinary habits and traditions and how we have become more multi-cultural.
SOCIAL - Pupils are encouraged to research and explore different factors relating to how a person's culinary influences effect food choices such as finance, religion, traditions and exposure habits. A range of scenarios encourage pupils to explore a range of multi-cultural foods. Projects allow for group work both within and out of school to enhance and develop social skills along with appropriate knowledge required for the course.
CULTURAL - Pupils are encouraged to look at and sample a range of ingredients from different cultures as well as developing an understanding of dietary beliefs such as kosher and vegetarianism. Pupils expand their creativity by exploring how ingredients from different cultures can be used in modern cuisine and how these traditions came about.
Specific examples of Spiritual, Moral Social and Cultural Develop in Food based subjects include:
SPIRITUAL – Pupils have the opportunity to reflect and wonder at the contrast between the modern and natural world and how it influences designers both past and present. Pupils use a variety of both traditional and modern embellishment techniques to embellish and construct garments and their projects. Pupils use the laser cutter to develop fabric and can also use the natural fibres from our sheep on the farm to needle felt into bespoke outcomes.
MORAL – Pupils explore mass production and the implications of our society with regard to 'throw away fashion.' Pupils have the opportunities to discuss landfills and 'sweat factories' in third world counties and debate whether or not high street stores are ethically correct with their construction methods in the search to produce cheap clothing. Pupils explore the use of recycling clothing /materials in the design and construction process of their projects.
SOCIAL – Projects enhance pupil's ability to co – operate together through design and make activities. Pupils look at the society around us and how are personality, music taste, religion, sexuality and social persona can influence design. Pupils evaluate their own and peers work by working together collaboratively.
CULTURAL – Pupils are encouraged to look at methods of fabric decoration from a variety of cultural backgrounds. Pupils use different faith celebrations such as 'Holi' as a starting point for their design briefs and develop their design ideas by researching the history behind these celebrations. Pupils compare similarities and differences between how things were made in the past and how they are made today culture and making comparisons to their own.
Specific examples of Spiritual, Moral Social and Cultural Develop in Textiles include:
SPIRITUAL – Animal Care has the ability to enable students to become at one with nature. Working with animals is a very spiritual experience where students develop strong connections to the animals they care for. Animal Care teaches about the connections within the natural world and the relationships between both the natural environment and the many organisms that depend on it. Animal Care enables students to experience these relationships and the wonder of nature first hand, sparking curiosity and interest in the world around us.
MORAL – Animal Care gives students opportunities to explore and discuss the moral implications of many hard hitting and developing issues. Student's research and gain an understanding of controversial and moral debates including animal testing, culling and intensive farming. Students are encouraged to explore various views and look into the moral implications of each. As teachers we look to guide students with an open mind and consider their own views with the confidence to voice their opinions.
SOCIAL – Students studying Animal Care have to be able to adjust to a range of social contexts by appropriate and sensitive behaviour. They have to make a personal contribution to the well-being of groups, exercise responsibility and initiative and participate cooperatively and productively within school and when participating in external activities. Students are able and encouraged to take on the roles of team leader and team worker each lesson. Animal Care makes links to help students understanding how what is learnt in the curriculum relates to life in society.
CULTURAL – Animal Care lends itself to the inclusion of cultural issues, when working outdoors we learn about the grassroots of our country, the agricultural history and changing of the seasons. When breeding and raising animals for meat we incorporate different religious and cultural beliefs, ensuring students are exposed to and have a respect for the beliefs of others. In modern society it is important that we encourage our students to ask questions and gain a greater understanding of different cultures so we can reduce animosity and move forward with mutual respect for others.
Specific examples of Spiritual, Moral, Social and Cultural Develop in Animal Care include: