SMSC


Spiritual, Moral, Social & Cultural

Walbottle Campus Logo

We are a school that prides itself on it's inclusive approach. Our students arrive from over 30 Primary Schools and they arrive with indiviual strengths and areas for development. We are proud of the links to our local communities and we are always trying to encourage students to look at the varying aspects of the community around them. On these pages you can see how we celebrate different aspects of the SMSC agenda through the curriculum work in lessons, through our Pastoral PSHE programme every morning in registration and through our Charity and Enterprise work on a local, national and international level. You will see the SMSC criteria, an example of the subject area and year group where this is covered plus a brief outline of how staff have planned to cover SMSC in the units of work in school. If you have any questions about the SMSC delivery in school please contact your child's Progress Tutor or the Progress Manager for the relevant year group.

Spiritual

Ability 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

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Health and Social Care Year 10 / 11 Effective communication Students begin to study the various communication methods that are used in health and social care settings, for example, verbal, non-verbal, written and specialist communication. Learners progress on to studying barriers to communication, looking closely at: differences in other cultures, adapting our body and verbal language to meet the needs of others. Interpersonal skills such as, relationships, respecting differences in religions and body language are explored and students study how these differ around the world, for example: does the thumb gesture mean the same in the Middle East? Learners begin to understand and appreciate the wider range of cultural influences and how these contribute and affect the way we communicate. How do these skills impact society? We have revised our SOW for RO22: Communication and highlighted were SMSC is implemented already and where this can possibly be added in the near future. Outside speakers is also an opportunity that we wish to pursue to demonstrate equality and diversity, in practice.
Art and Design Year 9 Identity and gender stereotypes Spring term Scheme of Work - Students are working in collaboration with a secondary school in Hackney, London. The theme for the project is based around identity and gender stereotypes and encourages students to consider the thoughts and feelings of gay, lesbian and transgender communities. Students use this discussion to lead into researching contemporary artists using this as a theme and create their own art outcomes inspired by their investigations. We have planned to meet up with the Hackney school students at Baltic Centre for Contemporary Art in March. Students will bring their creative outcomes and share their ideas with each other.
Religious Studies Year 10 / 11 Beliefs about the Soul Students begin this area by reflecting on their own beliefs about life after death and different questions and ideas about the soul. Students are encouraged to discuss their own beliefs and concepts before being introduced to a variety of different beliefs from around the world and a variety of cultural and religious beliefs including resurrection of the body and reincarnation. This leads into a deeper examination of Christian religious and philosophical explorations of life after death. This specifically responds to the element of the examination syllabus dealing with life after death. SOW under revision following government lead changes to the RE syllabi which are being currently responded to by the examination boards.

Sense of enjoyment and fascination in learning about themselves, others and the world around them

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Biology KS4 Vaccination The topic is in B1.1 Keeping Healthy. Students need to learn how humans are protected against infectious disease through immunisation programmes. Students are fascinated by the idea of diseases being used to help and protect them throughout their lives. Students achieve a knowledge and understanding of vaccination programmes and the importance of immunisation programmes in young children and the benefits of herd immunity which are experienced in the wider community. The Scheme of Work is available on Google Drive which is continuously updated.
Art Year 9 Giacometti / Figure drawing and portraiture Students learn how to reflect upon and record the human body, we discuss how fascinating the body is. We explore and examine the marvels and mysteries of the human face and body. We reflect on the fantastic way the body works, touch on everything from facial reconstruction to the skeleton, organs and muscular system. We explore the complexity and variety of movement the body is capable of, drawing the human form. Students look at the work of various artists from around the World, with particular emphasis on Giacometti. They learn to produce portraits and explore their creativity using methods such as continual line drawing, to free up their style and increase their sense of enjoyment. I have revised the Year 8 SOW. I developed at Unit of work were students look at the work of:
  • Alberto Giacometti’s continuous line drawing
  • Paul Klee’s taking a line for walk
  • Alexander Calder’s wire mobiles
  • Claire Heathcote’s embroidered portraits
Students research and appreciate the work of others to inspire our own work.
Core All Lifeskills Our students are taught this skill through real life experiences such as fundraising to facilitate their own outings/social events. For example ice skating to develop independent travel, gross motor skills and resilience. Visits to restaurants to practice social skills with the general public. Cake sales develop teamwork, social skills and communication skills with the entire school community. They also visit local shops comparing prices before purchasing food to make their chosen dish.The students set their own targets before and reflect after the event. Underpinning all of the above are the promotion and development of functional skills in Maths and English. We have a gap in practical amenities in the department and would love to kit our kitchen out as a work skills base with a washing machine and cooker etc.

Use of imagination and creativity in their learning

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Music KS3 SOL KS3 In each year group we focus on a genre, looking at the thought behind the music as well as the culture surrounding it and where it came from e.g. hip hop and its rise from the ghettos of new york. We then give the students pieces from each genre to rehearse and play, initially by themselves but then wherever possible as part of a group. When their experience on each instrument has developed enough and they have the basic theory knowledge required, we encourage them to begin writing and performing their own ideas, calling on their own imagination and creativity to create and share their own compositions. Students are then asked to reflect on their creations looking for what went well and what could of went better, this reflection process is then used to improve future compositions. With imagination and creativity being so inherent with the musical process and each lesson very little revision has been required. What we have been careful to add is the writing and improvising of music to round of each topic e,g, if we are working on blues music we will provide the basic tools for the students to then be able to improvise their own riffs and ideas. With the slightly older students we ask them to construct a composition with chord construction relevant to each genre in mind.
ICT Year 13 Unit 28 Website Production For this unit of study students have to create a website for a faculty or department in school. They talk to the HOD / designated person (client) and receive a problem that needs to be rectified by the use of creating a website.The students have to work in groups to break down the problem into sections and then come up with a range of solutions. A presentation is created to present the solutions to the client and to discuss the chosen one. Students then have to create the website. Interviews with the VLE department on the design and creation of the Walbottle VLE and website.

Willingness to reflect on their experiences.

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Tutor 12 Year 8 Reflection Through a series of lessons students are taught skills of reflection and how to use those skills to reflect on a variety of issues and belief systems for example: They are curious They can describe their progress They listen to and learn from feedback They learn from experience This leads to the skill of reflection and enables students to develop and build on this life skill Existing SOWs are regularly reviewed and updated. Reflection is embedded into the culture of the year group in particular the language in conversations with students. Each week a 'Big question' is introduced to the whole year group. This is then built upon through a series of discussions and further questions
PE 10 GCSE By watching videos of practical skills learnt and learning how to improve. The students use sheets to identify skills and then they need to address both strengths and weaknesses. By learning from their experiences then they should gain higher practical marks which go towards their final grade. No
Tutor 12 Year 8 Reflection Through a series of lessons students are taught skills of reflection and how to use those skills to reflect on a variety of issues and belief systems for example: They are curious They can describe their progress They listen to and learn from feedback They learn from experience This leads to the skill of reflection and enables students to develop and build on this life skill Existing SOWs are regularly reviewed and updated. Reflection is embedded into the culture of the year group in particular the language in conversations with students. Each week a 'Big question' is introduced to the whole year group. This is then built upon through a series of discussions and further questions

Walbottle Campus Logo

Moral

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

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Pastoral 10 N/A Students are provided with information around the consequences of substance abuse, including legal high's and smoking and alcohol. Students receive guidance during the Daily Programme as well as specialist assemblies. Parent surgery drop ins have been arranged so that parents with concerns or questions can speak to Year team staff in school. Year Leader is in the process of setting up workshops and individual appointments with students.
BTEC National Business 12 Limitations and Constraints Students investigate up to ten limitations and constraints that private businesses and charities have to work within when conducting marketing activities. This gives the students an opportunity in the simplest terms to identify 'rights' and 'wrongs' in advertising campaigns as well as investigating the illegal targeted approach that some businesses use/have used to pressure groups and individuals to buy from them/donate to them e.g. intimidating distance selling techniques and abuse of personal information and data. Students develop the skills to identify which laws and legislations are being abused and how they can tackle these. N/A

Interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Pastoral PSHE / T12 Homophobia Sessions are delivered during T12 time during Big Question Day and assembly. The unit is planned by the Progress Manager and delivered by PTs. As Homophobia could be a difficult subject for some of our students additional training was offered to PTs on a voluntary basis. Students are asked to conside what Homophobia is, how it affects different people in society and to how it makes people feel. Students assess their knowledge at the beginning and end of the unit by creating a concept map and PTs will keep this assess ment as evidence. By the end of the unit students are able to understand the issues that people of different sexualities face, the impact of this in society and are able to acknowledge other people's opinions on this topic. We are planning to invite a guest speaker in to speak to students during assembly. A Year Leader in Y11 is also taking the lead on working with students who display homophobic attitudes and also those who are exploring their sexuality and need further support.
Biology 9 Cloning Students are taught the Scientific principle behind cloning. They are then asked to think about if it is moral and ethical to clone a human. They would write a magazine article to discuss this. Science in the media to regularly update the SOC.
Business Studies 12 Business Cultures Students are taught on the different ways in which business adapt during their cultures. Students have to adapt different ways in which businesses have to change or adapt their cultures depending on the ethical views of the employees. Students are trained to defend and debate within the lesson and be respectful of different student views and challenges. We need to have more opportunities to bring in external speakers. Students need to make sure that they have more confidence to speak their views and challenge the views of others.

Understanding of the consequences of their behaviour and actions

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
PE KS4 BTEC Sport Unit 2 has a specific section on rules and their consequences. Students are given a practical experience by having to officiate and enforce rules to their peers. Consequences can be both positive and negative. To support students opportunities are offered to officiate younger students during school activities / matches.
PSHE 7 Legal and illegal drugs In year 7 they are taught the law in relation to legal drugs, illegal drugs and smoking. This involves them understanding the law of England and the consequences for breaking. Students are also able to reflect on the consequences their actions can have on their health, relationships and future prospects. This Year the unit also included a parent event that focused on the issues students may face and how parents can educate students at home regarding the risky behaviors alcohol and legal highs can lead to. Parents were also given information regarding services for support.
Welfare 9 Detentions Pupils are collected and delivered to their LOST 30 detentions. Group behaviour work in undertaken with pupils who are struggling to cope with the classroom expectations. 1-2-1 discussions with pupils who make poor choices in the classroom and around school and then taken back to member of staff to discuss and resolve. Behaviour intervention group - Allotment project

Walbottle Campus Logo

Social

Use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and socio-economic backgrounds

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
BTEC ICT 11 Design of solution User are required to create a solution for someone who is not in their socio economic group. They have to spent time researching their needs and wants in order to create a solution that meets their needs. We reviewed the lesson material encouraging all students to expand the scope of who they are providing support for. This had in the past only been required for distinction pupils.
Pastoral 8 Enterprise and charity work Groups of students were given £10 each to make as much money as possible for a chosen charity over a three week period. Students work collaboratively within their team to plan how they would raise as much as possible. Students gave up their time in school at break and lunch and outside of school to develop their ideas. They raised over £1000. The process lead to building on skills of reflection, planning, collaboration, resilience, N/A
Performance 11 Applying performance skills Texts chosen for GCSE Performance exam are all centred around social issues and explorations of class and diversity in 20th Century and modern Britain. Theatre trips to experience live professional performance of the texts in question.

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

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Music KS3 As mentioned before much of the music the students are asked to rehearse and perform results in working as part of an ensemble. This improves how the students work withing social situations, these scenarios also allow students the chance to volunteer for one anothers projects e.g. performing instrument parts or simple peer support where one student has mastered a piece and another is struggling. More team work and inter team discussion opportunities have been created, this has to be facilitated closely as it can lead to disruptions and disagreements between students but these issues provide the chance to improve their ability for conflict resolution.
Mathematics 7 Code of conduct *Integral part of the SOW promoting self belief,confidence,cooperation and respect for self and others. * Sharing and embedding routines to promote a safe and positive learning environment e.g 54321 * A safe stimulating environment encouraging students to work to their full potential promoting a can do ethos * Clear guidelines to ensure students know and understand the high expectations in preparation for the real world Whole school assembly at the start of each term .Class agreement students decide what is important/relevant for their class
History All year groups Remembrance week Students are encouraged to participate in the wearing of poppies as well as incorporating the theme of the First World War into all of their lessons for the day. Listening respectfully to the last post ceremony and understanding it is time to reflect upon those from various backgrounds, ethnicity and faiths who gave their lives. Volunteering to participate in the cadets march and laying of the wreath in the garden of remembrance. Form time activities, use of posters and poems to highlight awareness of remembrance, salvation army bugler to come into school.

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; the pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Biology KS4 Sex determination In the genetics topic students have to understand the concept of how sex is determined in humans using X and Y chromosomes. This is a good opportunity to explore different gender identities through both chromosomal abnormalities and transgender issues. This would lead to students having a greater understanding and tolerance of people of different sexual orientations. We have discussed linking this to PSHE in tutor 12 sessions as part of the weekly programme.
PE Assessment on Performance A Social assessment thread runs through all aspects of the KS3 performance curriculum in Music Dance and Physical education. An assessment grid in each faculty area includes a social aspect of assessment. Students are assessed on their ability to developed their social skills in a practical. Assessment activities are planned by teachers to reflect the needs of the group less able students are able to achieve on the more social aspects of the subjects rather than skill development. External agencies in Rugby, Football Basketball and trampoline support the students to develop the social aspects for each student. Links have been developed with the local community to have clear pathways from Key stage 3 through to KS5 and adult life.
Childcare Year 10 Unit 1: An introduction to working with children Students familiarise themselves with British law and how it is imperative to apply in an early years setting. By marrying up individual needs, the consequences of not meeting these and the law students develop respect and tolerance of different faiths and beliefs. This also help students to develop attitudes and behaviors that will help them contribute positively when they enter the world of work. For example, students learn the importance of understanding the differences in order to support children and work effectively as an early years care practitioner. Students also reflect on the consequences of not doing this. SOW amended to highlight this.

Walbottle Campus Logo

Cultural

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.

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Music KS3 SOL KS3 All current topics throughout years 7-9 Year 8. The year group work with the 12 Bar Blues device and explore the roots of Jazz and the exploitation and mistreatment of black slaves in America. They learn about the significance of work songs and how this lead to the creation of Blues, which ultimately influenced nearly every genre of music. The skills embedded within this topic teach the students to listen and appreciate each others ideas, to embrace improvisation and value individuality as well as celebrate the sharing and coming together that occurs in performance. Yes. The SOL created prior to September was intentionally designed to embrace all social and cultural aspects of the subject, in order to achieve continuity between key stages and to prioritise 'engagement' of students by focussing on a wider content than simply the music itself. Additionally, music as many strands and must be taught in context, to be meaningful. Students enjoy learning about the historical, social and cultural issues associated with different genres and styles of music.
Humanities Religious Studies 10/11 Beliefs about the Soul Students begin this area by reflecting on their own beliefs about life after death and different questions and ideas about the soul. Students are encouraged to discuss their own beliefs and concepts before being introduced to a variety of different beliefs from around the world and a variety of cultural and religious beliefs including resurrection of the body and reincarnation. This leads into a deeper examination of Christian religious and philosophical explorations of life after death. This specifically responds to the element of the examination syllabus dealing with life after death.
Economics Years 10 and 11 Globalisation and interdependency Developing an understanding of how countries have specialised in a particular skill or production etc. students explore the idea that as we become specialised in a specific area we open up trade routes to other communities across the world offering them our excess goods and services, likewise they investigate how this works form the opposite direction and how as a nation we rely on imported goods and services. As part of this students are set tasks to challenge their perceptions about their own skills and perceived specialisations as well as pre-conceived stereotypes that they may have about where products and services originate. N/A

Willingness to participate in and respond positively to artistic, sporting and cultural opportunities

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
PSHE Year 7 Legal and illegal drugs In year 7 they are taught the law in relation to legal drugs, illegal drugs and smoking. This involves them understanding the law of England and the consequences for breaking. Students are also able to reflect on the consequences their actions can have on their health, relationships and future prospects. This Year the unit also included a parent event that focused on the issues students may face and how parents can educate students at home regarding the risky behaviors alcohol and legal highs can lead to. Parents were also given information regarding services for support.
PHSE 11 Homophobia Sessions are delivered during T12 time during Big Question Day and assembly. The unit is planned by the Progress Manager and delivered by PTs. As Homophobia could be a difficult subject for some of our students additional training was offered to PTs on a voluntary basis. Students are asked to conside what Homophobia is, how it affects different people in society and to how it makes people feel. Students assess their knowledge at the beginning and end of the unit by creating a concept map and PTs will keep this assess ment as evidence. By the end of the unit students are able to understand the issues that people of different sexualities face, the impact of this in society and are able to acknowledge other people's opinions on this topic. We are planning to invite a guest speaker in to speak to students during assembly. A Year Leader in Y11 is also taking the lead on working with students who display homophobic attitudes and also those who are exploring their sexuality and need further support.
PE KS4 Practical Lessons Through rules and fair play within competition activities moral dilemmas in games situations. How are others affected by poor decisions by officials or performers. Teamwork is promoted and developed within all games and practical situations where students focus collaborative work where all performers have an input into their performance. All schemes of work have elements of rules as focus where teachers ensure that fair play is a key element to success in practical subjects. All students have an input and opinion on how the team should perform and they develop tactics and skills appropriately. A large aspect of the PE curriculum in KS3 and 4 involves students assessment of practical performance and providing feedback to their peers around improvements in performance.

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

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Create Photography 12 and 13 N/A Students often use this theme to investigate the moral issues surrounding sins associated with modern life. They research, find examples and develop photographic responses that allow the audience to question the 'rights and wrongs' of modern society.
Childcare Year 10 Unit 1: An introduction to working with children. Students investigate and offering reasoned views about moral and ethical issues such as confidentiality. After learning about the Confidentiality Act, students are given a confidentiality dilemma which challenges students to think about what they would do in a situation that put a child at risk. It helps create a dialogue between students about the difference between right and wrong. This therefore lends the opportunity for students to give reasoned views about these moral and ethical issues, as well as appreciating and respecting the views of others during the conversations. SOW has been amended to highlight where students are developed in this.
Religious Studies Year 11 Beliefs about Capital Punishment Students are introduced to the concept of capital punishment and the death penalty as a moral issue that requires discussion. Students are provided with case studies of capital punishment such as the case of Derek Bentley alongside different opinions on the use of capital punishment from both social and religious sources which they use to prepare a presentation / article / website which demonstrates their own ethical stance on the issue of capital punishment from a justified position making use of the different beliefs provided. SOW under revision following government lead changes to the RE syllabi which are being currently responded to by the examination boards.
Geography Year 8 Why are goods made in China? Discussion of the moral and ethical issues surrounding globalisation and the manufacture of goods in 'sweat shops' in China. Current issues by exploring the worlds changing economy and so moving away from China due to development. This sparks discussions about the british economy and governmental responses. N/A

Walbottle Campus Logo

British Values

An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Geography 9 Human rights in Dubai Dubai was one of the locations studied during the 'Fantastic Places' topic. During a lesson on Human rights in Dubai, there was a debate about the rights or wrongs of banning of homosexuality in Dubai. Students gave their opinions on the topic, and a class discussion followed. Although some students were disrespectful about this topic, the teacher and other students in the class highlighted the importance of being tolerant towards each other. N/A
History 9 Holocaust Learn from lessons of Nazi Germany and how small scale persecution has built up to wide spread genocide. This also includes more than just a single religious group to a wide range of social groups. Survivor testimonies are used to appreciate how individuals of different faiths are still human beings- this helps students to empathise. Holocaust Memorial Day/ Holocaust Education Trust visit to Auschwitz with lessons and feedback used across the faculty to deliver SMSC values through tutor time and subject lessons.
H&SC KS4 RO21: Care Values In this unit, we study basic values of care and these can be promoted in theory yet demonstrated in practice. Students explore various legislation such as the Equality Act and understand the key features. This promotes students knowledge of the law and how this protect us a diverse individuals. Students explore direct and indirect discrimination and the effects of prejudice and stereotypes in society. Legislation booklets have been implemented so students have tangible resources to add to throughout their learning. SOW has adapted, SMSC is more explicit and this should be recognised by all students. A lot of our teaching includes SMSC, it is now important ot ensure the students are of aware of this to encourage transferable skills.

An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety;

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
Biology KS4 Recreational drugs The students learn about the differences between legal and illegal drugs and their effects on the body. Students explore the idea that cannabis is labelled as a soft drug and is often referred to as a gateway drug, linked to abuse of "harder" drugs. They also look at how legal drugs have more of an impact on the country as a whole than illegal drugs due to these being more readily accepted and used by the public. We have discussed linking this topic to PSHE in tutor 12. This could be incorporated into the weekly programmes.
Religious Studies 11 Justice and Punishment Within the current OCR syllabus, students are required to develop their knowledge of the aims of punishment within criminal justice and how these are developed primarily to aid the protection of the weak, vulnerable and minorities within society. Specific attention is paid to the use of prison sentences as protective measures to remove dangerous individuals who may represent a threat to other individuals. Contrast is made to other aims of punishment such as vindication and retribution whilst also taking account of the wider theory of deterrence. SOW under revision following government lead changes to the RE syllabi which are being currently responded to by the examination boards.
PHSE 11 Child Sexual Exploitation The topic is delivered through Big Question Day and assemblies. Students are made aware of the laws surrounding sexual exploitation and also about how they can keep themselves safe. Discussion work is included and the use of videos and activities are used to reinforce the point. Staff training is delivered to ensure that they are comfortable with delivering a sensitive topic and they have factually correct information. A theatre company is coming in to deliver a performance and workshop and the police are also coming to deliver an assembly.

An understanding of how citizens can influence decision-making through the democratic process

Subject Year Group Lesson Title/Pastoral Theme How and where are students taught this concept or skill through the curriculum content? Have you planned anything additional in your faculty to address gaps in this area? e.g. revised a SOW, invited external speakers, introduced new student activities / learning opportunities
History 12 Henry's Government Students are taught about the English political system of the Tudors. They specifically learn about Cardinal Wolsey and his influence on government. N/A
Chemistry 10 Extracting fossil fuels Discussion of alternatives to extracting fossil fuels such as oil& gas and the use of (e.g.Fracking). We then have a class vote for allowing new methods, this models a judicial panel review for planning. Schemes of curiosity are open to all as a living document which enables gaps to be filled.

Contact

Hexham Road
Newcastle upon Tyne
NE15 9TP

0191 267 8221

Other Sites

Tucasi